Microsoft Word - EUO -HLSC XXXXXXXXXXFinalv2 HLSC120-Indigenous Health and Culture XXXXXXXXXX XXXXXXXXXXPage 1 of 17 FACULTY OF HEALTH SCIENCES School of NURSING MIDWIFERY AND PARAMEDICINE North...

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HLSC120-Indigenous Health and Culture XXXXXXXXXX XXXXXXXXXXPage 1 of 17
FACULTY OF HEALTH SCIENCES
School of NURSING MIDWIFERY AND PARAMEDICINE
North Sydney Campus (MacKillop)
SEMESTER 2 2018
HLSC120: Indigenous Health and Culture
UNIT OUTLINE
Credit points: 10
Prerequisites/incompatibles: NIL
National Team Leader: Richard Taylor
Lecturer in Charge: Jennie Robinson XXXXXXXXXX
Prefe
ed contact by email Monday to Wednesday
Acting Lecturer in Charge (Thursday and Friday) Olivia Unite XXXXXXXXXX
Lecturers: Kate Robinson XXXXXXXXXX
Dr Liesa Clague XXXXXXXXXX
Unit rationale
In the health profession it is a requirement that you are able to perform person-centred care in a culturally
competent manner. This requirement exists because all people deserve to be treated with respect and
dignity regardless of their beliefs, values or attitudes. This unit provides the foundation for culturally
competent practice through the lens of Indigenous Australian culture to ensure graduates enter the
workforce as culturally competent practitioners.
Description The social-historical-political context, cultural knowledges, and related health issues of
Indigenous peoples across the world and in Australia will be the focus of this unit. The concept of
globalisation will be introduced and explored with reference to the health of Indigenous peoples. Students
will then examine the historical context of Aboriginal and To
es Strait Islander peoples’ health,
contemporary issues in healthcare provision, and Aboriginal and To
es Strait Islander peoples’ ways of
knowing, being and doing. The impact of cu
ent strategies to close the gap in Aboriginal and To
es
Strait Islander health care will be examined, along with ways that the health care system can respond to
the health needs of this group. The notion of culturally competent care will be introduced, and students
will start to develop knowledge and skills needed to provide culturally competent care to people from
diverse cultural backgrounds. The content of this unit will provide health students with a solid foundation
on which to build cultural competency across their undergraduate program – knowledge and skills that
they will need to apply to their future health care practice. Aligned with cultural competence are principles
of community engagement – in this unit, students will be introduced to community engagement and
explore how they can apply these principles throughout their time at ACU and beyond.
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Mode: This unit is offered in attendance mode only
Attendance pattern: 80% attendance to yarning circles
Duration: This unit is over a 10 week semester and you should anticipate undertaking 150
hours of study for this unit, including class attendance, readings and assignment
preparation
LEARNING OUTCOMES
The unit Indigenous Culture and Health is a professional program that requires
development of particular attributes for accreditation purposes. These are also included in
the learning outcomes.
The Australian Health Practitioner Regulation Agency (AHPRA) supports a host of National
Boards and includes disciplines relevant to this unit of study in Nursing and Midwifery,
Occupational Therapy, Physiotherapy, Paramedicine and Psychology. This unit contributes
to meeting those accreditation standards through the representative National Boards
http:
www.ahpra.gov.au/Education/Accreditation-Authorities.aspx
 
On successful completion of this unit, you should be able to:
1. discuss the health consequences of globalisation as it relates to population
groups, health practices and health care service delivery, with particular
eference to indigenous populations; (GA2)

2. discuss the implications of socio-historical-political context for contemporary
health related issues of the Australian Aboriginal and To
es Strait Islander
peoples; (GA2)

3. critically evaluate how social and cultural factors shape the health beliefs,
experiences and outcomes of Aboriginal and To
es Strait Islanders and other
cultural groups; (GA4)


4. apply the principles of cultural safety to enable culturally sensitive care to be
applied across a range of populations and health care settings, but with particular
eference to socially and culturally marginalized populations; (GA1)

5. work respectfully with others to effectively communicate an understanding of
cross-cultural indigenous health care issues; (GA5, 7)

6. demonstrate understanding of principles of community engagement. (GA1, 2)
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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All
Australian universities have their expected graduate attributes – ACU’s Graduate Attributes
have a greater emphasis on ethical behaviour and community responsibility than those of
many other universities. All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise your responsibility to the common good, the environment and society
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline
and/or profession
GA7 work both autonomously and collaboratively
CONTENT
Topics will include:
 The health consequences of globalisation with particular reference to
o Social determinants of health
o Inequities in health status
o Global First Nation peoples’ health

 Aboriginal and To
es Strait Islander health
o Aboriginal and To
es Strait Islanders’ ways of knowing, being and doing
o Aboriginal and To
es Strait Islanders’ traditional ways of healing
o History and consequences of colonisation on Aboriginal and To
es Strait
Islander peoples
o Acute and chronic conditions, co-mo
idity and disability amongst
Aboriginal and To
es Strait Islander peoples
o Racism and the impact on Aboriginal and To
es Strait islander peoples
o Effect of government policy on health and social wellbeing of Aboriginal
and To
es Strait Islander peoples
 Aboriginal and To
es Strait Islander peoples’ health care provision
o Policy and community initiatives in health care, including the Closing the
Gap strategies
o Primary Health Care approach
o Aboriginal and To
es Strait Islander health care workers
o Self-determination and Aboriginal Controlled Community Healthcare
Organisations
o Reconciliation
 Cultural competencies in health care
o Definitions and debates around cultural competence
o Knowledge and skills in the provision of culturally competent care
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 Using a strengths approach
 Providing culturally appropriate care
 Multidisciplinary and multisectorial healthcare
 Introduction to community engagement in health
o Principles of working collaboratively with communities, capacity building,
eciprocity and transformative learning
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’
(SELT) online surveys.
Following the first semester offering feedback was received specific to assessment items
and wording of some requirements. Consequently some minor changes to assessment
items together with their associated marking ru
ics have been changed.
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you
complete the SELT survey for the unit. You can also provide feedback at other times to the
unit lecturers, course coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
This unit requires students to undertake 150 hours of focused learning to achieve the
unit learning outcomes. Learning associated with this unit incorporates face-to-face
teaching activities (lectures and tutorials) online activities, preparation and generation of
assessment items and self-directed study. Students are expected to take responsibility
for their individual learning and to participate actively within group activities.

On Campus:
Lecture/Resource Session: 2 hours weekly
Tutorial/ yarning circles 1 hour weekly

Online:
Five (5) eLearning modules

RATIONALE FOR UNIT TEACHING AND LEARNING STRATEGIES

Students entering university need significant support to transition into a learning and
teaching environment where they are required to drive their own learning. To guide
students in their learning, feedback is required to identify what is being done well, what
equires additional work and to identify progress toward required learning outcomes.
Located in the first year of the program, this theory unit includes significant face-to-face
teaching hours and a directed online component to introduce students to managing their
study off-campus. Lectures are utilised to convey content and its central principles while
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tutorials deliver interactive learning sessions which include formative feedback to build
foundational tertiary study skills while also providing an opportunity to establish group-
work and learning community skills. Online materials are introduced to provide students
with a foundation for ongoing, directed, self-motivated study.
LECTURE CAPTURE
Lectures will be made available to all students on the National Unit LEO site. These lectures
will be provided in power point PDF form prior to the actual lecture delivery.
Recorded lectures will also be provided to students via lecture capture ECHO 360
SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from
your lecturing and tutoring staff for changes to this schedule.
Week
starts
Lecture Yarning Assessments,resources
self-directed eLearning
modules
1. 30th
July
2018
 Overview of unit, learning
outcomes GAs and
assessments
Welcome to country ceremony
Key concepts:Health; Indigenous;
Non Indigenous; globalization;
Culture; Cultural safety principles;
Determinants of health; Inequality;
Inequity in health