[ANSWER]NURBN2025 Primary Health 3: The Health and Cultural Diversity of Aboriginal and Torres Strait Islander People

TASK DESCRIPTION on Cultural Diversity

Institute / School:           Institute of Health and Wellbeing

Course Title                        PRIMARY HEALTH 3: THE HEALTH AND CULTURAL DIVERSITY OF ABORIGINAL

AND TORRES STRAIT ISLANDER PEOPLE

Course ID                          NURBN2025

Credit Points                    15.00

Teaching Period               2023/20

Course Coordinator        Miriam Muduwa

Pre-requisite(s)                 Nil

Co-requisite(s)                 Nil

Exclusion(s)                       (HEALT2114)

ASCED Code                     060301

Brief Description of the Course

This course aims to provide students with an understanding of Aboriginal & Torres Strait Islander diversity, cultural protocols and health issues. The course provides an overview of Aboriginal & Torres Strait Islander identity and investigates historical, cultural and social factors affecting health outcomes specific to Aboriginal & Torres Strait Islander People. Additionally, it analyses the development of current Aboriginal & Torres Strait Islander health policies and the roles of various stakeholders including Aboriginal Community Controlled agencies. Students will analyse effective strategies, programs and practices (including best practice models for health care delivery, research and health promotion and positive contributions made by Aboriginal & Torres Strait Islander themselves) which are designed to improve Aboriginal & Torres Strait Islander health outcomes

Grade Scheme                            Graded (HD, D, C, P, MF, F)

Placement Component                No

Supplementary Assessment        Yes

Where supplementary assessment is available a student must have failed overall in the course but gained a final mark of 45 per cent or above and submitted all major assessment tasks.

Program Level

Level of course in program	AQF Level(s) of Program
	5	6	7	8	9	10
Introductory			🗸
Intermediate
Advanced

Organisation

Federation University is offering this course to both Standard (on campus) and Flexible (online) students on three campuses (Gippsland- Including Flex Bairnsdale, Berwick and Mt Helen). The course runs over 12 weeks and has 7 weeks of formalised content scheduled around students` varying clinical laboratory and placement schedules. The equity of learning opportunity is ensured by all students using the same course content materials and supports provided in the one Moodle shell with syncronous and asyncronous learning opportunities to suit student timetables. The course is also supported through a collaborative cross campus teaching team with course coordinators located on each campus.

In preparation for this course, students should attend Orientation week and are encouraged to enroll in Fed Ready prior to commencing the semester. Student support will also be available via the Federation website or via links on Moodle. All students are expected to have completed the university`s compulsory Academic Integrity Module (AIM) prior to this course and to study independently each week to complete course content on Moodle in preparation for weekly active learning sessions (on campus or online).

Delivery Mode

Regular semester

Structure:

The Federation University, Bachelor of Nursing Program, is founded upon an Inquiry Based Learning (IBL) approach to Teaching and Learning. IBL is an umbrella term that describes approaches that are driven by processes of inquiry and discovery and not only allows for flexible learning and encourages curiosity and depth of learning, but through engagement with the inquiry process, students develop key skills that are transferable to professional life.

IBL encourages a shift away from the traditional didactic lecture format and encourages active participation by students as they engage in a process of inquiry that involves the identification of needed knowledge and skills, resources, communication through the sharing of information and resources and teamwork. Using an IBL approach this course will involve a minimum of 150 hours of learning.

This course will be offered face to face for standard students and online for flexible students. Flexible students will be required to attend and participate in online virtual classes, undertake compulsory on-line activities, self directed learning and complete two weighted assessment tasks. Strong encouragement is given to all students to participate in forum discussions. Course content will include weekly Moodle content and reading, as well as personal reflective activities, along with interactive learning activities.

The opportunity to undertake learning online also offers flexibility around clinical placement schedules and student`s personal life commitment such as work, family and exercise needs.

For timetables refer to timetable in my Student Centre (mySC).

*Timetables are subject to change and students are encouraged to check with timetabling and the Moodle shell for updates.

Check-In Week 3:

In order to ensure that all students are progressing in a manner that is consistent with successful completion of the course, the School of Health engages in a process of ‘Checking-In’. At the completion of Week 3 the Course Coordinator will review the progress of all students.

Those students who have not completed the compulsory elements of the program, and/or engaged with Moodle content and/or virtual classes will be requested to make contact with the Course Coordinator to identify and address any impediments that may have otherwise impacted upon a student’s capacity to be successful in this course. For this course the compulsory elements for week 3 include signing for your chosen group topic on Moodle and evidence of successful completion of group.

Further monitoring and identification of teaching and learning issues:

Students are strongly invited to participate in online discussion forums relating to the assessment tasks, design of the course and content specific forums. Students need to follow the university`s policy and procedures about professional, respectful and courteous online communication with their peers, academic staff, learning designers and support personnel. If students have personal matters relating to achieving their learning objectives they should email the course coordinator for their campus to discuss strategies for moving forward.

Throughout the semester, should any student be failing to progress in a manner that is consistent with successful completion of the course, the student will be flagged in the student systems and a letter may be sent to you to identify the issue and to request you make contact with the course coordinator. Students who also perform very highly in all their courses may also receive a commendation letter at the end of semester.

Staff

Refer to timetable: see mySchedule.

Timetables are subject to change and students are encouraged to check with timetabling and the Moodle shell for updates.

Learning Outcomes

Knowledge

K1.     Analyse the impact of different cultural perspectives and suggest how an individual’s understandings can influence engagement with Aboriginal and Torres Strait Islander individuals, families and communities

K2.     Investigate factors that influence cultural vulnerability and resilience and their relationship to health choices

K3.     Examine the basis of Aboriginal & Torres Strait Islander People’s identities including cultural diversity

K4.     Explore the meaning of ‘cultural safety’ and the impact that feeling safe might have on Aboriginal & Torres Strait Islander People experiencing improved health outcomes

Skills

S1.     Analyse and critically explain historical, political, cultural and social influences that have led to Aboriginal & Torres Strait Islander People experiencing poor health

S2.     Investigate and explain the rationale for the development of Aboriginal & Torres Strait Islander Health policies at National and State levels

S3.     Investigate and explain the role of various stakeholders in Australian Indigenous Health (e.g. National Aboriginal Community Controlled Health Organisation, Victorian Aboriginal Community Controlled Health Organisation, State and local Aboriginal health services, Co-operatives, CATSINAM)

S4.     Analyse strategies, practices and programs (including positive contributions by Aboriginal & Torres Strait Islander People themselves) in health care delivery and health promotion designed to work in partnership with Aboriginal & Torres Strait Islander People to meet current health needs

Application of knowledge and skills

A1.     Develop an understanding of Aboriginal & Torres Strait Islander identity/ (ies) including their diversity and place in contemporary Australia

A2.     Recognise the extent to which Aboriginal & Torres Strait Islander People continue to experience poor health and demonstrate effective ways of working towards improving this situation

A3.     Develop respect for diversity and difference and practice of cultural safety

A4.     Apply knowledge of different cultural understandings to how those in health care work with Indigenous individuals, families and communities

Content

The NMBA Registered Nurse Standards for Practice (2016, NMBA Code of Conduct for Nurses (2018) and Code of Ethics for Nurses (2018), National Safety and Quality Health Service (NSQHS) Standards (2017), National Health Priority areas and the Registered Nurse Cultural Standards (2018) have substantially informed the syllabus/content of this course.

• Concepts, theories relating to issues of social justice and cultural safety and its meaning, difference and diversity;
• Contemporary and traditional Australian indigenous culture and identity: (loss of country, cultural loss, assimilation and reconciliation);
• Exploration of Aboriginal & Torres Strait Islander definitions of health and wellbeing
• European settlement of Australia and its impact on culture, identity and health since 18th century, incorporating ideas of Terra Nullius and clarification of differences in central concepts such as ‘holism’ and ‘family’;
•  Cultural practices and meanings of family, community, country, values and community decision making processes;
• Aboriginal & Torres Strait Islander health policies (national and state): evolution of policies from 1930’s to present;
• Contemporary Aboriginal & Torres Strait Islander health issues;
• Discernment of Culturally safe practices in health with Indigenous communities.   Develop and assess nursing graduate capabilities allocated to this course
• National Safety and Quality Health Service (NSQHS) Standards; Aged Care Quality Standards 1-6 ; Paediatric Quality Standards for ASTI people
• Registered Nurse Cultural Standards (2018)
• Federation University Reconciliation Strategy (2015) & Plan 2019-2022

Graduate Attributes

Federation graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens.

Planned Student Learning

A 15-credit point course typically involves a minimum of 150 hours of learning, that may include scheduled (timetabled) and unscheduled, flexible and self-paced activities. The scheduled hours of student learning will be experienced primarily through on-campus and/or online engagement opportunities with peers and teaching staff. For approximately every hour of scheduled or directed activity, a minimum of two hours of student directed learning is expected.

Unscheduled, flexible and self-paced activities do not require a set day, time or location and require students to work independently. These will include established learning activities, associated independent learning, background reading/research and completion of assessment. Students are expected to access electronic research databases and use computers to facilitate their learning.

Learning Tasks and Assessment

A 15-credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher-directed learning, there will be a minimum of two hours of student/learner directed learning. The teacher-directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity field-trips, exploration of case studies and inquiry-based learning. You are expected to attend all scheduled classes and actively participate during class sessions. Attendance at all residential intensives (flexible students), clinical placement and laboratory sessions is compulsory.

Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

Attendance requirements NURBN 2025

Standard students: are expected to attend at least 80% of tutorials which will be monitored and recorded in order to pass this unit.

Reasons why 80% attendance is required: You become part of a learning community interacting with your teachers and peers developing interpersonal relationship skills and knowledge in a team preparing you for professional practice as a registered nurse. Students who attend less than 80% of their classes miss out on developing these essential professional skills and experience. Therefore a minimum attendance of 80% of your classes is required.

Flexible students: are expected to attend and participate in 80% of your online learning activities which will be monitored and recorded as per instruction in moodle. All the highly compulsory activities as per your moodle instructions should be adhered to. Reasons for 80% attendance in online tutorials and activities is that you become part of a learning community interacting with your teachers and peers acquiring knowledge and skills that are essential in your professional practice as a registered nurse especially considering that you do not see your teachers and peers face to face often.

What to do if you fail to attend the minimum requirement for classes

It is the student’s responsibility to communicate with the teaching team related to any absences from active learning sessions -requiring additional tasks. Students will be directed to Module 8 to complete Key Component – additional tasks if absent from their scheduled active learning sessions. Access to additional tasks will be made available once the student has communicated their absence from a particular active learning session with their relevant campus coordinator.

The following tasks will be graded.

For further details regarding moderation models please refer to: Moderation Resource

Final test

No final test

Task 1 Questions 1 to 3: Individual task- culture/identity & mini research

Weighting:          40%

Word Count:      1500 words +/- 10%

Description: Students to respond to short answer questions demonstrating an understanding of what culture and identity is, and how identity, along with social and cultural factors, can influence beliefs and values.

Question 1 ( 300 words) written in the both third and First Person.

Discuss what is culture and identity, and how these factors can influence your own beliefs about and interactions with Aboriginal Peoples and/or Torres Strait Islander Peoples.

Students need to also look inward and recognise their own culture and how their own values and beliefs influence the way they view the world and see other people.

To enable us to understand other cultures, we must first recognise that we all have our own culture.

Culture and Identity, Values, and beliefs. and how these factors influence beliefs and values.

• Define Culture and identity.
• How does identity, along with social and cultural factors influence people’s beliefs and values?

Own culture and identity.

• Describe your own culture and identity and how these factors have influenced your own beliefs, values, and interactions with Aboriginal and Torres Strait Islander Peoples.
• What do you consider to be the characteristics of your identity?  
• What has influenced your cultural lens (beliefs and values)?

Question 2: (600 words) – Write in the third Person

Research a First Nations Person who has advocated for Aboriginal and Torres Strait Islander Peoples or influenced policy or Community action.

Research and discuss a significant figure within the First Nations Communities.

• May be a First Nations researcher, author, musician, parliamentarian, advocate. May be a historical figure or a figure of contemporary times.

A: Research and Identify one First Nations Person that you think has influenced community/policy

• How has that person’s background influenced their advocacy.
• Comprehensively discuss what this person has achieved.

B: How has that person advocated for Aboriginal and Torres Strait Islander People or influenced non- Indigenous people, policy, or community ?

Question 3: (600 words.) Written in the third person

Describe effective strategies that health professionals may utilise to assist with incorporating a health care environment that is both anti-racist and also able to deliver care to Aboriginal and/or Torres Strait Islander Peoples in a culturally safe way.

Formatting as per assessment intruction document.

Reference list and in-text citations as per APA 7th edition.

Submission and Return of Student Work

• All assessments are to be submitted before or on the due date and stipulated time, and submitted electronically via database or submission links as identified in the assessment task instructions.
• Please ensure the first page of your submitted work is a title page that includes:

1. the assessment title,
2. student name(s) AND student ID number(s),
3. course name and number,
4. relevant academic,
5. due date.
6. and meet all other elements and format requirements specified for each assessment task.

• When submitting online, please ensure that the file name includes the Course Code, Student ID number and Assessment Task Number. For example: NURBN3033_30109999_AT1.
• Assessment tasks will be marked by academic staff and normally returned within a 4 week period, however this is dependant on staffing and workload considerations. Students will be notfied of intended return of assessment tasks through the Moodle forum. Your final submitted assessment results will be made avaiable at the end of semester once the final grades have been released (University Policy).

IT Issues at Submission:

If students have any IT issues with submitting assessment tasks, they should in the first instance take a screen shot of their computer, ensuring that the screenshot includes date and time of error, and all other necessary information. Students are to then contact ITS Helpdesk on 5327 9999 and log a job. Once an IT Job Ticket Number has been provided, students are to email this to course coordinator. It is a student’s responsibility to save their assessment tasks and to back up their files. Students will not be granted extensions unless drafts of assessment tasks can be provided and documentary evidence is provided, where major IT issues have occurred.

Task 2: Group Kaltura Video Presentation.

Weighting           60%

Time Limit:          16 minutes +/‐ 10%

Description: Students will be randomly allocated to groups. Each group to prepare and compile a kaltura video presentation alongside a power-point in response to their allocated scenario and address provided questions.

Scenarios will reflect module content in relation to health impacts for Aboriginal and Torres Strait Islander Peoples, with the assessment questions allowing students to explore cultural perspectives when caring for Aboriginal and Torres Strait Islander Peoples.

Groups will consist of maximum of 4 (four) students.

The objective of this task is to provide an educational video for nurses and healthcare providers. The video aims to provide an outline of strategies used and knowledge of considerations required by nurses and healthcare providers in delivering culturally safe healthcare in partnership with Aboriginal and Torres Strait Islander Peoples. The purpose of this task is to explore various health issues, vulnerabilities, and inequities for populations with differing cultural needs in response to specific topic questions. Students are to demonstrate understanding of how cultural safety impacts the delivery of care in clinical practice by outlining current best practice approaches and to apply these strategies to a specific case scenario.

Submission and Return of Student Work

• All assessments are to be submitted before or on the due date and stipulated time, and submitted electronically via database or submission links as identified in the assessment task instructions.
• Please ensure the first page of your submitted work is a title page that includes:

1. the assessment title,
2. student name(s) AND student ID number(s),
3. course name and number,
4. relevant academic,
5. due date.
6. and meet all other elements and format requirements specified for each assessment task.

• When submitting online, please ensure that the file name includes the Course Code, Student ID number and Assessment Task Number. For example: NURBN3033_30109999_AT1.
• All videos submitted to Moodle must be recorded with Kaltura. All students are to check the recording is visual, audible and able to be played. Please review the instructions in Moodle for using Kaltura.
• Assessment tasks will be marked by academic staff and normally returned within a 4 week period, however this is dependant on staffing and workload considerations. Students will be notfied of intended return of assessment tasks through the Moodle forum. Your final submitted assessment results will be made avaiable at the end of semester once the final grades have been released (University Policy).

IT Issues at Submission:

If students have any IT issues with submitting assessment tasks, they should in the first instance take a screen shot of their computer, ensuring that the screenshot includes date and time of error, and all other necessary information. Students are to then contact ITS Helpdesk on 5327 9999 and log a job. Once an IT Job Ticket Number has been provided, students are to email this to course coordinator. It is a student’s responsibility to save their assessment tasks and to back up their files. Students will not be granted extensions unless drafts of assessment tasks can be provided and documentary evidence is provided, where major IT issues have occurred.

Topics Assessed

All topics covered during this course are subject to assessment.

Academic Integrity

Academic integrity is behaving honestly, responsibly and respectfully in our academic endeavours. We demonstrate integrity in our study by producing our own, original work and by properly acknowledging when we use the work of others to inform ours. Whether accidental or deliberate, using the work of others without acknowledgement constitutes a breach of academic integrity. Other forms of cheating include but are not limited to collusion, plagiarism and using free or paid services to produce academic work, which is known as contract cheating.

The Academic Integrity Module (AIM) introduces you to the skills you need to demonstrate academic integrity, such as referencing and paraphrasing. All students at Federation University are required to complete AIM prior to submitting their first assessment task in their program of study. Refer to the following:

• Academic Integrity Module (AIM)  
• Academic Integrity Policy
• Study Skills website: Academic integrity

Assistance with study skills and assessment

The Federation University Study Skills website contains practical advice on improving your reading and writing skills, paraphrasing and referencing, and time management. It also provides advice about learning technology and connecting with Student Academic Leaders and Learning Skills Advisors to support your academic skill development.

• Study Skills for Life

Assistance with Online Submission

Students are often asked to submit assignments online, mostly through the course Moodle shell. You may be required to submit via Turnitin, which is similarity-checking software. Difficulty with online submission can have numerous causes, such as not completing the Academic Integrity Module (AIM – see above); unreliable internet connection; or an oversized file. If you experience difficulties ensure you have completed AIM, and refer to the following guides about online submission:

• Study Skills website (Assignment Submission)  
• About Turnitin

Late Assignment

Late submission of assessment tasks, without a granted Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty. All reasonable attempts must be made in submitting each assessment task.

The University-wide late penalty is 5% per day of the total marks available (including weekends and public holidays).

Marking will cease after 7 days and the assessment will be scored at zero. If an assessment task is submitted beyond 7 days and receives zero, feedback provision is at the discretion of the Course Coordinator.

For more information regarding late penalties,please see here.

Special Consideration

If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on school process) upon a direct request by the student via the Discretionary Assessment Extension form. If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration. For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms, see  http://federation.edu.au/current-students/essential-info/administration/special-consideration

Results

Results from your assessments are available on your course Moodle site and can be viewed in fdlmarks. Information on how to access your results and academic transcripts

Final Grade Appeal

Under some circumstances, a student may appeal the final grade of their course. They need to be able to show that the course description was not clear or that the delivery of the course did not match the course description. An appeal should be submitted in writing to the Executive Dean of the Institute responsible for the course within 10 working days* of the official publication of the grade. Information can be found at https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/student- advisory-service/appeals/appeal-final-grade

Academic Regulations

Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. Federation University has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support

The University provides many services to help you gain the most from your studies. You can see the list of Student support services at https://federation.edu.au/current-students#Assistance_support_and_services

The Disability and Learning Access Unit (DLAU) makes reasonable adjustments to study requirements for students with a disability, medical or mental health condition. This can be a temporary or permanent condition. The DLAU can also organise adjustments for people who are caring for someone with a disability. See https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/disabili ty-support

Learning Management System

This course makes use of Moodle to support your learning. You can access Moodle from the Federation University home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately

Materials

General

All students will need a computer with a working camera, microphone and audio recording capability. The latest Kaltura software should downloaded from the software centre from the ITS helpdesk in order to complete their debate assessment task. Students will need a headset with audio and microphone capabilties for participation Moodle adobe connect virtual classrooms. Students will also need to ensure they download the latest Adobe Connect Applications from the software centre to ensure ability to participate in group activies in the online classes. Students should also consider utlising USBs or external hard drives to save and back up important files and assessment tasks for this course.

Reading

Textbooks

YATDJULIGIN: ABORIGINAL AND TORRES STRAIT ISLANDER NURSING AND MIDWIFERY CARE. 2021 .

References:

(2020). American Psychological Association 7TH Edition Referencing Standards.

Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.

Sequence

The following is an approximate guide to the sequence of topics in this course.

Adopted Reference Style

APA 7th Edition

Refer to the library website for more information

Fed Cite – referencing tool

[ANSWER PREVIEW]

On Demand: Order Customised Solution Starting from just USD 11 per page. Contact Our Support on Whatsapp Now!

GradedSohttps://gradedsolution.com/lution