| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Indigenous health and cultural safety in healthcare practice |
| Unit ID: | NURBN1106 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NURBN2025) |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit prepares nursing and midwifery students to provide culturally safe, respectful, and responsive care to Aboriginal and Torres Strait Islander peoples. Guided by the Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework, the unit is structured around four key themes: Cultural Safety, History and Diversity, Partnerships, and Clinical Practice.
Students will explore the diversity, strength, and resilience of the world’s oldest living cultures, while critically reflecting on their own cultural identity, values, assumptions, and privileges. Emphasis is placed on building genuine partnerships, promoting health equity, and delivering strengths-based, person-centred care that supports the self-determination and wellbeing of Aboriginal and Torres Strait Islander peoples. |
| 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 | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Describe the historical, political, cultural, social, and economic factors that influence the health and wellbeing of Aboriginal and Torres Strait Islander peoples. |
|
| Skills: |
| S1. | Identify and examine cultural awareness, sensitivity, safety, and competence in relation to cultural determinants of health. |
|
| S2. | Analyse current healthcare strategies, policies, and programs from local, state, and national perspectives aimed at improving health outcomes for Aboriginal and Torres Strait Islander peoples |
|
| Application of knowledge and skills: |
| A1. | Analyse the role of nursing and midwifery in promoting culturally safe and equitable healthcare for Aboriginal and Torres Strait Islander individuals and communities. |
|
| Unit Content: |
The content development of this unit has been guided by the following key standards and requirements:
- Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework
- NMBA Nursing and Midwifery Board of Australia (Registered nurse standards for practice, Midwife standards for practice, Code of conduct, and ICN Code of ethics for nurses)
- NSQHS National Safety and Quality Health Service Standards
- National Safety and Quality Primary and Community
- ACQS Aged Care Quality Standards
- National Health Priority Areas
Content will include:
- Exploration of cultural safety, cultural awareness, and cultural competence
- Historical and contemporary influences on Aboriginal and Torres Strait Islander health, including colonisation and systemic racism
- Reflection on personal cultural identity, values, and privilege
- Examination of local, state, and national health strategies and policies
- Engagement with Aboriginal and Torres Strait Islander-led, strengths-based healthcare models
- Development of culturally safe and responsive nursing and midwifery practices
|
| 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.
|
| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | S1, S2, A1 | Story telling discussion forum activity | Written Reflection | 40-60% | | 2. | K1, S2, A1 | Culturally Safe Healthcare | Group Synchronous Oral Presentation | 40-60% | | 3. | K1, S1, S2, A1 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 4. | K1, S1, S2, A1 | Attendance at /attempt of all assessments | 100% Attendance at/attempt of assessments 1 and 2 | S/U Hurdle |
|