| Effective Term: | 2024/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Primary Health 3: The Health and Cultural Diversity of Aboriginal
and Torres Strait Islander People |
| Unit ID: | NURBN2025 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEALT2114) |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This course aims to provide students with an understanding of Aboriginal & Torres Strait Islander diversity, cultural protocols and health issues. The course provides an overview of Aboriginal & Torres Strait Islander identity and investigates historical, cultural and social factors affecting health outcomes specific to Aboriginal & Torres Strait Islander People. Additionally, it analyses the development of current Aboriginal & Torres Strait Islander health policies and the roles of various stakeholders including Aboriginal Community Controlled agencies. Students will analyse effective strategies, programs and practices (including best practice models for health care delivery, research and health promotion and positive contributions made by Aboriginal & Torres Strait Islander themselves) which are designed to improve Aboriginal & Torres Strait Islander health outcomes |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment: |
| 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. | Analyse the impact of different cultural perspectives and suggest how an individual’s understandings can influence engagement with Aboriginal and Torres Strait Islander individuals, families and communities |
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| K2. | Investigate factors that influence cultural vulnerability and resilience and their relationship to health choices |
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| K3. | Examine the basis of Aboriginal & Torres Strait Islander People’s identities including cultural diversity |
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| K4. | Explore the meaning of ‘cultural safety’ and the impact that feeling safe might have on Aboriginal & Torres Strait Islander People experiencing improved health outcomes |
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| Skills: |
| S1. | Analyse and critically explain historical, political, cultural and social influences that have led to Aboriginal & Torres Strait Islander People experiencing poor health |
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| S2. | Investigate and explain the rationale for the development of Aboriginal & Torres Strait Islander Health policies at National and State levels |
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| S3. | Investigate and explain the role of various stakeholders in Australian Indigenous Health (e.g. National Aboriginal Community Controlled Health Organisation, Victorian Aboriginal Community Controlled Health Organisation, State and local Aboriginal health services, Co-operatives, CATSINAM) |
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| S4. | Analyse strategies, practices and programs (including positive contributions by Aboriginal & Torres Strait Islander People themselves) in health care delivery and health promotion designed to work in partnership with Aboriginal & Torres Strait Islander People to meet current health needs |
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| Application of knowledge and skills: |
| A1. | Develop an understanding of Aboriginal & Torres Strait Islander identity/ (ies) including their diversity and place in contemporary Australia |
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| A2. | Recognise the extent to which Aboriginal & Torres Strait Islander People continue to experience poor health and demonstrate effective ways of working towards improving this situation |
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| A3. | Develop respect for diversity and difference and practice of cultural safety |
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| A4. | Apply knowledge of different cultural understandings to how those in health care work with Indigenous individuals, families and communities |
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| Unit Content: |
The current NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses, Code of Ethics for Nurses, National Safety and Quality Health Service Standards, Aged Care Quality Standards, National Health Priority Areas and where applicable the NMBA National Competency Standards for the Midwives, NMBA Code of Conduct for Midwives, ICM/NMBA Code of Ethics for Midwives have informed the content development of this unit.
- Concepts, theories relating to issues of social justice and cultural safety and its meaning, difference and diversity
- Contemporary and traditional Aboriginal and Torres Strait Islander culture and identity: (loss of country, cultural loss, assimilation and reconciliation)
- Exploration of Aboriginal and Torres Strait Islander definitions of health and wellbeing
- European settlement of Australia and its impact on culture, identity and health since 18th century, incorporating ideas of Terra Nullius and clarification of differences in central concepts such as ‘holism’ and ‘family’
- Cultural practices and meanings of family, community, country, values and community decision making processes
- Aboriginal and Torres Strait Islander health policies (national and state): evolution of policies from 1930’s to present
- Contemporary Aboriginal and Torres Strait Islander health issues
- Discernment of Culturally safe practices in health with Aboriginal and Torres Strait Islander communities
- Federation University Reconciliation Action Plan
- Aboriginal and Torres Strait Islander Health Research eg. Lowitja Institute
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| 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 | Learning outcomes
(KSA) | Assessment task
(AT#) | 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. | K1, K2, K3,S1, S2, A1, A2 | AT1, AT2, AT3 | 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 | S1, S3, S4, A1, A2 | AT1, AT2 | 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. | K1, K2, K3,S1, S2, A1, A2 | AT1, AT2 | 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. | S4, A1 A2 | AT2 | 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. | K1, K2, K3,S1, S2, A1, A2 | AT1, AT2 |
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| Learning Task and Assessment: |
A 15-credit point unit will involve a minimum of 150 hours of learning. For every one hour of teacher-directed learning, there will be a minimum of two hours of learner directed learning. Additional hours will be required to complete the associated assessment tasks. Learner-directed hours will include self-directed learning, directed activities and formative assessment opportunities via the learning management system. The teacher-directed hours of learning in this unit will be through a variety of in-person or online small group learning sessions. Students are expected to attend and engage with all scheduled classes as per the assessment hurdle requirements for this unit.
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, S4, A1, A2 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 2. | K1, K2, K3, S1, S3, S4, A1, A2, | Group project exploring health equity. | Synchronous Oral Presentation | 40-60% | | 3. | K1, K2, K3, S1, S2, S3, S4, A1, A2 | Design self-reflexivity practice strategies | Reflection | 40-60% |
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