NURSING 3008 - Aboriginal Health Care

North Terrace Campus - Semester 2 - 2020

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
    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
    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
    All lectures and activities provided for the 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, guest speakers, interviews and links to various other media are provided for students to access for each weeks’ module.
  • 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
    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
    Formative
    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 Related Requirements



    Assessment Detail

    Formative

    Practice quiz

     

    Quiz

    Quiz 1 – covers content in weeks 1 and 2

    Quiz 2 – covers content in weeks 3 and 4

    Quiz 3 – covers content in weeks 5 and 6


    Critical reflection

    Critical Reflection Task 1 (750 words and three references)

    • Using the Gibbs Reflective Cycle critically reflect over your worldview and culture and how these have influenced your perceptions of Aboriginal people.

     

    Critical Reflection Task 2: (750 words and three references)

    • Using the Gibbs Reflective Cycle Reflecting critically reflect over;
      • what you have learned personally and professionally about caring for Aboriginal people and cultural safety;
      • your attitudes and beliefs towards Aboriginal People before commencing the course and what these are now and
      • identify any additional learning needs going into the future, particularly when you are practicing as a nurse.

    Have your beliefs/values towards Aboriginal and Torres Strait Islander people/families changed because of your learning. Explain how they changed, or if not, why not. What are the implications for you working with Aboriginal and Torres Strait Islander peoples?

     

    Exam

    Application to Practice Exam

    • 50 MCQ’s (1 mark each) and 5 short answer questions (10 marks each)
      This final assessment aims to apply students learning in this semester to thecase studies examined in tutorials. Five short answer questions will direct students to reflect over actions they can take to ensure patients are culturally safe and that care is individualised to meet the needs of each patient in the patient journey mapping case studies. This does not require students to 'regurgitate' information but to apply their knowledge. The multiple choice question will relate to the course content and require
      demonstration of understanding of key concepts.
    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.



    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.

     


  • 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.

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