Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

To practise safely working with Aboriginal and Torres Strait Islander people/communities in a range of practice settings requires an understanding of policies of administration both past and present and the impact of those policies on Indigenous health status today.

Aims

This unit aims to provide students with the knowledge and skills to work as health practitioners with Aboriginal and Torres Strait Islander people/communities in a range of practice settings. Professional practice in communities requires knowledge of Indigenous - defined models of Primary healthcare, and culturally appropriate practice which is reflective of Indigenous defined terms of health and wellbeing.

Objectives

1. Identify appropriate models of Indigenous primary health care that are ethically and culturally appropriate frameworks for practice.



2. Critically analyse the social, economic and personal factors impacting on the patterns of health today for Aboriginal and Torres Strait Islander people.



3. Articulate your journey of moving from cultural awareness to cultural sensitivity.

Content

Students will be introduced to a profile of Aboriginal and Torres Strait Islander population health and concepts of health, as a foundation to promoting wellness of Aboriginal and Torres Strait Islander people. Other topics include traditional healers and their role, health models and Community Control, the influence of history and policies on Aboriginal and Torres Strait Islander health; social and economic determinants of health including remote, rural and urban and the identification and application of communication and research protocols within Aboriginal and Torres Strait Islander communities.

Approaches to Teaching and Learning

To acknowledge the multi faceted journey the student undertakes in this unit; that of exposure to Indigenous knowledge, and the students' internal interrogations of that knowledge, we will enable opportunities through face to face lectures and tutorials for the learner to explore the cultural constructs behind the health issues of, and with, Aboriginal and Torres Strait Islander people. We will extend the discourse which emerges from the face to face to a shared online environment using chat, blogs and other conferencing technologies, for further analysis to connect history, theory and practice.

Assessment

There will be opportunities for frequent online and face to face discussion, oral discourse where the student group will be encouraged to support each other and share thoughts on articles, newspaper and other media. Critical analyses of these media resources will provide opportunities to raise levels of thinking, discussion forum will feedback on gaps in capacities for advocacy, and guests working in communities will support contextual development of communication skills.Early and ongoing discussion groups online and in face to face sessions will provide you with self assessment opportunities of your grasp of the concepts and expectations of the unit assessments. Your participation will enrich the social discourse for you and your peers, and extend your capacity to articulate and communicate the diversity of interpretations of the health issues arising from your research.

Assessment name: Community Analysis
Description: Students are asked to compile an Aboriginal and/or Torres Strait Islander community profile. Your nominated community will be one of the following: An Aboriginal or Torres Strait Islander/ regional/ rural/ urban/ remote, very remote community.
Relates to objectives: 1, 2 & 3.
Weight: 30%
Internal or external: Internal
Group or individual: Group
Due date: Week 7

Assessment name: Essay
Description: Critically analyse how the past policy of assimilation has impacted upon the physical/psychological/environmental health status of Indigenous Australians today. It is important to gain knowledge of the pre-invasion health status of Indigenous Australians in order to understand its impact.
Relates to objectives: 2 & 3.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week 12

Assessment name: Presentation
Description: This assessment will consist of a written critical reflection of your experience of the learning journey from cultural awareness to cultural sensitivity in this unit. You will be expected to explain and analyse the significance of this journey to your professional context, and your perceived ability to influence change and promote positive change, connecting attitudes, beliefs and practices not previously experienced, referencing relevant theory and literature. You may choose to include other media as a means of creative expression in support of the written submission.
Relates to objectives: 2 & 3.
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Week 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

There are no required text books for this unit.

Risk assessment statement

There are no particular risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 07-Feb-2013