NURSING 3008OL - ATSI Health

Online - Semester 2 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

This course provides an understanding and an appreciation of the Aboriginal and Torres Strait Islander peoples health, culture and history. This will inform an understanding of the health issues facing the ATSI population and importantly will identify the contribution that nurses can provide in both primary and acute health care settings.

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Course Details

Course Code	NURSING 3008OL
Course	ATSI Health
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Undergraduate
Location/s	Online
Units	3
Contact	Online
Available for Study Abroad and Exchange	N
Restrictions	Available to B.Nurs students only
Assessment	Media article review, analytical paper

Course Staff

Course Coordinator: Professor Janet Kelly

Course Timetable

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

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 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

No information currently available.
Learning Resources

Required Resources

PRESCRIBED TEXTS

Best, O and Fredericks, B, 2014, Yatdjuligin - Aboriginal and Torres Strait Islander Nursing & Midwifery Care, Cammbridge Universty Press

Recommended Resources

RECOMMENDED TEXTS

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.

Taylor, T, Guerin, P 2010 Health care and indigenous Australians, Palgrave Macmillan, Australia

Trudgen, R 2001 Why warriors lie down and die, Aboriginal Resource and Development Services Inc, Darwin.

Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.

Online Learning

There are two face to face sessions, and students are always free to contact the lecturer for face to face support or assistance. Please note all lectures and activities provided for the course ATSI Peoples Health and Culture are designed to introduce the topic and to give some insights for students to further develop their knowledge.

Content in the form of PowerPoint lectures or presentations, Interviews, Podcasts and links to various other media are for you to access for each weeks topic. It is expected that you will listen to these and if you have any queires or questions then please contact me. If you have difficulty accessing this content then please contact the Student Support officer
Learning & Teaching Activities

Learning & Teaching Modes

This course will provide a historical and cultural background that will inform an understanding of the health issues facing this population and the contribution that nurses can provide in primary and acute health care.

ATSI 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.

There is no specific internal contact for this course. 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 ATSI 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 5- 6 hours per week throughout the duration of this course. Students are strongly advised to set aside a regular time for study and approach each weeks topic.

Learning Activities Summary

Articulate presentations – the School of Nursing has a licence for the Articulate e-learning authoring software program and has a number of staff that are expert in its use. The advantage to the student is the freedom to progress through content at their own pace while receiving in time support for their learning. This is particularly helpful for the nature of the content which will be available for revision across the semester. The School of Nursing has a purpose built e-learning room with dedicated PC access to training support software.

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

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	Type
Myth Quiz	Formative
Online Quiz (x2)	Summative	10% (5% each quiz)
Literature review critique	Summative	30 %
Analytical Paper	Summative	60%

Assessment Detail

ASSESSMENT 1: Myth Quiz

An online quiz to explore the misconceptions and misnomers related to Aboriginal health and culture.

ASSESSMENT 2 : Quiz (x 2) concerning course content

ASSESSMENT 3: Literature review

Literature review (1500 words): students will critique a contemporary journal article regarding an aspect of ATSI health. The literature review will be assessed using a marking rubric.

ASSESSMENT 3: Analytical paper

Analytical paper (2250 words): students will analyse a case taken from a range of real life examples of a person of ATSI background and their journey through the health care system. With a selection of cardiovascular, renal, diabetes, infant health, injury and respiratory cases students will have to produce an analysis of the patient’s care that demonstrates a critique of the systems and cultural aspects of the care provided to the person. The critique will need to be balanced and draw on research and policy documents to support the findings

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.

Final results for this course will be made available through .

Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
For ATSI Health, Semester II, 2016, I hope to change the course in the followingways as a result of constructive feedback from student evaluation of the course in 2015:
- Conduct an introductory lecture to outline the course, explain the assessments and answer any questions with a general introduction to ATSI Health and the concepts that are critical to this course
- Produce some short presentations/video for most weeks to outline the content for that week and reinforce the previous weeks work
- Readjust the assessments
  
  Literature review to stay but may be a more defined period or review of a policy in the literature pertinent to ATSI health i.e. The NT intervention or the policy of 'Assimilation and the Stolen Generation’ and the effect on health andwell being
  
  Analytical paper - to stay butless less tools and introdcuing those tools to studetns during the course of thesemester in interactive activities
  
  Refining of the Quizzes or introcduing assessment at the mid-semester workshop
- Planning for a mid-semester workshop ( 1/2 day) to meet and hear ATSI health experts indigenous and non - indigenous present on…
  
  ATSI History and its effect on health
  
  Shifting governmental ATSI policies over the decades and its effect on health
  
  How do social determinants affect the health of ATSI peoples?
  
  Stories from ATSI people and their experiences of the health system
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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

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