Course Outline
HLT150 Indigenous Wellbeing Foundations
Course Coordinator:Kathryn Wenham (kwenham@usc.edu.au) School:School of Health - Public Health
2026Trimester 2
UniSC Sunshine CoastUniSC Caboolture |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Online |
Online | You can do this course without coming onto campus, unless your program has specified a mandatory onsite requirement. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This foundation course will develop your knowledge for Indigenous wellbeing, and skills for culturally safe professional practice. Working with Indigenous Peoples requires you to have self-reflective skills for cultural humility, and knowledge of decolonisation methodologies in order to engage with Indigenous ways of knowing, doing and being. You will apply your developing knowledge of decolonisation methodologies and self-reflective skills to analyse historical, political, social, and cultural determinants contributing to contemporary Indigenous wellbeing.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – 2-hours of independent structured learning materials | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – 2 hour workshop | 2hrs | Week 1 | 12 times |
| Online | |||
| Learning materials – 2-hours of independent structured learning materials | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – 2 hour online workshop | 2hrs | Week 1 | 12 times |
Course Topics
Cultural capabilities
Respect for history of Aboriginal and Torres Strait Islander Peoples, knowledges and perspectives
Reflection and cultural humility for health practitioners
Indigenous Determinants of Health Framework
Advocacy strategy
What level is this course?
100 Level (Introductory)
Engaging with discipline knowledge and skills at
foundational level, broad application of knowledge and skills in familiar
contexts and with support. Limited or no prerequisites. Normally, associated
with the first full-time study year of an undergraduate program.
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) * | |
| 1 | Define and practice the concepts of cultural humility and self-reflexivity in relation to Aboriginal and/or Torres Strait Islander Peoples health and wellbeing. | Ethical |
A.1, A.4, B.4, 1, 1.1.1, 1.1, 1.2, 1.2, 1.3, 1.4, 4, 4, 4.1, 4.2, 4.2, 4.3, 5.1 |
| 2 | Identify and explain key determinants that impact or contribute to Aboriginal and/or Torres Strait Islander People's health and wellbeing. | Knowledgeable |
B.3, A.5, 1, 1.1.1, 1.1, 1.2, 1.2, 1.3, 2, 2.1, 2.2, 2.3, 3, 3.1, 3.2, 3.3, 4.1, 4.3, 5, 5.1, 5.1, 5.2, 5.3, 6, 6.1, 6.2, 6.3, 6.4, 7, 7.1, 7.2, 7.3, 10.1, 10.2 |
| 3 | Apply cultural capability concepts of strengths-based approach and two-way knowing that influence health equity for Aboriginal and Torres Strait Islander Peoples. | ||
* Competencies by Professional Body
| CODE | COMPETENCY |
| International Union for Health Promotion and Education | |
| A.1 | Health as a human right, which is central to human development |
| B.3 | The determinants of health and their implications for health promotion action |
| A.4 | Addressing health inequities, social injustice, and prioritising the needs of those experiencing poverty and social marginalisation |
| B.4 | The impact of social and cultural diversity on health and health inequities and the Implications for health promotion action |
| A.5 | Addressing the political, economic, social, cultural, environmental, behavioural and biological determinants of health and wellbeing |
| 1.2 | Use health promotion approaches which support empowerment, participation, partnership and equity to create environments and settings which promote health |
| 4.1 | Use effective communication skills including written, verbal, nonverbal, and listening skills |
| 4.2 | Use information technology and other media to receive and disseminate health promotion information |
| 4.3 | Use culturally appropriate communication methods and techniques for specific groups and settings |
| 6.4 | Identify the determinants of health which impact on health promotion action |
| Department of Health | |
| 1 | Respect |
| 1.1 | Historical Context: Recognise the impact of history and colonisation on contemporary Aboriginal and Torres Strait Islander health outcomes. |
| 1.2 | Cultural Knowledge: Knowledge of Aboriginal and Torres Strait Islander history, culture, values and social practices, and respect for how these aspects may influence health practice. |
| 1.3 | Diversity: Recognise the diversity of Aboriginal and Torres Strait Islander peoples’ cultures and lived experiences and apply knowledge of the local community context. |
| 1.4 | Humility and Lifelong Learning: Utilise lifelong learning skills to develop cultural capabilities and demonstrate humility in regard to how much one can meaningfully understand Aboriginal and Torres Strait Islander cultures. |
| 4 | Reflection |
| 4.1 | Cultural Self and Health Care: Recognise the influence of one’s own cultural identity and the culture of the Australian health care system on perceptions of Aboriginal and Torres Strait Islander peoples. |
| 4.2 | Racism: Evaluate different forms of racism and associated stereotypes that impact on Aboriginal and Torres Strait Islander health, and demonstrate practice that is free from racism. |
| 4.3 | White Privilege: Critique privileges and advantages afforded to white Australian society and understand the role of power relations in the inequitable distribution of privileges. |
| The Australian Orthotic Prosthetic Association | |
| 1.1.1 | Ensures all interactions with the client and/or carer demonstrate respect, honesty, empathy and dignity and are conducted in a culturally appropriate manner |
| Physiotherapy Board of Australia | |
| 4 | Reflective practitioner and self-directed learner |
| 5.1 | Engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
| Aboriginal and Torres Strait Islander Health Curriculum Framework | |
| 1 | Respect: History of Aboriginal and Torres Strait Islander peoples and the post-colonial experience |
| 1.1 | History of Aboriginal and Torres Strait Islander peoples and the post-colonial experience (Respect) - Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N) |
| 1.2 | History of Aboriginal and Torres Strait Islander peoples and the post-colonial experience (Respect) - Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I) |
| 1.3 | History of Aboriginal and Torres Strait Islander peoples and the post-colonial experience (Respect) - Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP) |
| 2 | Respect: Aboriginal and Torres Strait Islander culture, beliefs and practices |
| 2.1 | Aboriginal and Torres Strait Islander culture, beliefs and practices (Respect) - Describe Aboriginal and Torres Strait Islander culture precolonisation to the present (N) |
| 2.2 | Aboriginal and Torres Strait Islander culture, beliefs and practices (Respect) - Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I) |
| 2.3 | Aboriginal and Torres Strait Islander culture, beliefs and practices (Respect) - Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) |
| 3 | Respect: Diversity of Aboriginal and Torres Strait Islander cultures |
| 3.1 | Diversity of Aboriginal and Torres Strait Islander cultures (Respect) - Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) |
| 3.2 | Diversity of Aboriginal and Torres Strait Islander cultures (Respect) - Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) |
| 3.3 | Diversity of Aboriginal and Torres Strait Islander cultures (Respect) - Design strategies for delivering culturally safe health care with respect to individual, cultural and linguistic diversity (ETP) |
| 5 | Communication: Cultural Safety in health care: terminology and definitions |
| 5.1 | Cultural Safety in health care: terminology and definitions (Communication) - Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) |
| 5.2 | Cultural Safety in health care: terminology and definitions (Communication) - Analyse the strengths and limitations of key terms and definitions in the context of culturally safe health practice (I) |
| 5.3 | Cultural Safety in health care: terminology and definitions (Communication) - Propose examples for applying key terms and definitions in health practice (ETP) |
| 6 | Communication: Cultural safe communication |
| 6.1 | Cultural safe communication (Communication) - Describe the impact of effective verbal and non-verbal communication as well as miscommunication and how this links to health outcomes (N) |
| 6.2 | Cultural safe communication (Communication) - Analyse differences between own verbal and non-verbal communication and Aboriginal and Torres Strait Islander clients, and the implications for health care (I) |
| 6.3 | Cultural safe communication (Communication) - Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members (ETP) |
| 7 | Communication: Strengths-based knowledge and communication |
| 7.1 | Strengths-based knowledge and communication (Communication) - Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) |
| 7.2 | Strengths-based knowledge and communication (Communication) - Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengthsbased communication (I) |
| 7.3 | Strengths-based knowledge and communication (Communication) - Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP) |
| 10.1 | Population health (Safety and Quality) - Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for non-Indigenous peoples in Australia over time (N) |
| 10.2 | Population health (Safety and Quality) - Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Not applicable
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
You will receive early formative feedback through your written Task 1a 'Reflection Exercise' in week 3.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Journal | Individual | 50% | 300-400 words for each of 2 reflections. |
Refer to Format | Online Assignment Submission with plagiarism check |
| All | 2a | Artefact - Creative | Individual | 20% | Visual representation one page |
Week 8 | Online Assignment Submission with plagiarism check |
| All | 2b | Written Piece | Individual | 30% | 750 words |
Week 12 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Reflection Journal | ||||||||||
| Goal: | The goal of this task is to demonstrate your ability to engage in the process of cultural humility (lifelong learning), by practicing self-reflexivity to be an effective and culturally safe health practitioner for Aboriginal and/or Torres Strait Islander Peoples health and wellbeing. |
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| Product: | Journal | |||||||||
| Authorship Statement: | ||||||||||
| Format: | Submit: Weeks 3, 6. During this course, you will be asked to complete critical self-reflections on set topics related to the weekly readings and workshops. Critical self-reflection is important for lifelong learning relating to Aboriginal and/or Torres Strait Islander Peoples health and wellbeing. To be written in first person. Submitted online. Response limit is 300-400 words. Further details for this task will be made available online. |
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| Criteria: |
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| Generic Skills: | Information literacy |
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| All - Assessment Task 2a:Visual representation | ||||||||||
| Goal: | The goal of this task is for you to identify determinants of health that interconnect to influence Aboriginal and Torres Strait Islander People's health and wellbeing. |
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| Product: | Artefact - Creative | |||||||||
| Authorship Statement: | ||||||||||
| Format: | For this assessment task, you are required to submit a visual representation to represent the multiple interconnected determinants of health and wellbeing that impact on an assigned health topic that is a health priority for Aboriginal and Torres Strait Islander Peoples. More information will be provided regarding the visual representation format. |
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| Criteria: |
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| Generic Skills: | Communication, Applying technologies |
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| All - Assessment Task 2b:Cultural capability concepts report | ||||||||||||||||
| Goal: | The goal of this task is for you explain how interconnected determinants impact on or contribute to Aboriginal and Torres Strait Islander People's health and wellbeing and demonstrate your understanding of cultural capability concepts. |
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| Product: | Written Piece | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | For this assessment task, you are required to develop a 750 word written explanation of the visual representation in Task 2a. This will include explaining how the identified determinants interconnect to impact on or contribute to Aboriginal and Torres Strait Islander People's health and wellbeing and how the cultural capability concepts of strengths-based approaches and two-way knowing, have been integrated. Additional details about the available topics and cultural capability concepts will be provided. |
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| Criteria: |
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| Generic Skills: | Communication, Information literacy |
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Assessment to competency mapping
| Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
|---|---|---|---|---|
| Aboriginal and Torres Strait Islander Health Curriculum Framework | ||||
| All delivery modes | Journal | Reflection Journal | 1.1 | Taught, Practiced, Assessed |
| 1.2 | Taught, Practiced, Assessed | |||
| 1.3 | Taught | |||
| 2.1 | Taught | |||
| 2.2 | Taught | |||
| 2.3 | Taught | |||
| 3.1 | Taught | |||
| 3.2 | Taught | |||
| 3.3 | Taught | |||
| 4.1 | Taught, Practiced, Assessed | |||
| 4.2 | Taught, Practiced, Assessed | |||
| 4.3 | Taught, Practiced, Assessed | |||
| 13.1 | Taught, Practiced, Assessed | |||
| 13.2 | Taught, Practiced, Assessed | |||
| 13.3 | Taught, Practiced, Assessed | |||
| 14.1 | Taught, Practiced, Assessed | |||
| 14.2 | Taught, Practiced, Assessed | |||
| 14.3 | Taught, Practiced, Assessed | |||
| Written Piece | Cultural capability concepts report | 1.1 | Taught, Practiced, Assessed | |
| 1.2 | Taught, Practiced, Assessed | |||
| 1.3 | Taught, Practiced, Assessed | |||
| 2.1 | Taught, Practiced, Assessed | |||
| 2.2 | Taught, Practiced, Assessed | |||
| 2.3 | Taught, Practiced, Assessed | |||
| 3.1 | Taught | |||
| 3.2 | Taught | |||
| 3.3 | Taught | |||
| 5.1 | Taught, Practiced, Assessed | |||
| 5.2 | Taught, Practiced, Assessed | |||
| 5.3 | Taught, Practiced, Assessed | |||
| 6.1 | Taught, Practiced, Assessed | |||
| 6.2 | Taught, Practiced | |||
| 6.3 | Taught, Practiced | |||
| 7.1 | Taught, Practiced, Assessed | |||
| 7.2 | Taught, Practiced, Assessed | |||
| 7.3 | Taught, Assessed | |||
| 10.1 | Taught, Practiced, Assessed | |||
| 10.2 | Taught | |||
| 12.1 | Taught | |||
| 12.2 | Taught | |||
| 12.3 | Taught, Practiced, Assessed | |||
| 16.1 | Taught, Practiced, Assessed | |||
| 16.2 | Taught, Practiced | |||
| 16.3 | Taught | |||
| 2020 Australian Orthotic and Prosthetic Association (AOPA) Entry level competency standards for Australian orthotist/prosthetists | ||||
| All delivery modes | Journal | Reflection Journal | 1.1.1 | Taught, Practiced |
| Written Piece | Cultural capability concepts report | 1.1.1 | Taught, Practiced | |
| The CompHP Core Competencies Framework for Health Promotion 2011 | ||||
| All delivery modes | Journal | Reflection Journal | 6.6 | Taught |
| A.3 | Taught, Practiced, Assessed | |||
| Physiotherapy practice thresholds in Australia and Aotearoa New Zealand | ||||
| All delivery modes | Journal | Reflection Journal | 1.1 | Taught, Practiced, Assessed |
| Written Piece | Cultural capability concepts report | 1.1 | Taught, Practiced | |
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Schedule
| Period and Topic | Activities |
1. Introduction to course and cultural capabilities |
n/a |
2. Racism & implicit bias in healthcare. White Privilege |
n/a |
3. Historical context: pre-colonial and post-colonial Australia |
Task 1a Reflection journal |
4. Diversity of First Nations Australians. Cultural self and healthcare, critical self-reflection & cultural humility |
n/a |
5. Population health (Indigenous Australian demographics & health statistics). Social & cultural determinants of health |
n/a |
6. Deficit discourse and Strengths-based approaches. Two-ways knowing |
Task 1b Reflection Journal |
7. Culturally safe communication. Decolonising methodologies |
n/a |
8. Protocols for engagement with Indigenous Australians |
Task 2 Written explanation of visual representation |
9. Indigenous health professionals |
n/a |
10. Human rights & equity Indigenous Australian Leadership |
n/a |
11. Partnerships |
n/a |
12. Codesign |
n/a |
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Specific requirements
Nil
How are risks managed in this course?
Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: