NURSING 7208 - ATSI Peoples Health & Culture

North Terrace Campus - Semester 2 - 2015

This course will provide a historical and cultural background that will inform an understanding of the health issues facing this population and the contribution that nurses can provide in primary and acute health care.

  • General Course Information
    Course Details
    Course Code NURSING 7208
    Course ATSI Peoples Health & Culture
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact External
    Available for Study Abroad and Exchange N
    Restrictions Available to M.Clin Nurs students only
    Course Description This course will provide a historical and cultural background that will inform an understanding of the health issues facing this population and the contribution that nurses can provide in primary and acute health care.
    Course Staff

    Course Coordinator: Dr Tammy Page

    Course Coordinator: Tamara Page
    Phone: +61 8 8313 1225
    Email: tamara.page@adelaide.edu.au
    Location: Room 3-64, School of Nursing, University of Adelaide

    School Office
    Phone: +61 8 8313 3595
    Email: nursing.studentliason@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Identify historical, socio-cultural and economic determinants of Aboriginal and Torres Strait Islander peoples’ health, cross cultural communication, primary health care and rural and remote issues
    2 Acquire an understanding the Community Controlled Health Service and strategies for delivering effective health care services.
    3 Describe the role of government and non –government organisations, initiatives and laws on provision of health care for ATSI peoples
    4 Demonstrate an understanding of cultural safety issues related to Aboriginal and Torres Strait Islander peoples.
    5 Examine the prevalence of mental health in ATSI communities.
    6 Map the patient’s journey and suggest improvements to the role of health care systems in the provision of care in rural and remote communities.
    7 Examine in detail chronic disease in ATSI communities and identify how you as a nurse could respond to the issues surrounding their care.
    8 Critique previous ATSI health strategies
    9 Examine mechanisms of injury within the ATSI population.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-5, 8
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 5-9
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 6-7
    Skills of a high order in interpersonal understanding, teamwork and communication. 2, 6-8
    A proficiency in the appropriate use of contemporary technologies. 1, 4, 6-7
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-9
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6-7
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-9
  • Learning Resources
    Required Resources
    Taylor, T, and Guerin, P 2014 Health care and Indigenous Australians: cultural safety in practice, Palgrave Macmillan, Australia
    Recommended Resources
    Goonj, B 2010 Bridging cultures in aboriginal health, University of New England Press.

    Trudgen, R 2001 Why warriors lie down and die, Aboriginal Resource and Development Services Inc, Darwin.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course uses a flexible delivery approach to identify situations that impact the daily environment of nursing practice especially in the domain of ATSI health. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes. 1 workshop will be scheduled within the semester for a field trip.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The workload for this course is based on a flexible learning delivery:
    It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. This includes all study activities, workshops, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
    Learning Activities Summary
    The tables below indicate the lecture outlines for ATSI Peoples Health and Culture. A body systems approach is taken. Simple health problems based on of the top illnesses experienced in Australian society are as studied as a series of case presentations.

    ATSI Peoples' Health & Culture
    Lecture Series
    Social determinants
    1. Health and History

    2. Social disadvantage and remoteness

    3. Government and NGO health initiatives in ATSI Health

    4. Cultural visit

    5. Maternal and child health issues

    6. Mental health – substance abuse

    7. Mental health – anxiety, depression and suicide

    Chronic health issues
    8. Management of primary and chronic health care issues

    9. Chronic health care issues – respiratory

    10. Chronic health care issues cardiac

    11. Chronic health care issues – eye ear and nose

    12. Chronic health care issues – sexually transmitted infection

    13. Chronic health care issues – renal

    14. Preventable injury
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Portfolio activities 1-8 Formative NGP 1-9
    Portfolio activities 9-14 Summative 20% 1-9
    Literature review critique Summative 30% 1-4
    Analytical paper Summative 50% 1-9
    Assessment Detail
    Assessment 1: literature review critique
    Due Date: Week 4
    Weighting: 30%
    Length: 1200 words

    Choose media article 1 or 2 (from MyUni) and critique this from the perspectives of cultural awareness, cultural sensitivity and cultural safety.

    Things to consider
    • What assumptions are being made
    • What policies or era is reflected in the article? (you may be able to use the table generated from the week 1 activities)
    What definitions of health are being used and are these consistent with ATSI culture


    Assessment 2: portfolio ACTIVITIES

    Due Date: Activities 1-8: Week 5 NGP
    Activities 9-14: Week 9 20%
    Weighting: 20%
    Length:750 and 700 words

    In completing the Portfolio Activities, students must:
    • Complete activities within the study guide
    • Use templates as requested
    • Reference appropriately


    Assessment 3: analytical paper

    Due Date: Week 13
    Weighting: 50%
    Length: 1875 words

    Analytical paper
    The analytical paper builds on your work during the semester where you have summarised the issues for patients in the case studies using the dimensions of health template.
    You are required to identify a person of ATSI origin during one of your placements and analyse the patient journey.

    Using the templates from MyUni map the patients journey in the following sections
    Dimensions of health
    Factors affecting access and quality of care
    Chronological mapping
    Summarise the important aspects for this patient, any issues that arose and how you could respond to them.

    Identify five things that you could consider and do, or initiate as a part of your practice with country ATSI patients.
    Submission
    Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. Students MUST keep an electronic copy of all assignments submitted. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of time for submission of assignments is subject to negotiation with the course coordinator. Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. However, an extension may be granted if the request is made before the due date and the usual administration procedures are followed. Late submission without an approved extension will be penalised at the rate of 5% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.

    Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    The following marking guides will be used for the assignments:

    Marking Guide - Literature Review Critique
    Structure and Writing Style 25%
    Structure (15%)
    • The reading / article selected is clearly identified

    • The way in which the critique will proceed is clearly described

    • The critique is structured according to the suggested outline with headings used to indicate the sections

    • The critique ends with a brief cogent defendable conclusion that summarises the discussion within the body.

    Writing style (10%)
    • The critique is written with
         • Clear sentences
         • Precision of expression
         • Correct grammar
         • Accurate spelling
    Content and Critical Analysis 60%
    • Demonstrates an understanding of the selected reading by identifying the central components, themes or focus of the reading.

    • There is evidence that the student critically analysed the readings, discussing the issues and concepts raised in the article and the validity of the author(s) arguments supported by additional contemporary references.

    • There is evidence the student reflected on the reading and on the relevance to practice.
    Referencing 15%
    • The referencing style used throughout the paper is congruent with the School Academic Manual.

    • The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual.

    • The references cited are contemporary (i.e. less than 10 years old unless seminal papers)

    • Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

    • There is evidence in the paper that the student has searched widely for information related to the topic/issue

    • The student has acknowledged all sources of information

    • Direct quotations are only used to make crucial points or to support the discussion/argument.


    Marking Guide - Analytical Paper
    Structure and Writing Style 25%
    Structure (15%)
    • Introduces the patient

    • Clearly describes the way in which the analytical paper will proceed (follows the suggested outline within the Style Guide)

    • The analytical paper is structured according to the suggested outline with headings used to indicate the sections

    • All sections of the templates have been completed

    • The analytical paper summaries the case details and suggestions are made for enhancement of practice.

    Writing style (10%)
    • The analytical paper is written with
         • Clear sentence structure
         • Clarity of argument
         • Precision of expression
         • Spelling and grammar are correct.
    Content and Critical Analysis 60%
    Content (30%)
    • The analytical paper has been presented logically

    • The analytical paper content has clear links to contemporary nursing practice

    • The student’s paper demonstrates a depth of understanding of the topic and related nursing issues.

    Critical analysis (30%)

    • The analytical paper demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:
         • providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care
         • demonstrating they have reflected on the complex issues surrounding the nursing care of ATSI patients
         • Discussing the nursing care from differing perspectives, thereby providing a balanced argument/discussion.
    Referencing 15%
    • The referencing style used throughout the paper is congruent with the School Academic Manual.

    • The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual.

    • The references cited are contemporary (i.e. less than 10 years old unless seminal papers)

    • Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

    • There is evidence in the paper that the student has searched widely for information related to the topic/issue

    • The student has acknowledged all sources of information

    • Direct quotations are only used to make crucial points or to support the discussion/argument.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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