NURSING 3008OL - ATSI Health

Online - Semester 2 - 2017

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 ATSI 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 3008OL
    Course ATSI Health
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Undergraduate
    Location/s Online
    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 ATSI 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, 2014, Yatdjuligin - Aboriginal and Torres Strait Islander Nursing & Midwifery Care, Cammbridge Universty 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 the course ATSI Peoples Health and Culture 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, Podcasts 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 queires or questions then please contact me. If you have difficulty accessing this content then please contact the Student Support officer
  • Learning & Teaching Activities
    Learning & Teaching Modes
    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.

    Aboriginal and Torres Strait Islander Health involves a program of reading which students are expected to complete as an integral component of the course. This Study Guide takes the student through the readings contained in the recommended texts, offering the student insights into key issues, significant understandings and directions for further reading. The Study Guide utilises stimulus questions,and discussion points to maximise student learning. It also provides students with a time frame in order to ensure steady progress.

    Content in the form of PowerPoint lectures or presentations, Interviews, Podcasts 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 queires or questions then please contact me. If you have difficulty accessing this content then please contact the Student Support officer

    Please note all lectures and activities provided for the course Aboriginal and Torres Strait Islander Health are designed to introduce the topic and to give some insights for students to further develop their knowledge.
    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
    Articulate presentations – the School of Nursing has a licence for the Articulate e-learning authoring software program and has a number of staff that are expert in its use. The advantage to the student is the freedom to progress through content at their own pace while receiving in time support for their learning. This is particularly helpful for the nature of the content which will be available for revision across the semester. The School of Nursing has a purpose built e-learning room with dedicated PC access to training support software.

    LAMS presentations for selected topics – LAMS (learning activity management system) provides a simple learning design tool that encourages student interaction and engagement with a diverse range of material. The visual interface allows the lecturer to author individual and group assignments. LAMS allow the student freedom to progress at their own pace and to easily review content they are uncertain of. LAMS offer lecturing staff a novel and innovative way to present content that often resists transition from text book to engagement. A number of school staff have used LAMS and more will be able to as the university increases IT support for this and other learning systems.
  • 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  Type 
    Myth Quiz  Formative 
    Online Quiz  (x2)

    Summative       10% (5% each quiz)                       
    Critical reflective essay
    Summative 
                                
         40 %                                 
    Analytical Paper Summative        50%
    Assessment Detail
    Assessment 1: Critical appraisal  (1250 words)  Week 4
    The students will be given three texts and asked to reflect on how health is referred to in each text, what has improved or not in Aboriginal and Torres Strait Islander health over the last 15 years, and what five things they think would make a positive difference in the future. The essay will be assessed using a marking rubric.

    Assesment 2: Quiz x 2   (500 words equivilent )  Due weeks 4 & 11
    Students complete two quizzes over the semester concerning reading/viewing/workshop content

    Assessment 3: Patient journey mapping (2000 words) Week 10
    Students will analyse a case taken from a range of real life examples of a  person of Aboriginal background 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 three or more things that they as a nurse could do to improve health care for this patient and/or other Aboriginal patients. The mapping will be assessed using a marking rubric.
    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 readings are clearly identified
    • The way in which the assignment will proceed is clearly described
    • The appraisal is structured according to the suggested outline with headings used to indicate the sections
    • The appraisal 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.
    • 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 Manual and School Style and Referencing Guide.
    • 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 Manual and School Style and Referencing Guide.
    • 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 - Patient Journey Mapping


    Structure and Writing Style 25%

    Structure (15%)
    • Introduces the patient
    • Clearly describes the way in which the paper will proceed (follows the suggested outline within the School Manual and School Style and Referencing Guide)
    • The 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 paper has been presented logically
    • The 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 Aboriginal and Torres Strait  Islander 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 Manual and School Style and Referencing Guide.
    • 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 Manual and School Style and Referencing Guide.
    • 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.

    For ATSI Health, Semester II, 2016, I hope to change the course in the followingways as a result of constructive feedback from student evaluation of the course in 2015:

    • Conduct an introductory lecture to outline the course, explain the assessments and answer any questions with a general introduction to ATSI Health and the concepts that are critical to this course
    • Produce some short presentations/video for most weeks to outline the content for that week and reinforce the previous weeks work
    • Readjust the assessments
      • Literature review to stay but may be a more defined period or review of a policy in the literature pertinent to ATSI health i.e. The NT intervention or the policy of 'Assimilation and the Stolen Generation’ and the effect on health andwell being
      • Analytical paper - to stay butless less tools and introdcuing those tools to studetns during the course of thesemester in interactive activities
      • Refining of the Quizzes or introcduing assessment at the mid-semester workshop
    • Planning for a mid-semester workshop ( 1/2 day) to meet and hear ATSI health experts indigenous and non - indigenous present on…
      • ATSI History and its effect on health
      • Shifting governmental ATSI policies over the decades and its effect on health
      • How do social determinants affect the health of ATSI peoples?
      • Stories from ATSI people and their experiences of the health system
  • 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.