NURSING 7208OL - ATSI Peoples Health & Culture

Course Details

Course Code	NURSING 7208OL
Course	ATSI Peoples Health & Culture
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	Online
Units	3
Contact	Online
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Literature search, portfolio, essay

Course Staff

Course Coordinator: Professor Janet Kelly

Course Coordinator: Dr Janet Kelly
Phone: +61 8 831 30964
Email: janet.kelly@adelaide.edu.au
Location: Room 3-36, School of Nursing, 成人大片

School Office
Phone: +61 8 8313 3595
Email: nursing.studentliason@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

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 the 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 ATSI peoples
4	Demonstrate an understanding of cultural safety issues related to Aboriginal and Torres Strait Islander peoples.
5	Examine the prevalence of mental health in ATSI 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 ATSI communities including the impact of ATOD and identify how you as a nurse could respond to the issues surrounding their care.
8	Critique previous ATSI health strategies
9	Examine mechanisms of injury within the ATSI 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)	1-9
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	6-9
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	1-4, 6, 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	3, 6, 7
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	1-9
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	1, 2, 4, 6, 7

Required Resources

Best, O and Fredericks B (editors), 2014, ‘Yatdjuligin: Aboriginal and Torres Strait Islander Nursing & Midwifery Care’,
Cambridge University Press, Australia

Recommended Resources

Taylor, T, and Guerin, P 2014 Health care and Indigenous Australians: cultural safety in practice, Palgrave Macmillan, Australia

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.

Learning & Teaching Modes

This course uses a flexible delivery approach to identify situations that impact the daily environment of nursing practice especially in the domain of Aboriginal and Torres Strait Islander people's health. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes. 1 introductory face to face session is scheduled in the first week, and 1 workshop is scheduled within the semester break.

Workload

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

The workload for this course is based on a flexible learning delivery:
It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. This includes all study activities, workshops, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.

Learning Activities Summary

The tables below indicate the lecture outlines for ATSI Peoples Health and Culture. A body systems approach is taken. Simple health problems based on of the top illnesses experienced in Australian society are as studied as a series of case presentations.

ATSI Peoples' Health & Culture

Lecture Series

1. Health and History

2. Social determinants of health and cultural safety

3. Working in Aboriginal health care

4. Maternal and child health and gender considerations

5. Management of primary/chronic health care and aging

6. Mental health & social wellbeing - anxiety, depression and suicide

7. Mental health / alcohol, tobacco and other drugs / substance abuse

8. Respiratory and cardiovascular disease

9. Diabetes and renal disease

10. Eye, ENT and dental conditions

11. Skin conditions and STI's

12. Trauma and preventable injury

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Portfolio activities 1-8	Formative	20%	1-9
Portfolio activities 9-12	Summative	10%	1-9
Literature review critique	Summative	30%	1-4
Analytical paper	Summative	40%	1-9

Assessment Detail

Assessment 1: portfolio activities
Due Date: Activities 1-8: Week 8 20%
Activities 9-12: Week 9 10%
Weighting: 20% + 10% = 30%
Length:total 1500-2000 words

In completing the Portfolio Activities, students must:
• Complete portfolio activities
• Use templates as requested
• Reference appropriately

Assessment 2: literature review critique
Due Date: Week 4
Weighting: 30%
Length: 1500- 2000 words

The literature review focuses on what has and hasn’t improved in Aboriginal and Torres Strait Islander health over the last 8 – 15 years and why. Begin by reading these three documents provided in Canvas assignments.

Address each of the following for the Literature Review:
Explain the assumptions and definitions of health (biomedical, social determinants of health etc.) that are used in each of the three documents above
Describe what aspects of health have improved over the last decade for Aboriginal and Torres Strait Islander People, what has worsened, and what remains the same?
Identify five key aspects that you think will be important to underpin health improvements for Aboriginal and Torres Strait Islander people over the next five years, and provide a rationale for your choice.
Use your prescribed text “Yutdjuligin” and additional literature to support your argument.Include an introduction and conclusion.

Assessment 3: analytical paper
Due Date: Week 10
Weighting: 40%
Length: 2000-2500 words

You are required to identify a person of Aboriginal and/or Torres Strait Islander origin during one of your placements over the semester and map and analyse their patient journey using the following templates in the MTWT workbook (create your own tables in a Word doc rather than using the PDF)

A narrative account of the journey (telling the story)

Dimensions of health tableUnderlying factors table

Multiple perspectives in chronological mapping table

In addition, please Summarise the important aspects for this patient, discuss any

issues that arose for this patient and how you could respond to them.

Task 2.8 and 2.9 will assist with this.

Identify five things that you could consider or initiate as a part

of your nursing practice to improve care for Aboriginal and Torres

Strait Islander people from urban, rural and remote settings. Task 3.2

willassist with this.

Include an Introduction and Conclusion to complete your assignment.

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 reading / article selected is clearly identified

• The way in which the critique will proceed is clearly described

• The critique is structured according to the suggested outline with headings used to indicate the sections

• The critique 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, themes or focus of the reading.

• 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 - Analytical Paper

Structure and Writing Style 25%

Structure (15%)
• Introduces the patient

• Clearly describes the way in which the analytical paper will proceed (follows the suggested outline within the School Manual and School Style and Referencing Guide)

• The analytical 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 analytical paper has been presented logically

• The analytical 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 ATSI 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 .

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.

Concern re access to an Indigenous person during placement. If students did not come across an Aboriginal person a case study was supplied for them to utilise.

Feedback or a forum to become engaged and discuss or communicate with a teacher about questions you may have. To be instigated in 2016.

I believe it would be more valuable if even a 2hr lecture (Seminar) was given for the ATSI course. This would provide useful information and even allow for guest speakers to come in and provide their input on ATSI health services. It would allow nursing students to develop a more appropriate understanding of ASTI health care delivery rather than just finding information online. It would also give a timeslot for students to ask questions about the course material. A workshop is being investigated for 2016.

it would be good to also have an aspect of this course relating to different cultures as australia is becoming very diverse and knowing certain things about these cultures would be beneficial for clinical practice. The accreditation body requires there to be a specific course with ATSI content only. Multicultural aspects are included throughout the rest of the program.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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