NURSING 3008 - Aboriginal Health Care

North Terrace Campus - Semester 2 - 2019

This course provides an understanding and an appreciation of the Aboriginal and Torres Strait Islander peoples health, culture and history. This will inform an understanding of the health issues facing the Aboriginal and Torres Strait Islander population and importantly will identify the contribution that nurses can provide in both primary and acute health care settings.

  • General Course Information
    Course Details
    Course Code NURSING 3008
    Course Aboriginal Health Care
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Online
    Available for Study Abroad and Exchange N
    Restrictions Available to B.Nurs students only
    Course Description This course provides an understanding and an appreciation of the Aboriginal and Torres Strait Islander peoples health, culture and history. This will inform an understanding of the health issues facing the Aboriginal and Torres Strait Islander population and importantly will identify the contribution that nurses can provide in both primary and acute health care settings.
    Course Staff

    Course Coordinator: Dr Janet Kelly

    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 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 and grief and loss in Aboriginal and Torres Strait Islander 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 Aboriginal and Torres Strait Islander communities 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 Islander health 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
    6, 7, 8, 9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    7, 8, 9, 10
    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
    4, 5
    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
    3, 5
  • Learning Resources
    Required Resources
    PRESCRIBED TEXTS

    Best, O and Fredericks, B, 2018, Yatdjuligin - Aboriginal and Torres Strait Islander Nursing & Midwifery Care, Cambridge University Press
    Recommended Resources
    RECOMMENDED TEXTS

    Taylor, T, Guerin, P 2010 Health care and indigenous Australians, Palgrave Macmillan, Australia

    Carson, B, 2007 Social Determinants of Indigenous Health, Allen & Unwin, Australia

    Couzos, S & Murray, R 2008 Aboriginal Primary Health Care: An Evidence-Based Approach, Oxford University Press

    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.


    Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.
    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
    Learning is via a mixture of online learning, videos and powerpoint. One face to face workshop and three face to face lectures.
    Workload

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

    Students would expect to study 12 hours per week throughout the duration of this course. Students are strongly advised to set aside a regular time for study and approach each weeks topic.
    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.
    Small Group Discovery Experience
    The SGDE for third year students is detailed within the course Nursing in Complex Settings, Maternity and Paediatrics.
  • 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 Word Count Learning Outcomes being addressed
    Myth Quiz  Formative  250 1
    Online Quizzes x 3

    Summative   10%                    500   1-9
    Critical reflective activities and workshop attendance and participation
    Summative 
                                
         40 %                                  1000 4,7,8
    Patient journey mapping Summative        50% 2000 4, 6, 8
    Assessment Detail
    Assessment: 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)
    The critical 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 either taken from a range of real life examples of a person of Aboriginal background and their journey through the health care system or from a person of Aboriginal background that one of them has looked after on clinical placement. 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.
    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.


    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.

  • 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.

    Student feedback from 2018 was very positive overall with most students finding the course content informative, clearly presented with readings engaging and not too long. One student identified that the course  enabled them to develop a deeper understanding of Aboriginal health care.

    The students concerns related to being clearer on how to complete the patient journey mapping assignments and to have increased face to face content including Indigenous guest speakers. There were also suggestions that the course should be provided earlier in the nursing course.
    In response to these suggestions, the course has been changed to a first year subject, the patient journey mapping assignment will be explained in more detail and a clear example of a completed mapping provided. There will also be increased video interviews with Indigenous people in lieu of increased face to face sessions.
  • Student Support
  • Policies & Guidelines
  • 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.