[ANSWER]CNA156 Assessment Task 2 – Reflective Essay: Cultural Safety, Self-Determination, and Collaboration in Aboriginal Health Services

TASK DESCRIPTION

Aboriginal Health Services

Assessment 2: Reflective essay

To successfully undertake the reflective essay assessment item:

1. carefully review the information about the reflective essay in the Unit Outline.
2. carefully read through the information presented here.

Informing your essay with the holistic definition of health

In this task you will write a reflection about one of the key messages of the unit: Cultural safety, self- determination and collaboration are central to ensuring Aboriginal Health Services and Torres Strait Islander peoples.

Where health (following The National Aboriginal Community Controlled Health Organisation (NACCHO) definition) means not just the physical well- being of an individual but refers to the social, emotional and cultural well- being of the whole Community in which each individual is able to achieve their full potential as a human being thereby bringing about the total wellbeing of their Community.

This broader definition of health should inform your essay

Throughout your essay:

-make clear the health you are discussing and will contribute to as a health professional, is the holistic definition of health

-briefly define and provide an academic reference for the idea of holistic health You do not need to include the exact words of definition provided in the unit outline from The National Aboriginal Community Controlled Health Organisation (NACCHO)

How do I use the concepts of cultural safety, self-determination and collaboration?

How do I utilise the concepts of cultural safety, self-determination and collaboration to inform my discussion?

The first time you refer to the concept in your essay, briefly define and provide an academic reference Concepts are tools to help you explain the points you make in your essay and support your discussion

Example: you might draw on the concept of self-determination to support the kinds of health service delivery advocacy strategies you suggest in your essay

How many times do I have to use the concepts?

There is no ‘right’ number – more is not necessarily better!

The key is to use the concepts in the most appropriate and accurate way in your essay Take the time to think about this. This is how you show you understand the concepts.

You do not have to use all three concepts in relation to all three components of the essay.

How do I approach components one, two and three?

As a health professional, discuss how the concepts of cultural safety, self- determination and collaboration will inform:

1. Your interactions with Aboriginal patients, their families and Aboriginal health workers

Write from ‘I’: imagine yourself, as a health professional, interacting with Aboriginal patients, their families and Aboriginal health workers. It is important to include reflection about how your own social and cultural locations, including your beliefs, values and attitudes, may influence your future health care practice with Aboriginal patients, their families, and Aboriginal health workers. The focus is on your individual health care practice; describe some actual practices and strategies

• Your advocacy for health service delivery that ensures health for Aboriginal and Torres Strait Islander peoples

Imagine you are working as a health professional in a health service of some kind: a hospital, community clinic, paramedic service etc. You need to write from ‘I’. Consider: what activities might you undertake to help create a health service which ensures health for Aboriginal and Torres Strait Islander peoples? If you need direction to think about the level of health service delivery, revisit the Week 12 content.

• Your advocacy activities that will contribute to ‘closing the gap’.

It is important to draw on the idea of population level advocacy – activities that contribute to equitable health outcomes for all Aboriginal and Torres Strait Islander peoples.

Advocacy at a population level includes activities such as:

-Contributing to community development initiatives (partnering with community groups)

-Participating in campaigns against discrimination etc

-Undertaking research which collects useful data

-Engaging in political action to promote effective policy development

-Gathering evidence that shows the impact of government and other policies on people’s lives

There are many more examples!

Reflection

Reflection is an essential process in practice as a health professional.

In this essay, we are not using a particular reflection framework – ie Driscoll’s.

The use of ‘I’ is expected in this assessment task (‘I think, I do not agree, I agree’, etc) in all four components, and introduction and conclusion. This is an important aspect of reflective writing.

To write about your own attitudes, values, and beliefs, and future health care practice with insight, you need to reflect about your own complex identity and your own life.

To reflect means to give serious thought: to consider, contemplate, and deliberate.

Critical thinking

Relevant concepts are your ‘tools’ for critical thinking. Examples of key concepts from the unit: xxx Concepts are the ideas you can draw on to help you undertake your analysis.

Example:

You also show critical thinking through your analysis. Refer to the marking rubric. xxx To ‘analyse’ means to take a detailed examination of the different parts or aspects of the topic, and ask questions about them. It involves identifying the strengths and weaknesses of the different aspects, as well as your overall approach.

How much research do I need to do?

You are expected to undertake research beyond the unit materials, and use a range of books and journal articles. It is fine to draw on some of the articles and books referred to in the unit, but you must also demonstrate you have undertaken your own independent research.

You are required to support your reflective essay with a minimum of 6 scholarly references.

Try to find references from within the last ten years. If a reference is important to your essay, it is OK if it is older than ten years.

What counts as a scholarly resource?

A scholarly reference = academic articles, academic books and major government reports Websites, videos, media reports and non-academic writing are not scholarly references CNA157 lecture slides are not scholarly references

Qualitative data is good: scholarly articles investigating topics relating to the essay question Quantitative data is good: ABS, AIHW

What referencing style should I use?

The appropriate referencing style for this unit is Harvard Style.

Refer to the UTAS Library Harvard guide    and here is the print-friendly version of the guide   The key is to be consistent.

How do I reference ABS or AIWH statistics in my essay?

AUSTRALIAN BUREAU OF STATISTICS (ABS) http://www.abs.gov.au/ 

There is information the ABS provides on its webpages, such as media releases. This information can be used in your essay, but it won’t count as a scholarly reference.

The ABS also has electronic ‘publications’ which you can identify because they have a catalogue number ie. Australian Bureau of Statistics, 2004, Australian Social Trends, cat. no. 4102.0. I suggest you refer to information that is part of an electronic publication with a catalogue number, as this will count as a scholarly reference.

To reference an ABS electronic publication that has a catalogue number such as the one of the previous slide: In-text:(ABS 2004)

In reference list/bibliography: Australian Bureau of Statistics 2004, Australian Social Trends, cat. no. 4102.0, viewed insert date here, <insert the URL here>

AUSTRALIAN INSTITUTE OF HEALTH AND WELFARE (AIWH) http://www.aihw.gov.au   

If you refer to data from one of AIWH’s publications (which can be downloaded as a pdf) and reference the publication correctly, this will count as a scholarly reference.

In-text: (AIWH 2015)

In reference list/bibliography: Australian Institute of Health and Welfare 2015. Australia’s welfare 2015. Australia’s welfare no. 12. Cat. no. AUS 189. Canberra: AIHW.

How do I present my essay?

DO I USE HEADINGS IN MY ESSAY? NO.

Please follow the School of Nursing Guide to Presenting Assignments    : as found in the Assessment Resources folder in MyLO.

Please consult this document before asking questions about presentation issues.If you ask a question about how to present your essay which is addressed in this guide, you will be directed to consult the guide.

What is the penalty for going over or under the word limit?

You will be penalised if you go over the word limit by 10% or under the word limit by 10%. A ‘word’ is any word longer than one letter.

Quotations, journal extracts, citations of sources and the reference list are not part of the word count.

Turnitin

It is a good idea to use the ‘turnitin and academic writing’ unit (link on front page of CNA157 MyLO). This site allows you to upload your work to Turnitin where you will receive an originality report which highlights the similarities of where your work matches other sources.

The similarity report is a great resource for learning about correct referencing!

Examine any text matching, and check that you have provided all the referencing details that you need. When referencing in-text, there are three elements that must be included: Surname (family name) of the author; Year of publication; Page number if quoting or closely paraphrasing an author’s work.

How do I submit my essay?

Upload to the Reflective Essay assignment folder in MyLO

Instructions on this process: https://www.utas.edu.au/mylo/student-support/student-resources/section-02/submitting-an-assignment

Do I need a coversheet?

No! You are not required to use a coversheet.

However, it is advisable to place your name and a page number on each page of your work.

How do I find information and sources?

A good starting point is the CNA157 Library Reading List Relevant key journals are listed at the end of the unit outline

Revisit the concepts from the unit that will help your analysis, your critical thinking

Use the library:

Develop keywords for your search

Search the library catalogue for books and journal articles Search databases to find relevant journal articles

Relevant databases include: SAGE Journals, Wiley Online, SpringerLink, Proquest. For help with using the library: https://www.utas.edu.au/library/study

How do I get help with my essay writing skills?

UTAS has free online 24-hour study help, anywhere, anytime: Studiosity     

You can choose to upload a draft of your writing any time and get it back with constructive general academic literacy feedback on structure, grammar, punctuation, spelling and referencing within 24 hours.

You can also connect in real-time to have an online one-to-one chat with a subject specialist if you need help with Essay Writing.

The link to 24-hour study help is on the right hand side of the screen of all your MyLO units. Each student is provided 10 sessions per semester, split between written feedback or real-time sessions as you see fit.

If you need English language support, The University of Tasmania provides a range of English Language supports for all students (International, CALD and domestic) who wish to develop further their spoken and/or written English language skills: https://www.utas.edu.au/students/learning/english-language-support

I’ve got a question about the essay, what do I do?

FIRST!

Ensure you have carefully reviewed the information in the Unit Outline about AT2, and the information on this webpage. Visit the ‘Reflective Essay’ discussion board, listed under the ‘Assessment Discussion’ on MyLO

Check to see if your query has already been responded to Post a thread with your query

If you post a question that has already been responded to, you will be directed to where you will find the response in the discussion board

I would like to discuss my essay with my Campus Coordinator, how do I organise this?

If you would like to meet with your Campus Coordinator to discuss your essay, send an email to request a time: Hobart: robyn.moore@utas.edu.au (mailto:robyn.moore@utas.edu.au)

Rozelle/Darlinghurst: giselle.newton@utas.edu.au

Launceston: m.kidd@utas.edu.au (mailto:m.kidd@utas.edu.au)

At least 24 hours before the scheduled time, you will need to email your campus coordinator an essay plan (an outline of the key points you plan to make in your essay).

At the meeting you can discuss your essay plan with your campus coordinator. They can provide some directions for you to further develop your essay plan.

Please note campus coordinators will not be providing feedback on essay drafts as it is not possible for us to equitably offer this service to all students.

Meetings can be booked up to 3 days prior the deadline.

How do I apply for an extension?

You need to submit a request for extension at least 2 working days prior to the assignment due date to your Campus Coordinator.

Launceston: m.kidd@utas.edu.au (mailto:m.kidd@utas.edu.au) Hobart: robyn.moore@utas.edu.au (mailto:robyn.moore@utas.edu.au) Sydney: giselle.newton@utas.edu.au

In all cases, reasons for the request must be clearly stated with any relevant documentation attached (i.e. medical certificate, police accident report, etc.). If circumstances prevent submission of supporting documents at the time of request, later submission of documentation can be negotiated with the campus coordinator. Please note: a request for an extension does not guarantee that the extension will be granted. This unit aligns with the SoN policy   on extension requests

What are the penalties for late submission?

Following SoN policy   , assessments submitted without an approved extension after the due date will have a penalty of 5% of the total marks available applied per working day past the due date.

Assessments submitted without an approved extension after seven (7) days from the due date will not be marked and the student will receive a mark of zero for the assignment. These are strict penalties, so if you need an extension, please get in touch with your campus coordinator.

The essay marking rubric:

CNA156 Reflective Essay Rubric   

SYLLABUS/UNIT OUTLINE/GUIDELINE

NOTICE

This Unit Outline refers to the Unit Outline Essential Information resource which includes information, policies and requirements relevant to this unit. You must read the Essential Information resource as it is considered part of this Unit Outline.

WHAT IS THE UNIT ABOUT?

This unit explores how historical, cultural and social elements and policy frameworks have shaped the health and wellbeing of Australia’s Aboriginal and Torres Strait Islander peoples today. Cultural safety, self-determination and collaboration are central concepts within this unit. You will have the opportunity to explore your own cultural beliefs, values and attitudes, and the influence these may have on health care with Aboriginal and Torres Strait Islander Australians. You will also engage in activities that strengthen self-awareness and reflection, and which promote your capacity to demonstrate sensitivity, awareness and respect for Aboriginal and Torres Strait Islander culture in the context of providing culturally safe health care. This unit will equip you to become a health service provider who can advocate for improved health outcomes for Aboriginal and Torres Strait Islander peoples.

Intended Learning Outcomes

On completion of this unit, you will be able to:

1. Demonstrate understanding of the impact of colonisation and the policy eras on current health inequalities experienced by Aboriginal and Torres Strait Islander peoples.
2. Identify and understand the social determinants of health and health inequalities that contribute to the current health status of Aboriginal and Torres Strait Islander peoples.
3. Discuss the health services, workforce, policy and political issues that impact on health care for Aboriginal and Torres Strait Islander peoples.
4. Reflect upon and examine your own cultural beliefs, values and attitudes, and the influence these may have on providing health care with Aboriginal and Torres Strait Islander Australians.
5. Develop strategies to “close the gap” with reference to the principles of culturally safe health care practice with Aboriginal and Torres Strait Islander peoples

Alterations to the unit as a result of student feedback

No alterations have been made since the last delivery of the unit. On completion of the unit, students will be given an opportunity to provide formal feedback on all aspects of this unit. This feedback will help inform alterations and improvements to the unit going forward.

Community of practice

In 2017, six members of the teaching team formed a Peer Learning Circle, which evolved into two research projects investigating best practice teaching in this space. The projects informed the 2018 curriculum review and will be completed in 2020.

UNIT SCHEDULE

Please note due to COVID-19 restrictions, all on-campus activities will be delivered online until further notice. Please check your unit MyLO site regularly for updates and further details

Please note this is a 6.25% unit. This means the unit runs from week 7 to week 13 in semester two.

HOW WILL I BE ASSESSED?

Assessment schedule

Assessment details

Assessment task 1: Online quiz

Assessment task 2: Reflective essay

RESOURCES

Recommended readings

These materials will be useful to your developing knowledge and understanding of the content in this unit, but you are not required to purchase them. When seeking sources of evidence to support your assignment work, you will find these a useful starting point.

These materials are available for a limited loan period from the University Library collection.

Best, O & Fredricks, B (eds) 2018, Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care, 2nd Edition. Cambridge University Press, Port Melbourne (ebook)

Dudgeon, P., Milroy, H., Walker, R., 2014, Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice (ebook).

Taylor, K & Guerin, P 2014, Health Care and Indigenous Australians: Cultural safety in practice, 2nd edn. Palgrave Macmillan, South Yarra.

Thackrah, R & Scott, K 2011, Indigenous Australian Health and Cultures: An introduction for health professionals, Pearson Anderson, Frenchs Forest.

Wepa, D (Ed). 2015. Cultural Safety in Aotearoa New Zealand, 2nd edition. Port Melbourne: Cambridge University Press.

Smith, J 2016. Australia’s rural, remote and Indigenous health (3rd edition). Elsevier, NSW.

Key Journals

Aboriginal and Islander Health Worker Journal Australian Aboriginal Studies Journal

Journal of Australian Indigenous Issues International Journal of Critical Indigenous Studies Ethnicity and Health

Contemporary Nurse

Nursing InquiryJournal of Advanced Nursing

Nursing Forum Nursing Ethics

Key reports

Australian Institute of Health and Welfare (AIH), 2015, The health and welfare of

Australia’s Aboriginal and Torres Strait Islander People: 2015. http://www.aihw.gov.au/publication-detail/?id=60129550168

Australian Department of Health, 2013, National strategic framework for Aboriginal and Torre Strait Islander health plan 2013-2023, http://www.health.gov.au/natsihp

Australian Human Rights Commission, 2018, Close the Gap – 10 Year Review, https://www.humanrights.gov.au/our-work/aboriginal-and-torres-strait-islander- social-justice/publications/close-gap-10-year-review

Human Rights and Equal Opportunity Commission (HREOC), 1998, Bringing them home: report of the national inquiry into the separation of Aboriginal and Torres Strait Islander children from their families, https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringi ng_them_home_report.pdf

Reading Lists

Reading Lists provide direct access to many unit readings in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

Equipment, materials, software, accounts

UTAS students are eligible to use Office 365 free of charge. It is a software package built around the Microsoft Office platform that includes Outlook (email and calendars), Word (word processor), Excel (spreadsheet) PowerPoint (presentation) and Skype for Business (video conference). These are available on and off campus. For further information and instructions to install Office 365 on your desktop and/or mobile device, please visit http://www.utas.edu.au/students/starting-uni/first- steps/prepare

Activities

Details of teaching arrangements

This unit uses a blended delivery mode with a combination of online lectures and face- to-face workshops as well as content delivered online via MyLO (my learning online). You are expected to devote around 10 hours per week to the study materials, assessment tasks and self-directed learning.

In weeks 7, 10, 11 and 12 there will be recorded lectures available on MyLO. These lectures will introduce key concepts and topics.

The MyLO content for weeks 7, 10, 11 and 12 will also include other online resources such as case studies, policy documents, databases, and relevant websites.

In addition, readings and other activities will be made available on MyLO during weeks 7, 10, 11 and 12. You must ensure that your readings and online activities are completed BEFORE the two-hour workshops scheduled for weeks 10, 11 and 12.

Two-hour workshops will be delivered during weeks 10, 11 and 12. A range of learning activities will be undertaken in the workshops so you can expand you understanding of the topic, develop self-awareness and reflection skills and explore how to be a culturally safe health professional.

It is expected that you engage in a minimum of 10 hours of self-directed learning per week during semester. This will vary between weeks, however you are encouraged to plan for an average of this time across the semester.

Specific attendance/performance requirements

In order to pass the unit, you must achieve an overall pass mark of at least 50% of the total available marks.

You are strongly encouraged to attend and participate in all of the workshops.

Failure to attend the majority of the workshops may impact on your ability to successfully pass the unit. Attendance at the workshops will be recorded.

It is crucial that you engage with the week’s MyLO content prior to attending the workshops.

[ANSWER PREVIEW]

Providing healthcare services that reflect this broad conceptualisation of health and wellbeing requires health professionals to emphasise collaboration when interacting with Aboriginal patients and their families. The principle of collaboration in this context means viewing Aboriginal patients and their families as crucial partners and involving them in the decision-making process (Wilson et al. 2020).

As a health professional, I will need to consider Aboriginal patients and their larger community as the experts in their health and wellbeing. Collaborating with them in the decision-making process will place me in a better position to ensure culturally safe care for them. Collaborating with Aboriginal health workers is also important in ensuring cultural safety when dealing with Aboriginal patients and their families.

By virtue of having an Indigenous background, Aboriginal health workers have expertise in both health and Indigenous cultural issues (Zubrzycki, Shipp & Jones 2017). Thus, collaborating with these…[Buy Full Answer for Just USD 9: 1461 WORDS]

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