NSB202 Aboriginal and Torres Strait Islander Peoples' Well-being
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: | NSB202 |
|---|---|
| Prerequisite(s): | NSB102 or NSN923 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | NSB202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | NSB102 or NSN923 |
| Coordinators: | Helen Donovan | h.donovan@qut.edu.au Natasha Eggmolesse | natasha.eggmolesse@qut.edu.au Jacob Bender | j.bender@qut.edu.au Mary-Claire Balnaves | mary.balnaves@qut.edu.au |
Overview
An understanding of the social determinants of health and the impact of historical and contemporary policy and practice influencing the health and well-being of Aboriginal peoples and Torres Strait Islanders is essential to providing optimal health care. This unit privileges cultural safety as the preferred model to contemporary health care delivery in Australia. It promotes the position of the contemporary health practitioner as a fundamental member of the partnership with the health care recipient, and thus is necessary to enhancing Aboriginal and Torres Strait Islander health and well-being. Cultural safety also makes conspicuous manifestations of racism which impact on Aboriginal and Torres Strait Islander health and well-being. Importantly, a culturally safe approach values the pivotal role of Aboriginal peoples and Torres Strait Islander peoples' self-determination in leading health care advances associated with their own care.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply the knowledge of the relevant National Safety and Quality Health Services Standards, and the NMBA’s Standards of Practice (2016) and Code of Conduct (2018) to the context of Aboriginal peoples and Torres Strait Islanders' health and wellbeing to reflect on and advance your understanding of culturally safe practice (SDG 10).
- Apply the Uluru Statement’s principle of truth-telling to describe historical, social, and political issues, including manifestations of racism and realise their significance as determinants to Aboriginal and Torres Strait Islander peoples’ understanding and experiences of health and wellbeing
- Engage as a reflexive practitioner with the lived experiences of Aboriginal and Torres Strait Islander peoples, valuing their voice, and describe how effective partnerships with individuals, families, and communities enables the sharing of experiences and perspectives
- Articulate the principles of comprehensive primary health care as a vehicle for understanding Aboriginal and Torres Strait Islander peoples' health and well-being in terms of self-determination and activism
- Critically analyse the Closing the Gap campaign, specifically targeted Aboriginal and Torres Strait Islander peoples’ health and wellbeing programs and associated professional roles to develop a deeper understanding of culturally safe and holistic responses to complex case studies. (SDG 3).
Content
Mapped course themes: Cultural Safety, Person-centred care and therapeutic relationships
NMBA Registered Nurse Standards for Practice: 1, 2
Aged Care Quality Standards: 1. The Individual, 2. The Organisation, 3. The care and Services, 4. The Environment
ePortfolio: Reflective elements
Developing: developing reflexive practices and critical analysis of culturally safe practice in the context of Aboriginal and Torres Strait Islander peoples’ health and well-being.
Module 1
Cultural safety in the context of Aboriginal and Torres Strait Islander health and well-being. Further exploration of concepts such as racism, whiteness, and self-determination (Sustainable Development Goal 10).
Module 2
Respecting and valuing Aboriginal peoples' and Torres Strait Islanders' perspectives of historical and contemporary social and political issues, and their impact on health; diverse health care contexts and the role of Indigenous comprehensive primary health care, including self-determination, community control, collaboration, partnership and ownership; and key Aboriginal and Torres Strait Islander health policies (Sustainable Development Goal 10).
Module 3
Current and potential models of comprehensive primary health care and professional scope of practice in Aboriginal and Torres Strait Islander health and wellbeing (Sustainable Development Goal 3).
Learning Approaches
This unit will use inquiry-based learning approaches delivered in a blended learning modality. A mixture of face-to-face and online activities that can be completed individually or with a group of peers will be undertaken. You will be expected to actively engage with and take responsibility for self-directed learning. The unit coordinator and the tutors are available for consultation throughout the semester in on-campus and online contexts. You are also encouraged to develop peer networks to support a collaborative approach to learning.
In order to appreciate the value of peers and the knowledge and experience they bring, small group tutorials will use structured exercises, yarning circles, readings and resources to lead collaborative learning, encourage clinical inquiry and to reflect on a range of issues.
This unit explores concepts that are relevant to students in a number of health disciplines and professions and therefore students undertaking this unit may be enrolled in a variety of undergraduate and postgraduate courses.
Feedback on Learning and Assessment
You will be provided with feedback and guidance to assist your learning throughout the semester through:
- Formative feedback in class interactions throughout semester, individually and/or as a group
- Immediate feedback on online quizzes, audio or written summative feedback on your journal and case study
- The unit coordinator and tutors will be available for consultation throughout the semester in on-campus and online contexts
Assessment
Overview
The three assessment items in this unit develop your conceptual knowledge of underpinning principles, your ability to apply this in context through a cultural safety framework and to report and critically reflect on your engagement with, and reflection on your learning in contexts and processes authentic to Aboriginal and Torres Strait Islanders’ health and well-being.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: In class examination
The inclusion of an exam is essential to fairly and comprehensively assess your knowledge and understanding of the unit content. The exam allows you to demonstrate the breadth and depth of their learning in a structured manner, ensuring that core concepts have been understood and can be applied. The intentional overlap of Unit Learning Outcomes (ULOs) within the exam is both important and authentic, reflecting the reality that individuals’ health care needs are interconnected and seldom isolated. This approach ensures that you are equipped with a holistic understanding, which is fundamental for effective clinical practice.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Planning culturally safe and responsive care
Nursing assessments in this unit are grounded in authentic clinical practice, engaging you in real-world scenarios, and environmental audits.
Using a structured framework, you will apply principles of cultural safety to ensure person-centred, evidence-based care—especially for Aboriginal and Torres Strait Islander peoples to develop a plan of care that reflects the voices and needs of diverse consumer stakeholders. This approach equips you for responsive, culturally safe, and holistic nursing practice.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation.
Demonstrate your understanding of culturally safe care in the contemporary context of Aboriginal and Torres Strait Islander peoples' health.
Develop a short professional development session in the style of an in-service presentation for nursing colleagues that focuses on one area of health within the lifespan of Aboriginal and Torres Strait Islander peoples (areas to select from provided). In your presentation highlight how Indigenous led health care services are addressing this area of health and include an analysis of the sociopolitical aspects of care with reference to key documents (eg. Close the Gap). In your recorded presentation also briefly discuss examples of interpersonal and institutional racism that are combatted through Indigenous led health care service provision. Presentation includes narration and visual / text elements.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Best, O. & Fredericks, B. [Eds.] (2021). Yatdjuligin: Aboriginal and Torres Strait Islander nursing and midwifery care (3rd ed.). Cambridge University Press.
Risk Assessment Statement
If you are distressed by issues explored in the content of this unit you should approach academic staff or consult the university counselling service. You will be made aware of evacuation procedures and assembly areas in the first lectures. In the event of a fire alarm sounding, or on a lecturer's instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times while on campus. More information on health and safety can be obtained from http://www.hse.qut.edu.au/.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Registered Nurse Standards for Practice
1: Thinks critically and analyses nursing practice.
- The RN develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
Relates to: Planning culturally safe and responsive care , Presentation. - The RN uses ethical frameworks when making decisions
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
2: Engages in therapeutic and professional relationships.
- The RN establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN recognises that people are the experts in the experience of their life
Relates to: Planning culturally safe and responsive care , Presentation. - The RN provides support and directs people to resources to optimise health-related decisions
Relates to: Planning culturally safe and responsive care , Presentation. - The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
4: Comprehensively conducts assessments.
- The RN conducts assessments that are holistic as well as culturally appropriate
Relates to: Planning culturally safe and responsive care , Presentation. - The RN works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral
Relates to: Planning culturally safe and responsive care , Presentation. - The RN assesses the resources available to inform planning.
Relates to: Planning culturally safe and responsive care , Presentation.
5: Develops a plan for nursing practice.
- The RN uses assessment data and best available evidence to develop a plan
Relates to: Presentation. - The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
Relates to: Presentation. - The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
Relates to: Presentation. - The RN plans and negotiates how practice will be evaluated and the time frame of engagement
Relates to: Presentation. - The RN coordinates resources effectively and efficiently for planned actions.
Relates to: Presentation.
6: Provides safe, appropriate and responsive quality nursing practice.
- The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS42 Bachelor of Nursing
- Apply scientific knowledge and skills to provide safe, person-centred, evidence-based nursing care across the lifespan.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Utilise critical thinking, clinical reasoning, and digital literacy skills to make ethical and sustainable evidence-based decisions and evaluate outcomes.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Practice as an ethical and culturally safe practitioner and reflect on your professional nursing identity across a range of healthcare settings.
Relates to: Planning culturally safe and responsive care , Presentation.
NS89 Master of Nursing - Entry to Practice
- Integrate and apply scientific knowledge and skills to the provision of safe, holistic, person-centred, evidence-based nursing care across the lifespan.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Critically analyse and evaluate theoretical, simulated and real-life clinical scenarios, applying clinical reasoning and digital proficiency to propose and evaluate clinically safe and sustainable decisions.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Practice as an ethical, inclusive, culturally safe and reflective practitioner to refine your professional identity and practice in a range of health service settings.
Relates to: Planning culturally safe and responsive care , Presentation. - Advocate for positive health outcomes for individuals and community using influence and leadership capabilities in dynamic healthcare contexts.
Relates to: Planning culturally safe and responsive care , Presentation.
Unit Outline: Semester 2 2027, Kelvin Grove, Internal
| Unit code: | NSB202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | NSB102 or NSN923 |
| Coordinators: | Helen Donovan | h.donovan@qut.edu.au Natasha Eggmolesse | natasha.eggmolesse@qut.edu.au Jacob Bender | j.bender@qut.edu.au |
Overview
An understanding of the social determinants of health and the impact of historical and contemporary policy and practice influencing the health and well-being of Aboriginal peoples and Torres Strait Islanders is essential to providing optimal health care. This unit privileges cultural safety as the preferred model to contemporary health care delivery in Australia. It promotes the position of the contemporary health practitioner as a fundamental member of the partnership with the health care recipient, and thus is necessary to enhancing Aboriginal and Torres Strait Islander health and well-being. Cultural safety also makes conspicuous manifestations of racism which impact on Aboriginal and Torres Strait Islander health and well-being. Importantly, a culturally safe approach values the pivotal role of Aboriginal peoples and Torres Strait Islander peoples' self-determination in leading health care advances associated with their own care.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply the knowledge of the relevant National Safety and Quality Health Services Standards, and the NMBA’s Standards of Practice (2016) and Code of Conduct (2018) to the context of Aboriginal peoples and Torres Strait Islanders' health and wellbeing to reflect on and advance your understanding of culturally safe practice (SDG 10).
- Apply the Uluru Statement’s principle of truth-telling to describe historical, social, and political issues, including manifestations of racism and realise their significance as determinants to Aboriginal and Torres Strait Islander peoples’ understanding and experiences of health and wellbeing
- Engage as a reflexive practitioner with the lived experiences of Aboriginal and Torres Strait Islander peoples, valuing their voice, and describe how effective partnerships with individuals, families, and communities enables the sharing of experiences and perspectives
- Articulate the principles of comprehensive primary health care as a vehicle for understanding Aboriginal and Torres Strait Islander peoples' health and well-being in terms of self-determination and activism
- Critically analyse the Closing the Gap campaign, specifically targeted Aboriginal and Torres Strait Islander peoples’ health and wellbeing programs and associated professional roles to develop a deeper understanding of culturally safe and holistic responses to complex case studies. (SDG 3).
Content
Mapped course themes: Cultural Safety, Person-centred care and therapeutic relationships
NMBA Registered Nurse Standards for Practice: 1, 2
Aged Care Quality Standards: 1. The Individual, 2. The Organisation, 3. The care and Services, 4. The Environment
ePortfolio: Reflective elements
Developing: developing reflexive practices and critical analysis of culturally safe practice in the context of Aboriginal and Torres Strait Islander peoples’ health and well-being.
Module 1
Cultural safety in the context of Aboriginal and Torres Strait Islander health and well-being. Further exploration of concepts such as racism, whiteness, and self-determination (Sustainable Development Goal 10).
Module 2
Respecting and valuing Aboriginal peoples' and Torres Strait Islanders' perspectives of historical and contemporary social and political issues, and their impact on health; diverse health care contexts and the role of Indigenous comprehensive primary health care, including self-determination, community control, collaboration, partnership and ownership; and key Aboriginal and Torres Strait Islander health policies (Sustainable Development Goal 10).
Module 3
Current and potential models of comprehensive primary health care and professional scope of practice in Aboriginal and Torres Strait Islander health and wellbeing (Sustainable Development Goal 3).
Learning Approaches
This unit will use inquiry-based learning approaches delivered in a blended learning modality. A mixture of face-to-face and online activities that can be completed individually or with a group of peers will be undertaken. You will be expected to actively engage with and take responsibility for self-directed learning. The unit coordinator and the tutors are available for consultation throughout the semester in on-campus and online contexts. You are also encouraged to develop peer networks to support a collaborative approach to learning.
In order to appreciate the value of peers and the knowledge and experience they bring, small group tutorials will use structured exercises, yarning circles, readings and resources to lead collaborative learning, encourage clinical inquiry and to reflect on a range of issues.
This unit explores concepts that are relevant to students in a number of health disciplines and professions and therefore students undertaking this unit may be enrolled in a variety of undergraduate and postgraduate courses.
Feedback on Learning and Assessment
You will be provided with feedback and guidance to assist your learning throughout the semester through:
- Formative feedback in class interactions throughout semester, individually and/or as a group
- Immediate feedback on online quizzes, audio or written summative feedback on your journal and case study
- The unit coordinator and tutors will be available for consultation throughout the semester in on-campus and online contexts
Assessment
Overview
The three assessment items in this unit develop your conceptual knowledge of underpinning principles, your ability to apply this in context through a cultural safety framework and to report and critically reflect on your engagement with, and reflection on your learning in contexts and processes authentic to Aboriginal and Torres Strait Islanders’ health and well-being.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: In class examination
The inclusion of an exam is essential to fairly and comprehensively assess your knowledge and understanding of the unit content. The exam allows you to demonstrate the breadth and depth of their learning in a structured manner, ensuring that core concepts have been understood and can be applied. The intentional overlap of Unit Learning Outcomes (ULOs) within the exam is both important and authentic, reflecting the reality that individuals’ health care needs are interconnected and seldom isolated. This approach ensures that you are equipped with a holistic understanding, which is fundamental for effective clinical practice.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Planning culturally safe and responsive care
Nursing assessments in this unit are grounded in authentic clinical practice, engaging you in real-world scenarios, and environmental audits.
Using a structured framework, you will apply principles of cultural safety to ensure person-centred, evidence-based care—especially for Aboriginal and Torres Strait Islander peoples to develop a plan of care that reflects the voices and needs of diverse consumer stakeholders. This approach equips you for responsive, culturally safe, and holistic nursing practice.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation.
Demonstrate your understanding of culturally safe care in the contemporary context of Aboriginal and Torres Strait Islander peoples' health.
Develop a short professional development session in the style of an in-service presentation for nursing colleagues that focuses on one area of health within the lifespan of Aboriginal and Torres Strait Islander peoples (areas to select from provided). In your presentation highlight how Indigenous led health care services are addressing this area of health and include an analysis of the sociopolitical aspects of care with reference to key documents (eg. Close the Gap). In your recorded presentation also briefly discuss examples of interpersonal and institutional racism that are combatted through Indigenous led health care service provision. Presentation includes narration and visual / text elements.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Best, O. & Fredericks, B. [Eds.] (2021). Yatdjuligin: Aboriginal and Torres Strait Islander nursing and midwifery care (3rd ed.). Cambridge University Press.
Risk Assessment Statement
If you are distressed by issues explored in the content of this unit you should approach academic staff or consult the university counselling service. You will be made aware of evacuation procedures and assembly areas in the first lectures. In the event of a fire alarm sounding, or on a lecturer's instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times while on campus. More information on health and safety can be obtained from http://www.hse.qut.edu.au/.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Registered Nurse Standards for Practice
1: Thinks critically and analyses nursing practice.
- The RN develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
Relates to: Planning culturally safe and responsive care , Presentation. - The RN uses ethical frameworks when making decisions
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
2: Engages in therapeutic and professional relationships.
- The RN establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN recognises that people are the experts in the experience of their life
Relates to: Planning culturally safe and responsive care , Presentation. - The RN provides support and directs people to resources to optimise health-related decisions
Relates to: Planning culturally safe and responsive care , Presentation. - The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - The RN actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
4: Comprehensively conducts assessments.
- The RN conducts assessments that are holistic as well as culturally appropriate
Relates to: Planning culturally safe and responsive care , Presentation. - The RN works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral
Relates to: Planning culturally safe and responsive care , Presentation. - The RN assesses the resources available to inform planning.
Relates to: Planning culturally safe and responsive care , Presentation.
5: Develops a plan for nursing practice.
- The RN uses assessment data and best available evidence to develop a plan
Relates to: Presentation. - The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
Relates to: Presentation. - The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
Relates to: Presentation. - The RN plans and negotiates how practice will be evaluated and the time frame of engagement
Relates to: Presentation. - The RN coordinates resources effectively and efficiently for planned actions.
Relates to: Presentation.
6: Provides safe, appropriate and responsive quality nursing practice.
- The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
Relates to: In class examination, Planning culturally safe and responsive care , Presentation.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS42 Bachelor of Nursing
- Apply scientific knowledge and skills to provide safe, person-centred, evidence-based nursing care across the lifespan.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Utilise critical thinking, clinical reasoning, and digital literacy skills to make ethical and sustainable evidence-based decisions and evaluate outcomes.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Practice as an ethical and culturally safe practitioner and reflect on your professional nursing identity across a range of healthcare settings.
Relates to: Planning culturally safe and responsive care , Presentation.
NS89 Master of Nursing - Entry to Practice
- Integrate and apply scientific knowledge and skills to the provision of safe, holistic, person-centred, evidence-based nursing care across the lifespan.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Critically analyse and evaluate theoretical, simulated and real-life clinical scenarios, applying clinical reasoning and digital proficiency to propose and evaluate clinically safe and sustainable decisions.
Relates to: In class examination, Planning culturally safe and responsive care , Presentation. - Practice as an ethical, inclusive, culturally safe and reflective practitioner to refine your professional identity and practice in a range of health service settings.
Relates to: Planning culturally safe and responsive care , Presentation. - Advocate for positive health outcomes for individuals and community using influence and leadership capabilities in dynamic healthcare contexts.
Relates to: Planning culturally safe and responsive care , Presentation.