The Health and Cultural Diversity of Aboriginal and Torres Strait Islander People.
Assessment task 1 (Part b): Group Presentation – Kaltura Video.
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
- 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:
- 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
Due Date: Week 12 – Monday 24th October @ 23:59 pm Title of the assessment:
Provide an outline of strategies used and knowledge of considerations required by nurses and healthcare providers in delivering culturally safe healthcare in partnership with Aboriginal and Torres Strait Islander Peoples.
Overview:
The objective of this task is to explore various health issues, vulnerabilities, and inequities for populations with differing cultural needs in response to specific topic questions.
Students are to demonstrate understanding of how cultural awareness impacts the delivery of care in clinical practice by outlining current best practice approaches, along with researching a strategy or health promotion project that incorporates effective partnership techniques when working with Aboriginal and Torres Strait Islander Individuals, Communities, or organisations. In doing this, students will identify the importance of Peak Bodies in providing voice and advocacy for vulnerable populations.
Students are to further develop effective strategies when working in groups and in partnership together to achieve a common goal, utilising respectful and collegial communication and collaboration techniques, where all students feel successful and have provided input in to achieving the agreed output for submission.
Value of the task:
The weighting of the task is 40% of your overall grade for the semester.
Assessment File Type:
Video File/s submission only, using Kaltura video with visual PowerPoint Presentation (not narrated PowerPoint). The Kaltura video must include video of each student presenting, where every group member is recorded presenting their section of the assessment. Please note, students can submit a series of videos (one per student) if the group is working remotely, and students are unable to meet in person to create the presentation. Groups are expected to ensure consistency and a logical flow across the videos submitted.
Time Limit:
10 minutes in total for entire group +/‐ 10% (i.e., 9 mins minimum and 11 mins maximum).
Group Formation:
Students will be able to individually self‐select into groups via Moodle, with group size to be a maximum of 4 students per group.
Expectation will be that ALL groups are of 4 students. Should any groups be left at only <4 students, then academic team may allocate other students to your group
If group size is less than 4 students, it is still required that ALL sections of the assessment is completed.
Selection of Group:
In the “Group Selection: Assessment 1b: Kaltura Presentation” activity below you will see that groups have already been created. These groups are named with several different topics and also information to ensure students work with peers who are on placement at similar times (this should assist in ensuring it is easier to work as a Group).
- For on‐campus students this means that Groups are named with your Tutorial Group Number and then a Topic Title. Please ensure you select a Group from with your Tutorial Group Number.
- For Flexible students, Groups are named according to weeks that students commenced placement. Please ensure you select a Group that matches your circumstances.
References:
You are required to reference a minimum of ten (10) academic sources (e.g., textbooks, Peer reviewed journal articles).
Students may use appropriate websites (e.g., Edith Cowan University’s HealthinfoNet database, Indigenous Peak Bodies and Indigenous Organisation’s Websites [NACCHO, VACCHO, VACCA, CATSINaM, SNAICC, Croakey Health Media, etc], Australian Government websites).
References are to be formatted in the American Psychological Association [APA] style 7th Edition, including images on slides. Use size 8 font for image citation on slides. The following is an example from FedCite (Library website) for citation for creative commons images, (e.g., unsplash, flickr):
TEMPLATE
Above the figure:
Figure x. Caption.
Below the figure:
Note. Title or image description. Adapted from/From Creative Commons source, by Author, Year, URL. Copyright/licence. Permission (if required e.g., for thesis or publication).
Figure 1. Primary school classroom.
Note. Classroom tour 3. From Flickr, by K. Cassidy, 2006,
Further information regarding referencing images can also be found on FedCite (Library website).
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. It is desired that students also access information and resources from various Indigenous peak bodies and Indigenous organisations in informing their assessment.
Assessment Details and Steps:
As a group, students are required to explore a health topic that impacts the health of Aboriginal and Torres Strait Islander Peoples and submit a Kaltura Capture Video presentation that answers supplied questions in relation to this health topic.
Step 1: Form a group with peers, to create a group of four (4) students.
Step 2: Ensure your group is clear about the ONE topic your group will explore – the topic is included in your group name. (See topics below).
Topics are:
| Topic Number | Topic |
| 1 | Intergenerational Trauma |
| 2 | Racism and Prejudice. |
As a group, prepare a Kaltura Capture Video Presentation and PowerPoint addressing the following questions in relation to your chosen topic:
Please review carefully the Kaltura Support Book – This Moodle book explains how to create and submit videos using Kaltura. Link to the book on Moodle: https://moodle.federation.edu.au/mod/book/view.php?id=6246985
Importantly, please look at chapters 4.2 and 5.1 for guidance on collaborating as a group and how to submit a series of videos for your group assessment (all videos must be submitted by one member of the group).
Questions:
- With reference to the United Nation’s Declaration of Human Rights of Indigenous People, identify and outline:
- one barrier,
- one social determinant,
that impacts your health topic for Aboriginal and Torres Strait Islander People and/or Communities having equitable access to health care.
- Describe the important considerations in relation to the nurse‐patient relationship that nurses need to be aware of when working with Aboriginal and Torres Strait Islander Peoples and Communities. Considering your chosen health topic, describe the strategies nurses employ in clinical practice that will promote an equitable and culturally safe health care delivery for Aboriginal and Torres Strait Islander Peoples & Communities.
- Identify ONE Peak Body that advocates for Aboriginal and Torres Strait Islander Peoples & Community in relation to your chosen health topic. Consider how this peak body utilises their platform and voice, what cultural governance perspectives and aspirations does your organisation promote to service providers to safeguard meeting the needs of their Aboriginal and Torres Strait Islander clients?
- Research ONE local contemporary Aboriginal and/or Torres Strait Islander Health Project that currently supports Aboriginal and Torres Strait Islander Peoples and/or Communities in
response to your topic. Outline and critically analyse how your health project meets (or does not meet) best practice when working with Aboriginal and Torres Strait Islander Peoples and/or the Community.
Cultural Competency:
Please ensure that you have carefully reviewed the PowerPoint presentation within Moodle on Aboriginal and Torres Strait Islander Peoples and appropriate terminology.
Structure and Format:
- First Slide: must include the following:
- Group and Topic Name, as well as Presentation Title (including Campus)
- All student names and ID Numbers in order of presentation
- Course Name and number
- Lecturer’s name
- Assignment due date.
- The presentation must be approximately 10 minutes (i.e., 9 minutes minimum and 11 minutes maximum).
- A PowerPoint is to accompany the video, with text and images, suitable for the presentation and topic.
- Students are to divide the assessment between the group as they please,
- ALL students must present a section of the PowerPoint.
- The first speaker is to provide an introduction and overview of the chosen health topic.
- When presenting your section, a video of the student presenting is to be incorporated.
- This means that ALL students must be visible when presenting their section.
- The design of your presentation should reflect that you are discussing Aboriginal and Torres Strait Islander Peoples while remaining culturally appropriate.
- Slides should be visually appealing and not too cluttered; simple formatting on slides is easy to read and will not detract from your message; the presentation should be visually consistent across all students.
- Audio delivery must be of good quality, where diction and speech are clearly audible.
- Marks will be awarded for ‘presentation’ skills.
- Students are to wear their Federation University Clinical Uniform and present themselves in a professional manner.
- All students are to contribute to the task equally and behave in a professional manner.
- Any groups that experience issues are to report issues directly to their Campus Coordinator ASAP. In the event that some students have not contributed equally to the submission, individual marks may be given, separate to the rest of the group.
- This requires groups to be vigilant in maintaining their record of meetings in the group contract. This will be requested as evidence in any mediation situation.
12. Reference List:
- provide correct in‐text citation and referencing using APA 7th edition referencing style on your slides. This includes a slide which presents your group’s reference list
- Your reference list can be on the last slide/s. Ensure that markers are able to read your reference list, however, the showing of the reference list will not be included in the video time limit.
- Students must ‘speak’ the references in their narration.
- All images must also be correctly referenced.
- Please proofread your assessment carefully on this part and pay attention to all the minor details.
- Marks will be deducted for any mistake made.
Submission:
Submission must be in a Video file/s only. The submission link will only accept video file submission. Groups are required to submit either one video file if you are all able to meet in person OR a series of video files (i.e., one per member of the group). Only one group member can upload the video file/s, and it will be considered submitted for all group members. To submit on behalf of the group, all members of the group will need to grant the submitting student ‘collaborator’ access to the video files those individual students created. See Chapters 4.2 and 5.1of the Kaltura Video V2.3 – Support & Instruction book for guidance on collaborating as a group and how to submit a series of videos for your group assessment: https://moodle.federation.edu.au/mod/book/view.php?id=6246985
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IT Issues at Submission:
If students have any IT issues with submitting assessment tasks, they should in the first instance take a screen shot of their computer, ensuring that the screen shot includes date and time of error and all other necessary information. Students are then to contact ITS Helpdesk on 53279999 or access the online portal (http://servicedesk.federation.edu.au/ ) to log a job. Once an IT job ticket Number has been provided, students are to email their campus coordinator.
It is a student’s responsibility to save their assessment tasks and to back up their files.
Students will not be granted extensions unless drafts of assessment tasks can be provided and documentary evidence is provided, where major IT issues have occurred.
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.
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 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.
For further information on Discretionary Extensions and Special Consideration, including access to the policy, procedures, or associated forms, please find detailed
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.
