| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Working in Partnership With First Nations Families |
| Unit ID: | MIDBM2005 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060303 |
| Other Change: | |
| Brief description of the Unit |
This unit explores the safe and effective provision of health care in partnership with women and families identifying as Australian First Nations Peoples. The central focus is an exploration of the experience of motherhood, family development, and perinatal health of First Nations Peoples. Building a depth of understanding of the historical and contemporary influences on the social determinants of health including cultural and political factors and their impact on shaping Australian First Nations diverse communities will also be examined. This unit is underpinned by a strengths-based, family centred approach, as a fundamental principle of care. Students will apply principles of culturally safe practice of Aboriginal & Torres Strait Islander People, based on a foundation of respect for diversity and difference, addressing individual needs of the family. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Discuss Aboriginal and Torres Strait Islander people’s history, health and culture identifying strategies for delivery of effective care |
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| K2. | Describe historical, political, cultural and social influences that have led to Aboriginal & Torres Strait Islander People health outcomes |
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| K3. | Examine and reflect on how one’s own culture and dominant cultural paradigms, influence perceptions of and interactions with Aboriginal and Torres Strait Islander peoples |
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| K4. | Examine the basis of Aboriginal & Torres Strait Islander People’s identities including cultural diversity, cultural vulnerability, resilience and place in contemporary Australia |
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| K5. | Recognise the impact of different cultural perspectives and suggest how an individual’s understandings can influence engagement with Aboriginal and Torres Strait Islander individuals, families, organisations, and communities |
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| Skills: |
| S1. | Demonstrate theoretical understanding and skills development in communication, interpersonal skills, and education for health promotion in relation to the childbearing continuum |
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| S2. | Analyse the rationale for the development of health policies that affect Australian Aboriginal and Torres Strait Islander communities |
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| S3. | Recognise factors relating to health inequity between Indigenous and non-Indigenous families. Explore the current efforts in closing the gap in perinatal outcomes and consider future interventions to address inequalities |
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| Application of knowledge and skills: |
| A1. | Utilise critical thinking, problem solving and reflective practice skills to provide culturally safe woman/family centred care throughout the perinatal period |
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| A2. | Critique the role of midwives in the broader context of public and primary health care provision and the impact on long term maternal and infant health |
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| Unit Content: |
The CATSINaM Health Curriculum Framework (2014); ANMAC Midwife Accreditation Standards (2021); NMBA Midwife Standards for Practice (2018); NMBA Code of Conduct for Midwives (2018); Code of Ethics for Midwives (2014); NMBA Decision-making framework for nursing and midwifery (2020); NMBA Decision-making framework summary - midwifery (2020); National Digital Health Strategy (2021); National Safety and Quality Health Services Standards (2019) and Federation University Stretch Reconciliation Plan have substantially informed the syllabus/content of this unit. MODULES AND MIDWIFERY THEORY 1. Overview of Aboriginal and Torres Strait Islander peoples` history and culture 2. Contemporary and traditional Australian Indigenous culture and identity 3. Cultural safety in midwifery care 4. Health and wellbeing 5. Addressing inequities |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1 | Exploration and analysis of important concepts of historical and contemporary social privileges and the potential influence on Aboriginal and Torres Strait Islander health outcomes in the context of Australian maternity care | Audio visual presentation | 40-60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, A1 | Application of theoretical concepts to the context of midwifery care for Aboriginal and Torres Strait Islander women and families. | Written assessment | 40-60% |
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