NURSING 7208 - Aboriginal People and Health Care
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code NURSING 7208 Course Aboriginal People and Health Care Coordinating Unit School of Nursing Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Online 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 Coordinator: Associate Professor Janet KellyCourse Coordinator: Janet Kelly
Phone: +61 8 8313 0964
Email: email@example.comLocation:Level 4, Adelaide Health & Medical Sciences Building,
Cnr North Terrace & George Street
ADELAIDE SA 5005
Phone: +61 8313 3595
The full timetable of all activities for this course can be accessed from Course Planner.
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 Aboriginal and Torres Strait Islander peoples 4 Demonstrate an understanding of cultural safety issues related to Aboriginal and Torres Strait Islander peoples. 5 Examine the prevalence of mental health ad grief and loss in Aboriginal and Torres Strait Islandercommunities. 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 Aboriginal and Torres Strait Islandercommunities including the impact of ATOD and identify how you as a nurse could respond to the issues surrounding their care. 8 Critique previous Aboriginal and Torres Strait Islanderhealth strategies 9 Examine mechanisms of injury within the Aboriginal and Torres Strait Islander 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-9 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
6-9 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1-4, 6, 7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 6, 7 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-9 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 4, 6, 7
Required ResourcesTaylor, T, and Guerin, P 2014 Health care and Indigenous Australians: cultural safety in practice, Palgrave Macmillan, Australia
Best, O and Fredericks B (editors), 2014, ‘Yatdjuligin: Aboriginal and Torres Strait Islander Nursing & Midwifery Care’, Cambridge
University Press, Australia
Goonj, B 2010 Bridging cultures in aboriginal health, University of New England Press.
Online LearningThere are two face to face sessions, and students are always free to contact the lecturer for face to face support or assistance.
Please note all lectures and activities provided for this course are designed to introduce the topic and to give some insights for students to further develop their knowledge.
Content in the form of PowerPoint lectures or presentations, Interviews and links to various other media are for you to access for each weeks topic. It is expected that you will listen to these and if you have any queries or questions then please contact me.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a flexible delivery approach to identify situations that impact the daily environment of nursing practice especially in the domain of Aboriginal and Torres Strait Islander people's 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 introductory face to face session is scheduled in the first week, and 1 workshop is scheduled within the semester.
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 SummaryContent associated with this course is available through MyUni.
Specific Course RequirementsThis course requires participants to reflect on their values, learning and understanding of Aboriginal people and their experiences and health care needs. This is the first important step toward providing culturally safe care.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Myth Quiz Formative 0% 1-9 Quiz (2 multi choice questions per week Summative 10% 1-9 Patient joruney mapping assignment Summative 50% 1-7 Critical reflective activities Summative 40% 1-9
Assessment DetailAssessment 1: Formative Share our Pride Quiz (250 words equivalent)
This is for students to complete to challenge stereotypes and myths.
Assessment 2: Weekly Quiz (500 words equivalent) Students complete two quiz questions per week over the semester concerning reading/viewing/workshop content
Assessment 3: Critical reflective activities (1000 words) Thecritical reflection is spaced over the semester. First the students complete an initial reflection of knowledge and gaps in knowledge in Aboriginal health and cultural safety. They then attend a face to face workshop early in semester. The final assignment is a written reflection of what they learned personally and professionally about caring for Indigenous peoples.
Assessment 4: Patient journey mapping (2000 words) Students will work in pairs to analyse a case taken from a range of real life examples of a person of Aboriginal background or from an Aborigingal person one of them has cared for during clinical placement and their journey through the health care system. Using a simplified version of the Managing Two Worlds Together patient journey mapping tools, the student will provide a brief summary of the patient's journey, identify the aspects of health that are important for this patient, the underlying factors that impact on their access and quality of care, and how the journey has progressed from the perspective of the patient, their family and staff. They will then identify appropriate actions for improvement. The last part of the assignment is a discussion about whether cultural safety was enacted or not, and ways that health care experience could be improved for the patient and their family.
SubmissionUnless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. Turnitin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted. Extension of time for submission of
assignments is subject to negotiation with the course coordinator, and will be generally awarded for no more than 10 working days unless there are exceptional circumstances. To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. See the Modified Arrangements for Coursework Assessment Policy hhtp://www.adelaide.edu.au/policies/3303/
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.Assignments are marked using a rubric which is supplied to students at the commencement of the semester.
Final results for this course will be made available through Access Adelaide.
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.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.
Student feedback from 2018 was very positive overall with most students finding the course content was delivered well and allowed for self-paced learning. Although online, they found it easily accessible and engaging, with the lectuere experienced, knowledgeable and approachable.
The students concerns related to juggling assignments between courses and finding that the face to face workshop was more focused on the needs of the BN students. They also desired more face to face contact to discuss the topic, including Indigenous guest speakers. The patient journeymappign assignment was confusing at times, and the tables repetative.
In response to these suggestions, the workshop will be separated out from teh BN next year, and there will be increased Indigneous guest speakers, both on line videos and face to face. The tables in the patient journey mapping assignment will be reviewed and streamlined.
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