NURSING 1012 - Aboriginal Healthcare
North Terrace Campus - Semester 2 - 2019
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General Course Information
Course Details
Course Code NURSING 1012 Course Aboriginal Healthcare Coordinating Unit Adelaide Nursing School Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange N Restrictions Available to B .Nurs students only Assessment Critical reflection, participation in workshop and discussion, patient journey mapping Course Staff
Course Coordinator: Professor Janet Kelly
School Office
Phone: +61 8 8313 3595
Email: nursing@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Relate the impact of policies and history to the current cultural and health contexts of Australian Aboriginal and Torres Strait Islander peoples and the perceptions of health.
2. Reflect on your own personal development of cultural understandings as a nurse working in partnership with Aboriginal and Torres Strait Islander peoples.
3. Identify the diversity of Australian Aboriginal and Torres Strait Islander peoples and their cultures and recognise the significance of cultural awareness and culturally safe care.
4. Compare and contrast the features of different health care approaches for Indigenous peoples in terms of health inequities.
5. Explain communication protocols for best practice care used with an Indigenous patient and their family with justification of its use.
6. Gain insight into the experiences of an Indigenous patient and their family using health journey mapping.
7. Identify effective strategies for health promotion and health maintenance for Aboriginal and Torres Strait Islander peoples.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
All Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
All Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3,5,7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
All Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2,3,5,6,7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
Best, O and Fredericks, B, 2018, Yatdjuligin - Aboriginal and Torres Strait Islander Nursing & Midwifery Care, Cambridge University Press
This textook is highly recommended, but is not required for purchase in 2019.Recommended Resources
Taylor, T, Guerin, P 2010 Health care and indigenous Australians, Palgrave Macmillan, Australia
Health Infonet website @ https://healthinfonet.ecu.edu.au/
Managing Two Worlds Together Case Study reports @ http://www.flinders.edu.au/medicine/sites/health-care-management/managing-two-worlds-together.cfm
Online Learning
All lectures and activities provided for the course are designed to introduce the topic and to give some insights for students to further develop their knowledge. Content in the form of PowerPoint lectures or presentations, guest speakers, interviews, podcasts and links to various other media are provided for students to access for each weeks’ topic. -
Learning & Teaching Activities
Learning & Teaching Modes
This course will provide a historical and cultural background that will inform an understanding of the health issues facing this population and the contribution that nurses can provide in primary and acute health care.
Aboriginal Healthcare involves a program of reading which students are expected to complete as an integral component of the course. The Study Guide takes the student through the readings contained in the recommended texts, offering the student insights into key issues, significant understandings and directions for further reading. The Study Guide utilises stimulus questions, and discussion points to maximise student learning. It also provides students with a time frame in order to ensure steady progress.
Content in the form of PowerPoint lectures or presentations, interviews, podcasts and links to various other media are for students to access for each weeks’ topic.
Please note all lectures and activities provided for the course Aboriginal Healthcare are designed to introduce the topic and to give some insights for students to further develop their knowledge.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students would expect to study 12 hours per week throughout the duration of this course. Students are strongly advised to set aside a regular time for study and approach each weeks topicLearning Activities Summary
No information currently available.
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Assessment
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
Myth Quiz Formative : learning outcome 1, 3
Share our Pride Quiz 10% : learning outcome 1, 3
Reflection activities 40% : learning outcome 1,2, 3, 5 , 6 7
Part a: Personal and professional reflection
Part b:clinical and cultural care reflection
Participation in workshop and discussion Summative 10% : learning outcome 1 ,3, 4, 6, 7
Patient journey mapping Summative 40% : learning outcome 1, 3,4, 5, 6, 7
Assessment Related Requirements
Students are required to attend the face to face workshop that is co-facilitated by an Indigenous facilitator. If they are unable to attend, they are required to watch the recording and provide a 300-word reflection on what they have learned.Assessment Detail
Please note - Work is continuing with the program coordinator (to ensure there is not the same assignments in concurrent courses) and the Innovations and Learning team (to further develop each of these assessments in line with the Faculty Indigenous Health focus).
Reflection – personal and professional (20%) 400 word
• Week 1 – what do you know, and what have you been told about Aboriginal people and Australian history from both an Indigenous and on non-Indigenous perspective? – 200 words
o What did you learn in school?
o What is in the media?
o What do you know socially or in your family?
• Week 12 – what have your learned, and how has this impacted on how you (could or do) care for Aboriginal people - 200 words
o What have your learned or reflected on?
o How have you, or would you, or could you incorporate this into your practice?
o Include references
Participation in workshop and discussion (20%) 1500 word
• Week 3 – 3 hour face to face workshop with Indigenous facilitators
• Week 8 – Discussion on cultural safety
Patient journey mapping (60%) – 1500 word
• Week 2 - Uncle Moogy - reflection pre and post watching video (20 points) - 500 word equivalent
• Week 4 - Uncle Moogy – and a wider view of health – table (20 points) - 500 word equivalent
• Week 10 - Uncle Moogy – underlying factors that impact on access and quality of care – table (20 points) 500 word equivalentSubmission
Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni.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 .
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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.
This course is being held for the first time in 2019. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
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