Outline

Overview

This unit of study introduces students to Aboriginal and Torres Strait Islander health. Students will explore and reflect on historical and policy factors that have influenced differences in health outcomes for Aboriginal and Torres Strait Islanders and non-Indigenous Australians. Students will explore the most significant social determinants of health as these relate to the health of Australian Aboriginal and Torres Strait Islander populations. The subject includes introduction to key terminology, concepts and skills that can enable students to engage in respectful and culturally safe health care with Aboriginal and Torres Strait Islander Australians. Students will reflect on the diverse social, economic, cultural and political perspectives and issues related to Aboriginal and Torres Strait Islander Australians and how such elements intersect with health service delivery.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	36 credit points of 1000 level units including NURS1003
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sybele Christopher, sybele.christopher@sydney.edu.au
Tutor(s)	Tanya Martin, tanya.martin@sydney.edu.au
	Susan Allnutt, jane.allnutt@sydney.edu.au
	Belinda Clough, belinda.clough@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Assessment 3: Final Exam Final Exam	30%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Assessment 1: Critical essay Critical essay	40%	Week 05 Due date: 12 Sep 2021 at 23:59	1500 words
Outcomes assessed:
Presentation	Assessment 2: Group presentation Group PowerPoint presentation	30%	Week 08 Due date: 10 Oct 2021 at 23:59	15 minutes
Outcomes assessed:
= group assignment ? = Type B final exam ?

Assessment summary

Critical essay:
The nursing profession is determined to address systemic racism, political and social determinants of health, and health inequities. As nurses, and in relation to First Nations peoples, it is imperative that we recognise the experience of racism and bringing First Nations peoples’ “knowledge and cultures to the forefront of government decisions and actions”, and that “transformation requires critical reflective practice from the public health sector and its practitioners” (Parter et al, 2021, p. 3).

For this essay, you are to critically discuss past and present institutional racism in the Australian health care system and its negative impact on the health of First Nations Peoples. In addition, your response is to include a strengths-based perspective of the resilience of First Nations peoples despite these significant challenges.
Group presentation:

In partnership with the Australian Government and the Coalition of Aboriginal and Torres Strait Islander Peak Organisations, the 2020 National Agreement on Closing the Gap (CTG) strategy (www.closingthegap.gov.au (Links to an external site.) (Links to an external site.) was developed to reduce the numerous inequalities experienced by Aboriginal and Torres Strait Islander people, in areas such as health and well-being, education, employment, justice, safety and housing. To improve outcomes in these areas, 16 new targets were developed.

Your group will be allocated one (1) CTG target to explore and critically examine the reason behind the target’s inclusion in the strategy, as well as providing linkage to one (1) relevant community-led initiative or one (1) health promotion program to address this health inequality, specifically.

Examination: All lecture/tutorial material (including audio-visual and online activities) and all essential readings for this unit are examinable.

Please note: Each student is required to submit/attend all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

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.

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.

Weekly schedule

WK	Topic	Learning activity
Week -01	Welcome to the UoS and Introductions	Lecture (2 hr)
Week 01	Acknowledgement to Country, Historical context and the post-colonial experience, Experiences of racism and discrimination,	Lecture (2 hr)
Week 01	Key concepts: culture, customs and kinship, First Nations Peoples view of health and well being	Tutorial (2 hr)
Week 02	The Health Gap: Social and Cultural Determinants of First Nations’ Peoples Health	Lecture (2 hr)
Week 03	Cultural of Australian healthcare system: Racism and anti-racism, Impacts of institutional and individual racism on health, White privilege, Culture of Australian healthcare system, Closing the Gap Targets	Tutorial (2 hr)
Week 04	Addressing the Health Gap: Closing the Gap: 2020 Targets Health Equity Through Action - Aboriginal Community Controlled Health Services	Lecture (2 hr)
Week 05	Cultural Safety in Australian Healthcare: Communicating with First Nations Peoples, patients, families and services	Lecture (2 hr)
Week 05	Self reflexivity in nursing practice, Cultural safety and communication in nursing practice, definitions, and strategies	Tutorial (2 hr)
Week 06	Aboriginal Community Controlled Health Services: A Strength Based Approach Contribution to Healthcare: Governance and Care led by Aboriginal Health Care Workers and Health Practitioners	Lecture (2 hr)
Week 07	SELF DIRECTED LECTURE: Culturally Safe Communication	Lecture (2 hr)
Week 07	SELF DIRECTED TUTORIAL: Improving the quality of communication for Aboriginal and Torres Strait Islander clients through cultural brokerage	Tutorial (2 hr)
Week 08	Contemporary Approaches to First Nations Peoples Healthcare: From community crisis to community control	Lecture (2 hr)
Week 08	Aboriginal Health in Aboriginal Hands: Innovative and evidence-based service delivery models	Tutorial (2 hr)
Week 09	Culturally Safe Care Delivery in Rural, Remote and Urban Settings: Expert Panel	Lecture (2 hr)
Week 09	Closing the Gap Target Group Presentations	Tutorial (2 hr)
Week 10	Art and Health: Artists from Boomali Gallery	Lecture (2 hr)
Week 10	Sharing Culture, Telling Stories with Indigenous artist, Ms Tanya Martin	Tutorial (2 hr)
Week 11	Implications for future nursing practice: Looking ahead towards better health for all First Nations Peoples and communities (research, strategies, policies, programs)	Lecture (2 hr)
Week 11	UoS revision; Exam preparation and Student evaluations.	Tutorial (2 hr)

Attendance and class requirements

Attendance and participation: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution
8.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study.
Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing Style. This is an author-date style of referencing. You are permitted to use either the 6th or 7th Edition however it is important you remain consistent with the chosen edition.
Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:
- font: use Calibri or Times New Roman in 11 - 12 point
- double line spacing
- margins: 2.5cm each side
- use page numbers
- refer to assessment instructions for use of title and headings

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.

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. search for, evaluate and critically discuss the strengths and positive contributions made by Aboriginal and Torres Strait Islander people, communities and services in Australia.
LO2. identify important historical and policy factors that have influenced the health of Aboriginal and Torres Strait Islander people.
LO3. describe the current health status of Aboriginal and Torres Strait Islander people.
LO4. critically discuss the importance of acknowledging different ways of understanding health conditions from Aboriginal and Torres Strait Islander perspectives and the implications this can have for healthcare.
LO5. demonstrate awareness of culturally sensitive modes of communicating and delivering healthcare in Aboriginal and Torres Strait Islander communities such as Aboriginal art.
LO6. demonstrate knowledge of the need for nurses and other health professionals to be culturally competent practitioners, and a foundational understanding of how to work with Australian Aboriginal and Torres Strait Island peoples in culturally safe ways.

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
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 2.4. Provides support and directs people to resources to optimise health related decisions 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.3. Recognises that people are the experts in the experience of their life
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 4.1. Conducts assessments that are holistic as well as culturally appropriate
	Registered Nurses Standards for Practice - 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.4. Provides support and directs people to resources to optimise health related decisions 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 7.1. Evaluates and monitors progress towards the expected goals and outcomes

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3		Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5		Uses ethical frameworks when making decisions
1.7		Contributes to quality improvement and relevant research
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.6		Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
2.8		Participates in and/or leads collaborative practice
3.2		Provides the information and education required to enhance people’s control over health
3.3		Uses a lifelong learning approach for continuing professional development of self and others
3.5		Seeks and responds to practice review and feedback
3.6		Actively engages with the profession
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.1		Conducts assessments that are holistic as well as culturally appropriate
6.1		Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.5		Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation

Responding to student feedback

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

The lecture & assessment program has be modified to accommodate relevant information regarding Aboriginal and Torres Strait Islander Peoples, Health Care

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS2008: Australian First Nations Health and Care

Semester 2, 2021 [Normal day] - 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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect