NURSING 7208 - Aboriginal People and Health Care
North Terrace Campus - Semester 2 - 2020
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)
All 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
All 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
2,3,4,5,7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
All 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
1,2,3,5,6,7 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
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
Biles, B & Biles, J 2020, Aboriginal and Torres Strait Islander Peoples' Health and Wellbeing, Oxford University Press, Docklands, Victoria.
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. 3 face to face sessions are scheduled in the first month, 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.
Practice Quiz: 0%: Learnign outcome 1
Quiz - focus on content. 30%: Learning outcome - all
Quiz 1 – for weeks 1 & 2
Quiz 2 – for weeks 3 & 4
Quiz 3 – for weeks 5 & 6
Critical reflection. 30%: Learning outcome – all
Reflection task 1
Reflection task 2
Application to Practice Exam. 40% Learning outcomes 4, 5, 6
Five short answer and 50 multiple choice questions
Assessment DetailAssessment: Formative Myth Quiz (250 words equivalent)
This is for students to complete to challenge stereotypes and myths.
Assessment: Online Quizzes x 3 (500 words equivalent) Students complete three online quizzes over the semester concerning reading/viewing/workshop content
Assessment: 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: 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.
The current assignments are not working, for individual students, nor for the increasing numbers of students. The critical reflection needs to be scaffolded throughout the course, enabling students to build their reflective skills over the semester, and the quiz’s modified so that students can more easily engage with all content. The existing patient journey mapping assignment is difficult for students to understand. We trialled students completing this assignment in pairs, but this has not worked well for many students. In 2020 we propose discussing the patient journey material on line and as part of the critical reflection and then testing students’ ability to apply this to practice in an end of semester exam.
Therefore we have made changes to the learning outcomes and assignments in this course. This will enable the course to better meet the learning needs of undergraduate students, and enable students to interact more effectively with the course content and concepts in line with the requirements of the Aboriginal and Torres Strait Islander Curriculum Framework and the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives Guidelines.
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