NURSING 7208 - Aboriginal People and Health Care
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code NURSING 7208 Course Aboriginal People and Health Care Coordinating Unit Adelaide Nursing School 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 Assessment Quiz, Critical Reflection, Exam Course Staff
Course Coordinator: Professor Janet Kelly
Course Coordinator: Janet Kelly
Phone: +61 8 8313 0964
Email: janet.kelly@adelaide.edu.auLocation:Level 4, Adelaide Health & Medical Sciences Building,
Cnr North Terrace & George Street
ADELAIDE SA 5005
School contact:
Phone: +61 8313 3595
Email: nursing@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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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 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
All Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
All Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2,3,4,5,7 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
All Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,3,5,6,7 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
All Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Taylor, T, and Guerin, P 2014 Health care and Indigenous Australians: cultural safety in practice, Palgrave Macmillan, Australia
Recommended Resources
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 Learning
There 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 Modes
This 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.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
Content associated with this course is available through MyUni.Specific Course Requirements
This 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. -
Assessment
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 Summary
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Myth Quiz Formative 0% 1-9 Online Quizzes x 3 Summative 10% 1-9 Patient joruney mapping assignment Summative 50% 1-7 Critical reflective activities Summative 40% 1-9 Assessment Detail
Formative
- Practice critical reflection
Quiz - focus on content (30%)
- Quiz 1 – covers content in weeks 1 and 2
- Quiz 2 – covers content in weeks 3 and 4
- Quiz 3 – covers content from weeks 5 and 6
Critical reflection (40%)
Critical Reflection Task 1 (750 words and three references)
Using
Driscoll’s ‘What’ Reflective Model:
Critically
reflect over your worldview and how this has influenced your attitudes towards
people who have a different cultural
background
to your own.
Critical Reflection Task 2: (750 words and three references)
Using
Driscoll’s ‘What’ Reflective Model:
Critically reflect on one
reading, video or conversation that has influenced your thinking and
perceptions about Aboriginal people and health care.
Application
to Practice Interactive activity (30%)
There are 2 parts to the application to practice activity
Part 1: Interactive activity 10%
Clinical
yarning role play. Practice using ‘Yarn with me’ clinical yarning approach as
described by Lin, Green and Bessarab (2016). Students will pre read the
article and engage with a role play using the three step social yarn,
diagnostic yarn and management yarn.
Small group work – Students will be encouraged to discuss the challenges they
have faced and strategies they have used,
encountered,
or could use to embed cultural safety into clinical practice in a range of
health care settings and situations. Aboriginal students will bring a unique perspective
to this activity, and will be invited to share to the extent to which they are
comfortable.
Part 2: Written reflection on interactive workshop learning 20%
Using
Driscoll’s ‘What’ Reflective Model
Critically
reflect on one activity during the application to practice activities and how
this has impacted you, your thinking and/or perceptions about embedding
cultural safety into health care settings.
Submission
Unless 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/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.
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.
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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.
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 previous assignments were not working for individual students, nor for the increasing numbers of students. The critical reflection is now 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 course has been adjusted to better meet the learning needs of 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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
