HLB001 Health Needs of Aboriginal and Torres Strait Islander Australians
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | HLB001 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,488 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | HLB001 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | No |
| Coordinators: | Deb Duthie | d.duthie@qut.edu.au Karen Cross | k.cross@qut.edu.au |
Overview
This unit takes a holistic perspective to engage you in exploring the historical, socio-cultural, political and cultural beliefs that influence Indigenous health and well-being in Australia today. You will be supported to develop your skills, knowledge and understanding of Indigenous health and well-being utilising a population health approach to addressing health disparities and applying evidence based care within the framework of the social determinants of health.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the impact of history and colonisation on the social, economic and personal factors impacting on contemporary Aboriginal and Torres Strait Islander health and wellbeing outcomes.
- Identify the principles of culturally safe practice for building respectful relationships and effective partnerships with Aboriginal and Torres Strait Islander peoples and communities
- Analyse demographic and health statistics and consider effective health prevention policies, strategies and programs for Aboriginal and Torres Strait Islander peoples
- Examine and critically appraise the Australian health systems provision of equitable health outcomes and culturally safe services for Aboriginal and Torres Strait Islander peoples and communities
- Articulate one's own journey of moving from cultural awareness to cultural safety
Content
You will be introduced to a profile of Aboriginal and Torres Strait Islander population health and concepts of health. This is a foundation to the promotion of holistic health and well-being of Indigenous peoples. Topics will include Aboriginal and Torres Strait Islander historical and cultural contexts of health and healing, the influence of historical Administration policies, discrimination and racism on Indigenous health and well-being; the social and economic determinants of health within remote, rural and urban contexts and contemporary health models including the Aboriginal and Torres Strait Islander Community Controlled Health Sector. This unit is underpinned by a cultural safety framework and incorporates the identification and application of culturally safe and appropriate communication protocols and research protocols aimed at ensuring sustainable culturally safe practice. Learning experiences and activities that use culturally diverse learning materials representing different viewpoints and practices, and facilitating and encouraging learners to critically examine cultural perspectives will emphasise self-enquiry and challenge individual and professional biases.
Learning Approaches
This unit consists of internal and online learning experiences. You will engage in diverse cultural perspectives, with a specific focus on Indigenous knowledges through Indigenous authored resources, Indigenous community members participating in curriculum delivery and student learning experiences through discussions of the social determinants of health and the impact discrimination, racism and the lack of culturally safe care has on Aboriginal and Torres Strait Islander peoples. This unit is underpinned by Indigenous ways of knowing, being and doing, which in turn will support your future practice with Aboriginal and Torres Strait Islander peoples across interdisciplinary contexts. You will have the opportunity for frequent face to face discussion, oral discourse where your student group will be encouraged to support each other and share thoughts on lectures, tutorials, publications, newspaper reports and other media. Critical analyses of these resources will provide opportunities to raise levels of thinking, and guests working in communities will support the contextual development of culturally safe communication skills. The unit coordinator and the tutors are available for consultation throughout the semester in on-campus and online contexts.
Feedback on Learning and Assessment
Early and ongoing discussion groups in face to face or online teaching sessions will provide you with self-assessment opportunities on your grasp of the key concepts and expectations of the unit. Your active 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. Summative feedback will be provided for assessments 1 and 2.
Assessment
Overview
This Unit provides you with a combination of formative and summative assessment tasks and activities. Further details will be provided in Week 1. Assessment 1 is an evaluation of your own learning through critical analytical reflection and is designed to enhance your critical reflection skills. Assessment 2 is a structured essay designed to critically analyse and reflect on the impact of past policies on the health and wellbeing of Aboriginal and Torres Strait Island peoples, both historically and contemporarily. Your knowledge of, and ability to, analyse the impact of history and colonisation on the social, economic and personal factors impacting on Indigenous health will be assessed. Embedded support from a range of QUT services includes orientation week preparation tips, netiquette for online classes guide, recommended Guidelines for Aboriginal and Torres Strait Islander Terminology, readings, videos, podcasts, and web activities.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Summary
Reflective practice is an essential skill for culturally safe practitioners who work within the health and allied health sector. The authentic role mirrors a practitioner supervision experience. The audience is community, government or private agency. The purpose is to show your ability to do critical reflection and develop your sense of cultural awareness and safety by challenging your own assumptions and making a sustainable change to your practice approach. The product is a reflection which simulates a supervisory reflection in interdisciplinary practice, whereby critical reflection leads to new ways of doing in the real-world.
Emphasis is given to you responding respectfully to Aboriginal and Torres Strait Islander perspectives, diversity and inclusion, both interprofessionally and across disciplines in anti-racist and culturally safe ways.
Process
You will provide one reflection of your learning during Module 1: Historical Contexts (weeks 1-3) and one reflection of your learning during Module 2: Cultural Safety (weeks 4-6). You will critically analyse your journey of self-awareness demonstrating your increasing critical analysis, self-awareness, and reflection skills. These reflections will be in response to content from weeks 1-6 involving history of Aboriginal Australia and Torres Strait Islands and the contexts of cultural safety. Time will be allocated in tutorials to process your reflections in class and reciprocally refine your analysis and reflective skills with your peers.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Essay
You will select a health issue that impact Indigenous peoples today, and that has a significant impact on life expectancy, wellbeing and/or quality of life. You will then critically analyse how invasion/colonisation has impacted and continues to impact on Aboriginal and Torres Strait Islander peoples and communities, with a focus on the social, economic and personal factors influencing the patterns of health and wellbeing.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
A range of readings will be available on QUT Readings and the Canvas site
Risk Assessment Statement
Aboriginal and Torres Strait Islander students should be aware that some content materials will feature peoples who are deceased. All students should be aware that some content materials may be confronting and/or distressing.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO1, ULO4, Reflective Summary, Essay - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO3, Essay - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO2, ULO3, ULO4, ULO5, Reflective Summary, Essay
PY45 Bachelor of Behavioural Science (Psychology)
- Describe and evaluate the core scientific perspectives of psychology with reference to theories, methods and research, from diverse perspectives, including first-nations perspectives.
Relates to: Reflective Summary, Essay - Critically examine the scientific discipline of psychological research and theories using oral, written and digital communication to address psychological issues in a respectful, ethical and professional manner.
Relates to: Reflective Summary, Essay - Employ strategies for self-reflection, with regards to your conduct, values and impact on others and the profession in a culturally sensitive, inclusive, ethical and sustainable way.
Relates to: Reflective Summary - Implement a range of digital capabilities to access, examine and utilise evidence-based information in the context of effectively responding to, and communicating, real world problems.
Relates to: Essay
Unit Outline: Semester 1 2024, Online
| Unit code: | HLB001 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | No |
Overview
This unit takes a holistic perspective to engage you in exploring the historical, socio-cultural, political and cultural beliefs that influence Indigenous health and well-being in Australia today. You will be supported to develop your skills, knowledge and understanding of Indigenous health and well-being utilising a population health approach to addressing health disparities and applying evidence based care within the framework of the social determinants of health.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the impact of history and colonisation on the social, economic and personal factors impacting on contemporary Aboriginal and Torres Strait Islander health and wellbeing outcomes.
- Identify the principles of culturally safe practice for building respectful relationships and effective partnerships with Aboriginal and Torres Strait Islander peoples and communities
- Analyse demographic and health statistics and consider effective health prevention policies, strategies and programs for Aboriginal and Torres Strait Islander peoples
- Examine and critically appraise the Australian health systems provision of equitable health outcomes and culturally safe services for Aboriginal and Torres Strait Islander peoples and communities
- Articulate one's own journey of moving from cultural awareness to cultural safety
Content
You will be introduced to a profile of Aboriginal and Torres Strait Islander population health and concepts of health. This is a foundation to the promotion of holistic health and well-being of Indigenous peoples. Topics will include Aboriginal and Torres Strait Islander historical and cultural contexts of health and healing, the influence of historical Administration policies, discrimination and racism on Indigenous health and well-being; the social and economic determinants of health within remote, rural and urban contexts and contemporary health models including the Aboriginal and Torres Strait Islander Community Controlled Health Sector. This unit is underpinned by a cultural safety framework and incorporates the identification and application of culturally safe and appropriate communication protocols and research protocols aimed at ensuring sustainable culturally safe practice. Learning experiences and activities that use culturally diverse learning materials representing different viewpoints and practices, and facilitating and encouraging learners to critically examine cultural perspectives will emphasise self-enquiry and challenge individual and professional biases.
Learning Approaches
This unit consists of internal and online learning experiences. You will engage in diverse cultural perspectives, with a specific focus on Indigenous knowledges through Indigenous authored resources, Indigenous community members participating in curriculum delivery and student learning experiences through discussions of the social determinants of health and the impact discrimination, racism and the lack of culturally safe care has on Aboriginal and Torres Strait Islander peoples. This unit is underpinned by Indigenous ways of knowing, being and doing, which in turn will support your future practice with Aboriginal and Torres Strait Islander peoples across interdisciplinary contexts. You will have the opportunity for frequent face to face discussion, oral discourse where your student group will be encouraged to support each other and share thoughts on lectures, tutorials, publications, newspaper reports and other media. Critical analyses of these resources will provide opportunities to raise levels of thinking, and guests working in communities will support the contextual development of culturally safe communication skills. The unit coordinator and the tutors are available for consultation throughout the semester in on-campus and online contexts.
Feedback on Learning and Assessment
Early and ongoing discussion groups in face to face or online teaching sessions will provide you with self-assessment opportunities on your grasp of the key concepts and expectations of the unit. Your active 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. Summative feedback will be provided for assessments 1 and 2.
Assessment
Overview
This Unit provides you with a combination of formative and summative assessment tasks and activities. Further details will be provided in Week 1. Assessment 1 is an evaluation of your own learning through critical analytical reflection and is designed to enhance your critical reflection skills. Assessment 2 is a structured essay designed to critically analyse and reflect on the impact of past policies on the health and wellbeing of Aboriginal and Torres Strait Island peoples, both historically and contemporarily. Your knowledge of, and ability to, analyse the impact of history and colonisation on the social, economic and personal factors impacting on Indigenous health will be assessed. Embedded support from a range of QUT services includes orientation week preparation tips, netiquette for online classes guide, recommended Guidelines for Aboriginal and Torres Strait Islander Terminology, readings, videos, podcasts, and web activities.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Summary
Reflective practice is an essential skill for culturally safe practitioners who work within the health and allied health sector. The authentic role mirrors a practitioner supervision experience. The audience is community, government or private agency. The purpose is to show your ability to do critical reflection and develop your sense of cultural awareness and safety by challenging your own assumptions and making a sustainable change to your practice approach. The product is a reflection which simulates a supervisory reflection in interdisciplinary practice, whereby critical reflection leads to new ways of doing in the real-world.
Emphasis is given to you responding respectfully to Aboriginal and Torres Strait Islander perspectives, diversity and inclusion, both interprofessionally and across disciplines in anti-racist and culturally safe ways.
Process
You will provide one reflection of your learning during Module 1: Historical Contexts (weeks 1-3) and one reflection of your learning during Module 2: Cultural Safety (weeks 4-6). You will critically analyse your journey of self-awareness demonstrating your increasing critical analysis, self-awareness, and reflection skills. These reflections will be in response to content from weeks 1-6 involving history of Aboriginal Australia and Torres Strait Islands and the contexts of cultural safety. Time will be allocated in tutorials to process your reflections in class and reciprocally refine your analysis and reflective skills with your peers.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Essay
You will select a health issue that impact Indigenous peoples today, and that has a significant impact on life expectancy, wellbeing and/or quality of life. You will then critically analyse how invasion/colonisation has impacted and continues to impact on Aboriginal and Torres Strait Islander peoples and communities, with a focus on the social, economic and personal factors influencing the patterns of health and wellbeing.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
A range of readings will be available on QUT Readings and the Canvas site
Risk Assessment Statement
Aboriginal and Torres Strait Islander students should be aware that some content materials will feature peoples who are deceased. All students should be aware that some content materials may be confronting and/or distressing.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO1, ULO4, Reflective Summary, Essay - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO3, Essay - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO2, ULO3, ULO4, ULO5, Reflective Summary, Essay
PY45 Bachelor of Behavioural Science (Psychology)
- Describe and evaluate the core scientific perspectives of psychology with reference to theories, methods and research, from diverse perspectives, including first-nations perspectives.
Relates to: Reflective Summary, Essay - Critically examine the scientific discipline of psychological research and theories using oral, written and digital communication to address psychological issues in a respectful, ethical and professional manner.
Relates to: Reflective Summary, Essay - Employ strategies for self-reflection, with regards to your conduct, values and impact on others and the profession in a culturally sensitive, inclusive, ethical and sustainable way.
Relates to: Reflective Summary - Implement a range of digital capabilities to access, examine and utilise evidence-based information in the context of effectively responding to, and communicating, real world problems.
Relates to: Essay