Course Coordinator:Kathryn Wenham (kwenham@usc.edu.au) School:School of Health - Public Health
UniSC Sunshine Coast |
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. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course will develop your knowledge of the life course perspective, which is a culturally appropriate approach to Indigenous wellbeing across the lifespan. It will also explore what culturally safe practice means at both an individual practitioner and health organisation level. You will also learn how to draw from a life course perspective and incorporate Cultural Safety to apply a comprehensive primary health care approach to address Indigenous wellbeing, with a particular focus on Indigenous-community controlled models of health.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Tutorial/Workshop 1 – Workshop | 2hrs | Week 1 | 13 times |
Learning materials – Independent structured learning materials | 2hrs | Week 1 | 13 times |
Online | |||
Learning materials – Structured online learning materials | 2hrs | Week 1 | 13 times |
Tutorial/Workshop 1 – Online workshop | 2hrs | Week 1 | 13 times |
Comprehensive primary health care for Indigenous wellbeing
Health and development over the life course
Culturally safe practice
Community-controlled models of health
Indigenous maternal health and parenting
Indigenous childhood health and development (birth to early teens)
Indigenous adolescent and youth health (early teens to mid 20s)
Healthy Indigenous adults and ageing (mid 20s +)
200 Level (Developing)
12 units
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 | Examine the life course approach to understand health and wellbeing from Indigenous perspectives. |
Knowledgeable Creative and critical thinker Communication Problem solving |
B.2, B.3, A.4, B.4, A.5, 1, 1.1, 1.2, 1.3, 1.5, 1.6, 1.9, 2, 2.2, 3, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.1, 4.3, 5.2, 6.3, 6.4, 7, 7.1, 7.2, 7.3, 16.1, 16.2 |
2 | Critically reflect on individual level practice and organisational policy to ensure culturally safe practice. |
Knowledgeable Creative and critical thinker Communication Problem solving |
B.3, A.4, B.4, A.5, B.5, 1, 1.1, 1.2, 1.2, 1.3, 1.5, 1.6, 1.9, 1.17, 2, 2.2, 2.3, 2.4, 2.5, 3, 3.1, 3.2, 3.3, 4, 4.1, 4.1, 4.2, 4.3, 5, 5.1, 5.2, 6, 6.3, 6.4, 7, 7.1, 7.2, 7.3, 11, 11.1, 11.2, 11.3, 12, 12.1, 12.2, 12.3, 13, 13.1, 13.2, 13.3, 14, 14.1, 14.2, 14.3, 16, 16.1, 16.2 |
3 | Apply a comprehensive primary health care approach to health programs and services to address Indigenous wellbeing from a life-course perspective. |
Creative and critical thinker Problem solving Information literacy |
A.1, B.2, B.3, B.4, 1.2, 3.1, 4.1, 4.4, 6.4, 7, 7.1, 7.2, 7.3, 8.1, 12.1, 12.2, 12.3, 15.1, 15.2, 15.3, 16.1, 16.2 |
CODE | COMPETENCY |
International Union for Health Promotion and Education | |
A.1 | Health as a human right, which is central to human development |
B.2 | The concepts of health equity, social justice and health as a human right as the basis for health promotion action |
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 |
B.5 | Health promotion models and approaches which support empowerment, participation, partnership and equity as the basis for health promotion action |
1.2 | Use health promotion approaches which support empowerment, participation, partnership and equity to create environments and settings which promote health |
3.1 | Engage partners from different sectors to actively contribute to health promotion action |
4.1 | Use effective communication skills including written, verbal, nonverbal, and listening skills |
4.4 | Use interpersonal communication and groupwork skills to facilitate individuals, groups, communities and organisations to improve health and reduce health inequities. |
6.4 | Identify the determinants of health which impact on health promotion action |
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 |
2.2 | 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) |
4 | Respect: Humility and Lifelong Learning |
4.1 | Humility and Lifelong Learning (Respect) - Articulate the concept of cultural humility as a process of lifelong learning (N) |
4.2 | Humility and Lifelong Learning (Respect) - Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) |
4.3 | Humility and Lifelong Learning (Respect) - Design professional strategies that enable continued learning and development of cultural capabilities in health practice (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) |
6 | Communication: Cultural safe communication |
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) |
8.1 | Partnerships with Aboriginal and Torres Strait Islander health professionals, organisations and communities (Communication) - Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N) |
11 | Reflection: Self-reflexivity |
11.1 | Self-reflexivity (Reflection) - Examine own cultural worldview and values and describe implications for health care practice (N) |
11.2 | Self-reflexivity (Reflection) - Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) |
11.3 | Self-reflexivity (Reflection) - Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP) |
12 | Reflection: Culture of Australian health system |
12.1 | Culture of Australian health system (Reflection) - Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) |
12.2 | Culture of Australian health system (Reflection) - Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) |
12.3 | Culture of Australian health system (Reflection) - Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP) |
13 | Reflection: Racism and anti-racism in health practice |
13.1 | Racism and anti-racism in health practice (Reflection) - Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) |
13.2 | Racism and anti-racism in health practice (Reflection) - Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I) |
13.3 | Racism and anti-racism in health practice (Reflection) - Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP) |
14 | Reflection: White Privilege |
14.1 | White Privilege (Reflection) - Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N) |
14.2 | White Privilege (Reflection) - Examine one’s own positioning in terms of White Privilege and other social privileges (I) |
14.3 | White Privilege (Reflection) - Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP) |
15.1 | Equity and Human Rights in health care (Advocacy) - Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) |
15.2 | Equity and Human Rights in health care (Advocacy) - Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) |
15.3 | Equity and Human Rights in health care (Advocacy) - Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP) |
16 | Advocacy: Social determinants |
16.1 | Social determinants (Advocacy) - Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N) |
16.2 | Social determinants (Advocacy) - Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) |
Occupational Therapy Council of Australia Ltd | |
1.5 | Practices in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups. |
1.6 | Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples. |
1.9 | Identifies and manages the influence of her/his values and culture on practice. |
1.17 | Recognises and manages any inherent power imbalance in relationships with clients. |
2.4 | Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices. |
2.5 | Maintains current knowledge for cultural responsiveness to all groups in the practice setting. |
3.5 | Selects and implements culturally responsive and safe practice strategies to suit occupational therapy goals and environment of the client. |
3.6 | Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections. |
4.1 | Communicates openly, respectfully and effectively. |
4.3 | Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim to support self-governance in communities. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
HLT150 or SCS130 or OCC102
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
In weeks 4-5 you will receive formative feedback in the workshop.
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 | Written Piece | Individual | 50% | 1600 words |
Week 7 | Online Assignment Submission with plagiarism check |
All | 2 | Written Piece | Individual | 50% | 1200 words |
Week 13 | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Critical analysis | |||||||||||||
Goal: | The goal of this assessment is for you to examine and critically analyse the life-course perspectives as it pertains to Aboriginal and/or Torres Strait Islander Peoples. |
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Product: | Written Piece | ||||||||||||
Format: | Individual analysis of four pieces of Aboriginal and/or Torres Strait Islander Peoples biographical writing based on four different life stages. Vancouver referencing style *Further information relating to the critical reflections will be made available on Canvas. |
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Criteria: |
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Generic Skills: | Communication, Problem solving |
All - Assessment Task 2:Case Study Report | ||||||||||
Goal: | The goal of this task is for you to apply solution-oriented skills using Cultural Safety and comprehensive primary health care approaches to address a life course approach to an Aboriginal and/or Torres Strait Islander age-related health and wellbeing case study. |
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Product: | Written Piece | |||||||||
Format: | Written case study. Vancouver referencing style |
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Criteria: |
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Generic Skills: | Problem solving, Information literacy |
Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
---|---|---|---|---|
Aboriginal and Torres Strait Islander Health Curriculum Framework | ||||
All delivery modes | Written Piece | Critical analysis | 1.1 | Taught, Practiced, Assessed |
1.2 | Taught, Practiced, Assessed | |||
1.3 | Taught, Practiced, Assessed | |||
2.2 | Taught, Practiced, Assessed | |||
2.3 | Taught | |||
3.1 | Taught, Practiced, Assessed | |||
3.2 | Taught | |||
7.1 | Taught, Practiced, Assessed | |||
7.2 | Taught, Practiced, Assessed | |||
7.3 | Taught, Practiced, Assessed | |||
16.1 | Taught, Practiced, Assessed | |||
16.2 | Taught, Practiced, Assessed | |||
16.3 | Taught | |||
Case Study Report | 4.1 | Taught, Practiced, Assessed | ||
4.2 | Taught, Practiced, Assessed | |||
4.3 | Taught, Practiced, Assessed | |||
5.1 | Taught, Practiced, Assessed | |||
5.2 | Taught, Practiced, Assessed | |||
5.3 | Taught, Practiced, Assessed | |||
6.2 | Taught, Practiced, Assessed | |||
6.3 | Taught | |||
7.1 | Taught, Practiced, Assessed | |||
8.1 | Taught, Practiced, Assessed | |||
8.3 | Taught, Practiced, Assessed | |||
11.1 | Taught, Practiced, Assessed | |||
11.2 | Taught, Practiced, Assessed | |||
11.3 | Taught, Practiced, Assessed | |||
12.1 | Taught, Practiced, Assessed | |||
12.2 | Taught, Practiced, Assessed | |||
12.3 | 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 | |||
15.1 | Taught, Practiced, Assessed | |||
15.2 | Taught, Practiced, Assessed | |||
15.3 | Taught, Practiced, Assessed | |||
The CompHP Core Competencies Framework for Health Promotion 2011 | ||||
All delivery modes | Written Piece | Critical analysis | 4.1 | Taught, Practiced, Assessed |
4.3 | Taught, Practiced, Assessed | |||
6.6 | Taught, Practiced | |||
8.1 | Taught | |||
A.1 | Taught, Practiced, Assessed | |||
A.3 | Taught, Practiced, Assessed | |||
A.4 | Taught | |||
B.2 | Taught, Practiced, Assessed | |||
B.3 | Taught, Practiced, Assessed | |||
B.4 | Taught, Practiced, Assessed | |||
Case Study Report | 4.1 | Taught, Practiced, Assessed | ||
4.3 | Taught, Practiced, Assessed | |||
6.6 | Taught | |||
A.1 | Taught | |||
A.3 | Taught, Practiced, Assessed | |||
A.9 | Taught, Practiced, Assessed | |||
B.2 | Taught, Practiced, Assessed | |||
2020 Australian occupational therapy competency standards | ||||
All delivery modes | Written Piece | Case Study Report | 1.5 | Taught, Practiced, Assessed |
1.6 | Taught, Practiced, Assessed | |||
2.5 | Taught, Practiced, Assessed | |||
3.6 | Taught, Practiced, Assessed | |||
4.4 | Taught, Practiced, Assessed |
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.
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.
Not applicable
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.
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
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
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