Outline

Overview

The increasing need to address the health of Indigenous populations is not a new phenomenon. This Unit of Study teaches students, from an Indigenous Australian lens, about delivering services to Indigenous populations to address health and wellness. The semester journey takes into account the strength of Indigenous ways of doing, knowing and being that have enabled Indigenous people to address the social, political and cultural determinants of health. Students will be engaged in understanding the complexities surrounding the collection and recording of accurate Indigenous population health data that has led to Indigenous disadvantage and the gap in life expectancy that Australia still struggles to close. Students will be engaged in strategies for effective cultural communication with Aboriginal and Torres Strait Islander health professionals and patients/ clients. Ethical approaches required for researching Indigenous peoples and communities will also be explored.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	HSBH1007 or HSBH2007 or FMHU2000 or BACH1161 or HSBH1003
Corequisites ?	None
Prohibitions ?	NURS2008
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	John Gilroy, john.gilroy@sydney.edu.au
Ms(s)	Maree Milross, maree.milross@sydney.edu.au
Tutor(s)	Roslyn Sackley, roslyn.sackley@sydney.edu.au
Tutor(s)	Sharon Kerr, sharon.kerr@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Supervised test ?	Mid semester exam In class exam with MCQ and SAQ.	30%	Week 03 Due date: 14 Aug 2024 at 13:00	1 hour
Outcomes assessed:
Assignment	Health Promotion Team Project (1) Work in Progress Plan The students in a team submit their Workplan	10%	Week 04 Due date: 23 Aug 2024 at 23:59	No more than 3 A4 pages.
Outcomes assessed:
Participation	Peer feedback of student presentations Compulsory peer feedback on five student presentations during week 13	10%	Week 07 Due date: 13 Sep 2024 at 23:00	2 hours
Outcomes assessed:
Presentation	In class oral presentation oral presentation	20%	Week 07 Due date: 13 Sep 2024 at 23:00	10 minutes
Outcomes assessed:
Assignment	Health Promotion project (3) Written explanation of creative work submission document that details what the Health Promotion activity aims to achieve	15%	Week 08 Due date: 20 Sep 2024 at 23:59	Between 250 and 500 words.
Outcomes assessed:
Assignment	Health Promotion Project (2) Creative or performing arts students to use skills & creativity create a health promotion activity	15%	Week 08 Due date: 20 Sep 2024 at 23:59	negotiated by UOS coord and student
Outcomes assessed:
= group assignment ?

Assessment summary

A1- In semester exam: this is an in-class exam

A2- Health promotion Team Assessment Part A Project Plan: this is a group assessment to design a project plan for A3 assignment

A3- Health promotion team assessment part B Major Submission: this is a group assignment to design a health promotion activity

A3- Health Promotion Team Assessment Part C: this is a group assessment to submit a document to describe the major Submission

A4- Oral presentation cultural competence Part A: in-class 10 minute oral presentation.

A4- Peer Review Part B: in class 5 reviews of peer presentations.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded. Academic integrity The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously. We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation. You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Week One tutorial. See CANVAS for details.	Tutorial (2 hr)
	Unit Overview and Identity, self-identification, and Australia's profile	Online class (1 hr)
	History Matters	Online class (1 hr)
Week 02	NCCC Online tutorial. See CANVAS for details.	Independent study (2 hr)
	week two tutorial	Tutorial (2 hr)
	racism is it enough to make you sick?	Online class (1 hr)
	Indigenous health disparity and the rise of Aboriginal control	Online class (1 hr)
Week 03	Week Three tutorials. Mid semester 1hr exam will happen during this tutorial.	Tutorial (4 hr)
	Community Control and Closing the Gap in Aboriginal and Torres Strait Islander populations' health	Online class (1 hr)
	Health service delivery and communicating with Aboriginal people and communities	Online class (1 hr)
Week 04	Week Four tutorials. See CANVAS for details.	Tutorial (4 hr)
	Aged, mental health, and disability	Online class (1 hr)
	Service delivery in rural/remote Australia: what is it?	Online class (1 hr)
Week 05	Week Five tutorials. See CANVAS for details.	Tutorial (4 hr)
	Indigenous ethics in decolonising research	Online class (1 hr)
	News media and Aboriginal people: two hundred years of re-presentation	Online class (1 hr)
Week 06	Week Six tutorial. See CANVAS for details.	Tutorial (4 hr)
	Final Lecture - Course Review	Online class (1 hr)
	Post 2023 Referendum for the Indigenous Voice to Parliament: what is the way forward	Online class (1 hr)
Week 07	Week Seven In Class Presentations tutorial. See CANVAS for details.	Tutorial (4 hr)

Attendance and class requirements

Attendance Requirements: This Unit of Study will be delivered on-line and your attendance and particpation is required for on-line lectures and tutorials and will be recorded for this course. In line with the Faculty of Medicine and Health policy, you are required to have an attendance record of 90%. Your attendance and participation record will be considered when allocating final grades at the end of the semester. If you are unable to attend classes and you are unwell you will need to submit a special consideration with your Professional Practitioner Certificate.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All recommended readings for this unit can be accessed through the Library.

Carson, B., Dunbar, T., Chenhall, R., & Bailie, R. (Eds.). (2007). Social determinants of Indigenous health. Crows Nest, NSW: Allen & Unwin.

Couzos, S., & Murray, R. (Eds.). (2008). Aboriginal primary health care. An evidence-based approach (3rd ed.). South Melbourne: Oxford University Press.

Smith, J. (Ed.). (2007). Australia's rural and remote health: A social justice perspective
(2nd ed.). Victoria: Tertiary Press.

Walter, M. (2019). Social Research Methods (4th edition). Docklands Victoria: Oxford University Press

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. (critically) evaluate the impact of history and policy on the health of Aboriginal and Torres Strait Islander people
LO2. analyse the complexities in collecting and recording accurate population health data of Aboriginal and Torres Strait Islanders in comparison with non-Indigenous people
LO3. describe the challenges for health professionals when confronted with the health inequalities experienced by Indigenous Australians, and provide examples of how to overcome these challenges
LO4. critique the literature on the media commentary surrounding Aboriginal and Torres Strait Islander people’s health
LO5. identify what is considered as ethical and culturally competent when communicating with Indigenous peoples and/or communities
LO6. describe the most appropriate model of health care, as per the evidence, to address the health of Aboriginal and Torres Strait Islander people, and explain why this model and approach of service delivery is so effective
LO7. analyse Indigenous health while recognising and avoiding cultural bias, and considering the social and cultural contexts of health issues.
LO8. Identify the cause of economic disempowerment and its impact on the wellbeing of Indigenous peoples and communities.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Professional capabilities for medical radiation practice - Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.4.c. Recognise when an alternative patient/client pathway may be more appropriate and make recommendations to other practitioners. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.e. Identify likely communication barriers specific to individual patients/clients and/or family/carers and implement strategies to avoid or overcome them. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 4.1.b. Find, critically appraise, interpret and apply best available research evidence to inform clinical reasoning and professional decision-making. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry.
	Professional capabilities for medical radiation practice - Domain 2.1.e. Provide relevant information to the patient/client and implement appropriate methods to obtain informed consent. Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.1.h. Obtain informed consent, explaining the purpose, risks and benefits of the proposed examination/treatment. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry. National Safety and Quality Health Service - 2. Partnering with Consumers Standard
	Professional capabilities for medical radiation practice - Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.1.h. Exercise appropriate levels of autonomy and professional judgement in a variety of medical radiation practice settings. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.c. Display appropriate professional behaviour in patient/client interactions. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 2.4.c. Recognise when an alternative patient/client pathway may be more appropriate and make recommendations to other practitioners. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.e. Identify likely communication barriers specific to individual patients/clients and/or family/carers and implement strategies to avoid or overcome them. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.2.c. Follow accepted protocols and procedures to provide relevant and timely verbal and written communication. Domain 4.1.a. Identify the challenge or question and the information that is needed to respond. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry. National Safety and Quality Health Service - 2. Partnering with Consumers Standard
	Professional capabilities for medical radiation practice - Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.2.c. Follow accepted protocols and procedures to provide relevant and timely verbal and written communication. Domain 4.1.b. Find, critically appraise, interpret and apply best available research evidence to inform clinical reasoning and professional decision-making. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry.
	Professional capabilities for medical radiation practice - Domain 2.1.e. Provide relevant information to the patient/client and implement appropriate methods to obtain informed consent. Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.1.h. Exercise appropriate levels of autonomy and professional judgement in a variety of medical radiation practice settings. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.c. Display appropriate professional behaviour in patient/client interactions. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 2.3.a. Make appropriate professional decisions about the care of patients. Domain 2.3.b. Recognise and respond appropriately to unsafe or unprofessional practice. Domain 2.4.a. Support and promote the rights and interests of patients/clients and support them to represent their own interests, when appropriate. Domain 2.4.b. Recognise when it may be appropriate to intervene on behalf of the patient/client. Domain 2.4.c. Recognise when an alternative patient/client pathway may be more appropriate and make recommendations to other practitioners. Domain 2.5.a. Participate in peer assessment, standard setting, mentorship and provide developmental support to other medical radiation practitioners and other members of the healthcare team. Domain 3.1.a. Establish rapport with the patient/client to understand their issues and perspectives. Domain 3.1.b. Communicate effectively with the patient/client (and at times beyond the patient/client) to collect and convey information about the proposed examination/treatment. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.d. Provide an opportunity for the patient/client to explore the purpose of the proposed examination/treatment, the methods used and the usual patient/client experience. Domain 3.1.e. Identify likely communication barriers specific to individual patients/clients and/or family/carers and implement strategies to avoid or overcome them. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.1.h. Obtain informed consent, explaining the purpose, risks and benefits of the proposed examination/treatment. Domain 3.2.c. Follow accepted protocols and procedures to provide relevant and timely verbal and written communication. Domain 3.2.d. Make recommendations to other members of the healthcare team about the suitability and application of the proposed medical radiation examination/treatment, when appropriate. Domain 4.1.a. Identify the challenge or question and the information that is needed to respond. Domain 4.1.b. Find, critically appraise, interpret and apply best available research evidence to inform clinical reasoning and professional decision-making. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry. Domain 4.2.b. Critically reflect on own strengths and limitations to identify learning needed to improve and adapt professional practice. Domain 4.2.d. Plan and implement steps to address professional learning and development needs.
	Professional capabilities for medical radiation practice - Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.1.h. Exercise appropriate levels of autonomy and professional judgement in a variety of medical radiation practice settings. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.c. Display appropriate professional behaviour in patient/client interactions. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 2.3.c. Integrate organisational policies and guidelines with professional standards and apply to practice. Domain 2.4.c. Recognise when an alternative patient/client pathway may be more appropriate and make recommendations to other practitioners. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.2.a. Establish and maintain effective and respectful working relationships with health practitioners. Domain 3.2.b. Understand, acknowledge and respect the roles and responsibilities of healthcare team members and other service providers, and work effectively and collaboratively with them. Domain 3.2.c. Follow accepted protocols and procedures to provide relevant and timely verbal and written communication. Domain 3.2.d. Make recommendations to other members of the healthcare team about the suitability and application of the proposed medical radiation examination/treatment, when appropriate. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry. National Safety and Quality Health Service - 5. Comprehensive Care Standard
	Professional capabilities for medical radiation practice - Domain 2.1.f. Apply knowledge of the Australian healthcare system to practice. Domain 2.1.h. Exercise appropriate levels of autonomy and professional judgement in a variety of medical radiation practice settings. Domain 2.2.a. Recognise and evaluate the socio-cultural factors that may influence patient/client attitudes and responses to medical radiation services. Domain 2.2.b. Apply the principles of cultural competence and culturally safe care to practice. Domain 2.2.c. Display appropriate professional behaviour in patient/client interactions. Domain 2.2.d. Identify and respect appropriate boundaries between patients/clients and health professionals. Domain 2.3.a. Make appropriate professional decisions about the care of patients. Domain 2.4.a. Support and promote the rights and interests of patients/clients and support them to represent their own interests, when appropriate. Domain 2.4.b. Recognise when it may be appropriate to intervene on behalf of the patient/client. Domain 3.1.a. Establish rapport with the patient/client to understand their issues and perspectives. Domain 3.1.c. Convey knowledge and procedural information in ways that create trust and confidence and respects the patient/client’s confidentiality, privacy and dignity. Domain 3.1.e. Identify likely communication barriers specific to individual patients/clients and/or family/carers and implement strategies to avoid or overcome them. Domain 3.1.f. Make appropriate adjustments to communication style to suit the particular needs of the patient/client including Aboriginal and Torres Strait Islander Peoples and those from culturally and linguistically diverse backgrounds. Domain 3.1.g. Make provisions to engage third parties to facilitate effective communication when needed. Domain 3.2.a. Establish and maintain effective and respectful working relationships with health practitioners. Domain 3.2.b. Understand, acknowledge and respect the roles and responsibilities of healthcare team members and other service providers, and work effectively and collaboratively with them. Domain 3.2.c. Follow accepted protocols and procedures to provide relevant and timely verbal and written communication. Domain 4.1.a. Identify the challenge or question and the information that is needed to respond. Domain 4.1.b. Find, critically appraise, interpret and apply best available research evidence to inform clinical reasoning and professional decision-making. Domain 4.1.c. Provide evidence-informed patient/client-centred care by carefully considering the purpose of the proposed examination/treatment, reviewing existing protocols and methods, reflecting on clinical challenges or experiences and integrating knowledge and findings into practice. Domain 4.1.d. Recognise opportunities to contribute to the development of new knowledge through research and enquiry. Domain 4.2.b. Critically reflect on own strengths and limitations to identify learning needed to improve and adapt professional practice. Domain 4.2.c. Seek input from others to confirm learning needs of self and others to enhance the quality of patient/client care. Domain 4.2.d. Plan and implement steps to address professional learning and development needs. National Safety and Quality Health Service - 5. Comprehensive Care Standard
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 1.3. Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP) 10.2. Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 11.3. Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 13. Racism 13.1. Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) 13.2. Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I) 13.3. Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP) 14. White Privilege 14.1. Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N) 14.2. Examine one’s own positioning in terms of White Privilege and other social privileges (I) 14.3. Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP) 15. Equity and Human Rights 15.1. Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) 15.2. Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) 15.3. Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP) 16. Equity and Human Rights 16 16.1. Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N) 16.2. Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) 17.2. Illustrate strategies to develop personal and professional leadership qualities, including resilience to work with possible health system challenges in delivering culturally safe health care (I) 17.3. Advocate for equitable health care for Aboriginal and Torres Strait Islander clients (ETP) 2.1. Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N) 2.2. Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I) 2.3. Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) 3. Diversity 3.1. Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) 3.2. Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 4. Humility and Lifelong Learning 5. Culturally Safe Communication 5.2. Analyse the strengths and limitations of key terms and definitions in the context of culturally safe health practice (I) 5.3. Propose examples for applying key terms and definitions in health practice (ETP) 7. Culturally Safe Communication 7 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.2. Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I) 7.3. Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP) 8. Partnerships 8.1. Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N) 8.2. Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I) 8.3. Establish strategies to work in partnership with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and devise a plan to respectfully acquire cultural information (ETP)

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Following feedback from students in previous years we have adopted an Aboriginal model of teaching called Yarning. We have also changed the assessments that are more student engaging.

Additional information

More information about this unit of study can be found on Canvas.

If you would like to discuss any aspects of this Unit of Study, I can be reached via email vanessa.lee@sydney.edu.au for an on-line appointment.

Site visit guidelines

Site visits to Aboriginal community controlled services or medical services are not a requirement for this Unit of Study. Therefore there are no site visit guidelines.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

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Current students

HSBH3001: Health and Indigenous Populations

Semester 2, 2024 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect