This unit used inquiry-based learning approaches in a blended learning format. I engaged in a mixture of face-to-face and online activities, which could be completed individually or with a group of peers. I actively took responsibility for self-directed learning as expected. The unit coordinator and the tutors were available for consultation throughout the semester in both on-campus and online contexts. I also developed peer networks to support a collaborative approach to learning.
To appreciate the value of peers and the knowledge and experience they brought, small group tutorials utilized structured exercises, yarning circles, readings, and resources to lead collaborative learning. These sessions aimed to encourage clinical inquiry and reflect on a range of issues.
see https://www.qut.edu.au/courses/bachelor-of-nursing for full unit information
Learning outcomes
Apply the knowledge of the relevant National Safety and Quality Health Services Standards, and the NMBA’s Standards of Practice (2016) and Code of Conduct (2018) to the context of Aboriginal peoples and Torres Strait Islanders' health and wellbeing to reflect on and advance your understanding of culturally safe practice
Apply the Uluru Statement’s principle of truth-telling to describe historical, social, and political issues, including manifestations of racism and how they inform current experiences of health and well-being, and realise their significance as determinants to Aboriginal peoples and Torres Strait Islanders’ understanding and experiences of health and wellbeing
Engage as a reflexive practitioner with the lived experiences of Aboriginal peoples and Torres Strait Islanders, valuing their voices, and describe how effective partnerships with individuals, families, and communities enables the sharing of experiences and perspectives
Articulate the principles of comprehensive primary health care as a vehicle for understanding Aboriginal peoples' and Torres Strait Islanders' health and well-being in terms of self-determination and activism
Critically analyse the Closing the Gap campaign, specifically targeted Aboriginal and Torres Strait Islander peoples’ health and wellbeing programs and associated professional roles to develop a deeper understanding of culturally safe and holistic responses to complex case studies.
Projects
Project One
Formative quizzes. There will be an online quiz that will assess your knowledge of content covered in the unit.
Project Two
Cultural safety essay & reflective journal. You will utilise a structured framework to apply principles of cultural safety to the context of Aboriginal and Torres Strait Islander peoples' health and wellbeing. Furthermore, you will reflect on your learning experience.
Project Three
Report. You will demonstrate your understanding of culturally safe care in the contemporary context of Aboriginal and Torres Strait Islander peoples' health. Furthermore, you will critically address examples of interpersonal and institutional racism.
Overall Grading
Mark: 73
Grade: 5
Grade Description: Credit