Course Coordinator:Lynne Stuart (email@example.com) School:School of Nursing, Midwifery and Paramedicine
|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 enable nursing and midwifery students to analyse practices and issues related to the provision of health care and health education where health providers and clients share culturally diverse backgrounds. Particular interest will be given to: the health inequities that are currently present in the Australian Aboriginal and Torres Strait Islander population in comparison to their mainstream Australian counterparts; and developing the skills and knowledge that nursing and midwifery students need to communicate effectively to work with people from cultures other than their own.
|Online – Online asynchronous learning and teaching recording. Information session/drop-in via Zoom.||4hrs||Week 1||13 times|
The impact of colonisation on Aboriginal and Torres Strait Islander People’s health, origins of cultural safety and the code of ethics and the code of conduct.
Aboriginal and Torres Strait Islanders maternal, child and family health, and the National Health Plan and Closing the Gap.
Past government policies and the adverse impacts on the health of Aboriginal and Torres Strait Islander people’s today.
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Reflect on and apply professional standards, guidelines and codes of practice as they relate to culturally safe decision making and practice||
Creative and critical thinker
|2||Analyse information relating to Aboriginal and Torres Strait Islander Peoples' health in a context in order to formulate effective health care strategies, behaviours and communication||
|3||Explain the principles of cultural safety and apply to decision making in healthcare settings in ways that support the needs and aspirations of clients of Aboriginal and Torres Strait Islander backgrounds||
Creative and critical thinker
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
NUR117 or NUR141 or HLT132 and enrolled in Program SC391, SC392, SC393
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Task 1 - Assesses knowledge of the Professional Standards and Codes of Practice. This assessment prepares students for Task 2 and Task 3.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Test (Quiz)|
|All||2||Artefact - Creative||Individual||50%||
1500 words and a 500 word synopsis
|Week 9||Online Assignment Submission with plagiarism check|
|Exam Period||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Review quiz|
The aim of this task is for you review a range of professional standards, guidelines and practice codes in terms of their content relating to culture and professional practice. Undertaking this assessment will help you to prepare your final assessment in this course.
You will access your on-line quiz on Canvas
|All - Assessment Task 2:Digital Poster health issue case study scenario.|
The aim is for you to use information about a specific health issue relevant to Aboriginal and Torres Strait Islander populations, to produce a case study scenario analysis which informs decision making and best practice.
|Product:||Artefact - Creative|
You will use information provided on the course Canvas site to develop a case study scenario analysis for a Digital poster presentation. You will: Build a case study scenario from the trigger material provided. Draw on relevant evidence and sources of information to analyse the case study scenario implications for decision making and practice. Make recommendations for best practice to respond to the health issue. Full details and information together with poster framework and triggers will be provided on Canvas.
|All - Assessment Task 3:Written Assignment|
The aim of this assessment task is for you to learn about and make the links between how history and past Australian government policies relating to Indigenous Australians, has generated the current politically engineered Indigenous health crises. You will demonstrate your understanding and knowledge as well as application of principles to decision making for healthcare. See Canvas for full details of the task.
Individual assignment submission via Turnitin.
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Odette Best,Bronwyn Fredericks||2017||Yatdjuligin||n/a||Cambridge University Press|
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.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct.
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email firstname.lastname@example.org.
The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email email@example.com.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email email@example.com or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
For more information on Academic Learning & Teaching categories including:
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
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.