NURBN 2025: Primary Health 3: The Health and Cultural Diversity of Aboriginal and Torres Strait Islander People.

Assessment task 2: Online Critical Appraisal from Course Content Due Date: Week 10 – Monday 10^th October, 23:59

Word Count: 1500 words +/- 10% (excluding references)

Learning Outcomes Assessed.

Knowledge

K1.     Analyse the impact of different cultural perspectives and suggest how an individual’s understandings can influence engagement with Aboriginal and Torres Strait Islander individuals, families and communities

K2.     Investigate factors that influence cultural vulnerability and resilience and their relationship to health choices

K3.     Examine the basis of Aboriginal & Torres Strait Islander People’s identities including cultural diversity

K4.     Explore the meaning of ‘cultural safety’ and the impact that feeling safe might have

on Aboriginal & Torres Strait Islander People experiencing improved health outcomes

Skills

S1.     Analyse and critically explain historical, political, cultural and social influences that have led to Aboriginal & Torres Strait Islander People experiencing poor health

S2.     Investigate and explain the rationale for the development of Aboriginal & Torres Strait Islander Health policies at National and State levels

S3.     Investigate and explain the role of various stakeholders in Australian Indigenous Health (e.g. National Aboriginal Community Controlled Health Organisation, Victorian Aboriginal Community Controlled Health Organisation, State and local Aboriginal health services, Co-operatives, CATSINAM)

S4.     Analyse strategies, practices and programs (including positive contributions by Aboriginal & Torres Strait Islander People themselves) in health care delivery and health promotion designed to work in partnership with Aboriginal & Torres Strait Islander People to meet current health needs

Application of knowledge and skills

A1.     Develop an understanding of Aboriginal & Torres Strait Islander identity/ (ies) including their diversity and place in contemporary Australia

A2.     Recognise the extent to which Aboriginal & Torres Strait Islander People continue to experience poor health and demonstrate effective ways of working towards improving this situation

A3.     Develop respect for diversity and difference and practice of cultural safety

A4.     Apply knowledge of different cultural understandings to how those in health care work with Indigenous individuals, families and communities

Assessment Description:

Students to explore impacts to health and health outcomes for Aboriginal and Torres Strait Islander Peoples, as well as demonstrate the importance of incorporating cultural perspectives in clinical practice as future healthcare professionals.

Overview:

The purpose of this task is to demonstrate cultural safety in clinical practice. You will critically examine a case study identifying the necessity of culturally safe practice to improve the health and health outcomes for Aboriginal and Torres Strait Islander Peoples.

In assessment task 1 you identified an understanding of your own identity, along with social and cultural factors and how this has influenced your own beliefs about, and interactions with, Aboriginal and/or Torres Strait Islander Peoples. In this assessment task you have the opportunity to apply this self-reflection to practice when exploring the events of the following case study. Your responses are to be evidence-based.

Case Study

Annie is a 59 year old Aboriginal women from the Atherton table lands near Cairns, in north Queensland. Annie is passionate about being an Aboriginal community member, enjoying yarning with her community and attending local community events. Annie has one daughter Sharelle, 32 years old and one son Tony, 30 years old. Sharelle has 3 children, Sarah 12 years old, Kelly 9 years old and Alex who is 3 years old. Sharelle lives close to Annie in the Atherton Table lands.

Annie has lived independently for many years and was employed as a Murri Primary School Teacher which she loved. Annie retired 3 years ago to support her daughter with caring for her children.

Annie had separated from the father of Sharelle and Tony many years ago.

Annie is visiting her son Tony and daughter-in-law Kate in Melbourne (within the Monash health catchment area). They have a baby, Lily who is 9 months old. Kate is returning to work so Annie has come to Melbourne for an extended stay to help care for baby. Annie enjoys caring for and getting to know Lily. Lily is relatively easy to look after, sleeping through the night. Annie takes over the care of Lily once Tony and Kate go to work. Annie loves signing songs to Lily. She also takes on the usual care like feeding and changing nappies. Lily will sleep about 3 hours in the middle of the day, so this gives Annie time to rest or tidy the house. Annie will take Lily for a walk if it is warm enough once she wakes up. Tony and Kate will take over the home tasks when they arrive home from work.

Annie is a bit lonely as she does not really know anyone. Annie is missing the mob in the Aboriginal Planned Activity Group where she is involved in yarning, gardening and walking activities. Annie’s favourite was art as she was creating a piece for a local exhibition. Annie does not like hospitals; she has a fear of hospitals because her community have had bad experiences.

Case Study Instructions

Move through this case study by addressing the following situations:

Section one: How do you ensure you are committed to a journey of cultural safety?

You are on a morning shift at Dandenong Hospital, Monash Health and have been informed that you need to admit a patient being transferred from the Emergency Department. You receive the handover:

Annie is a 59 year old Aboriginal women from the Atherton table lands and has Type 2 diabetes and Hypertension, diagnosed when she was 50. She has managed her diabetes with the support of the

Local Aboriginal Health Service (Wuchopperen Health Service Limited: Annie had been informed that her kidney function was deteriorating which she had been following up at this service. Shortly after arrival in Melbourne Annie becomes unwell and is admitted to hospital. Annie was experiencing intense ear pain and had become very unsteady on her feet, later diagnosed with a severe ear infection requiring intensive intravenous antibiotic treatment.

Annie arrives on the ward; you greet Annie while taking her to her bed. How do you ensure you are committed to a journey of cultural safety?

1. Provide an evidenced based strategy that enables you to continue your cultural safety journey.
2. How do you welcome Annie into the ward?
3. Annie reveals her current situation with you, as outlined in the case study. What actions would you take following this conversation? You are advised to investigate an Aboriginal Community Controlled Health Service that would be able to support Annie while she is staying in Melbourne.

Section two: Addressing culturally unsafe practice.

You are now at handover. You are presenting Annie to the nursing team. You have just described Annie’s symptoms. You have said Annie is very unsteady on her feet and before you can continue you hear two nursing colleagues say, “I bet she’s an alcoholic. We will make sure we limit her pain relief”. To unpack this situation please answer the following questions

1. In NURBN2025 you were introduced to racism, the causes and impact on health outcomes Identify from peer reviewed literature the possible reasons why non-Indigenous people make racist assumptions about First Nations peoples. Include the following:
   • The potential beliefs, values and attitudes that have influenced these non- Indigenous nurses to be culturally unsafe.
   • Describe how these nurses have used power differentials related to their beliefs, for nursing care.
2. How would you advocate for Annie in this handover?

Section three: Promoting Cultural safety

You make an appointment to meet with your nurse unit manager (NUM) to address this culturally unsafe practice. What team based solutions could you present to your NUM. Think of this in terms of:

• How could cultural safety be promoted within this ward?
  • What antiracist group learning strategies could be implemented?
  • How could power differentials be minimised?

Please note the word counts are a guide. The reference list is not included in the word count.

Assessment Submission Details:

A template has been created to complete this assessment. This is comprised of a cover page, and a table to complete your critical appraisal. The table cells will expand according to your response. You can access the template here.

Cover Page on the template includes:

• Title of the paper
• Student Name (author of the paper):
• Students ID number
• Course Name and number
• Lecturer’s name
• Assignment due date.

Font – Calibri, Times New Roman, Arial Font size 10-12 (12 preferred for this paper)

Your critical appraisal has four sections to address the case study:

• Section 1: How do you ensure you are committed to a journey of cultural safety?
• Section 2: Addressing culturally unsafe practice.
• Section 3: Promoting Cultural safety
• Section 4: References

Referencing:

• Provide correct in-text citation and referencing using APA 7th edition referencing style.
• Please proofread your assessment carefully on this part and pay attention to all the minor details.
• Marks will be awarded for correct use of the APA 7^th edition referencing style.
• Format: As per APA 7^th edition formatting of a student paper.
• References: list in template according to APA 7^th edition.

Submission:

Submit using the template via the assignment submission link on Moodle.

Marking Criteria:

Marking criteria can be found on the Moodle page in the assessment section

Feedback:

Feedback will be provided via the online marking system. As per course description, assignments will be marked and returned to students with feedback in four (4) weeks.

References:

Research and evidence: Your critical analysis must include synthesis of research.

You are required to reference a minimum of five (5) academic sources (e.g., textbooks, Peer reviewed journal articles). Websites that are related to your discussion that can be used but are not included as part of academic sources.

References are to be formatted in the American Psychological Association [APA] style 7th Edition.

Students are encouraged to resource articles and other literature and sources that are authored by Aboriginal and/or Torres Strait Islander People, and present these research findings, views, and perspectives from their lived experiences, where possible.

Research is constantly evolving; it can be updated or challenged. Therefore, it is important to keep our knowledge up to date.

Resources should be no older than 7 years (unless Government Legislations/Acts or of historical significance).

Plagiarism:

Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person. You must not allow other students to copy your work and must take care to safeguard against this happening.

Special Consideration:

If students are adversely affected by life circumstances, a discretionary assessment extension of up to five (5) University working days for one assessment task may be applied for using the correct application procedure. Extensions are granted at the discretion of your campus course coordinator.

If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration.

Late Penalties:

Late submission of assessment tasks, without a granted a Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty as outlined by the School of Health Student Academic Handbook (Higher Education)

The penalties are the following:

1. day late: 10% of total assessment grade will be deducted prior to marking the students work (i.e., for an assessment task worth 100 marks, 10 marks are deducted prior to marking).
2. days late: 20% of total assessment grade will be deducted prior to marking the students work (i.e., for an assessment task worth 100 marks, 20 marks are deducted prior to marking).
3. days late: The student’s work will not be marked by the assessor.

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