Overview
This unit focuses on what it means to be a health professional in Australia. You will learn about and apply the skills needed for effective interprofessional practice so that you can be an effective team member. You will learn to examine your thinking and assumptions and to reflect on your experiences to enhance your personal and professional development. You will explore social, cultural, historical and political factors that impact on the experiences of wellness and illness and on access to and quality of health care in Australia, particularly for Aboriginal and Torres Strait Islander peoples. You will learn how to provide culturally competent and respectful care. You will be introduced to the concept of being a change agent to foster cultural safety in learning, working and care environments.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2023
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE and Unit Coordinator
There was a large number of assessment elements.
Review the assessment strategy for relevance and also manageability for students and staff.
Feedback from SUTE and Unit Coordinator
Student expectations were not aligned with the number of lecture videos and visibility of the unit coordinator (UC). Most learning resources were not recorded lectures. Tutorials were not conducted by the UC. These factors may have contributed to students feeling a lack of connection with the unit coordinator.
Consider opportunities that could support student connection with the unit coordinator while also considering methods to support realistic student expectations about team teaching and variety of learning resources.
Feedback from SUTE and Unit Coordinator
Some students didn't recognise that the groupwork was a part of learning, not just an assessment activity.
Look for opportunities to place more focus on what students have learnt from participating in the groupwork, rather than what they produced from the groupwork.
- Discuss attributes of professionalism and their application to both learning and clinical environments
- Demonstrate understanding of interprofessional relationships through respectful interaction, collaboration and teamwork
- Reflect on your experiences, values, attitudes, assumptions and biases to enhance your own personal and professional development
- Demonstrate knowledge of Aboriginal and Torres Strait Islander history, culture, values and social practices
- Discuss the impacts of social determinants of health, disability and culture on the experience of illness and access to health care for Indigenous and non-Indigenous Australians
- Discuss the core aspects of culturally safe and respectful practice that is responsive to patient diversity
- Discuss the attributes, motivations, skills, roles and actions that underpin positive social change.
This is a core unit for three health professional courses that are accredited by different external professional and regulatory bodies. The unit introduces a range of competencies at the foundational level.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Reflective Practice Assignment - 20% | |||||||
| 2 - Online Quiz(zes) - 45% | |||||||
| 3 - Portfolio - 35% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Textbooks
Aboriginal and Torres Strait Islander Peoples' Health & Wellbeing
(2019)
Authors: Brett Biles and Jessica Biles
Oxford University Press Australia & New Zealand
Melbourne Melbourne , Victoria , Australia
ISBN: Paperback: 978-0-190-31144-5, eBook: 978-0-190-31145-2
Binding: eBook
Culture, Diversity and Health in Australia: Towards Culturally Safe Health Care
(2021)
Authors: Tinashe Dune, Kim McLeod and Robyn Williams
Taylor & Francis Group
Milton Park Milton Park , Oxon , England
ISBN: Paperback: 978-1-760-52738-9, eBook: 978-1-003-13855-6
Binding: eBook
Additional Textbook Information
Both books support your learning in this unit and your future practice. Both are available online through the University Library, although you may source and purchase your own for your convenience.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Vancouver
For further information, see the Assessment Tasks.
l.macdonald@cqu.edu.au
Module/Topic
The Health Professional
- Attributes
- Responsibilities
- Codes of conduct
- Ethical practice
Chapter
- Week 1 Study Guide
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Module/Topic
Developing as a Health Professional
- Reflective practice
- Setting SMART goals
- Contribution to quality improvement
- NSQHS standards
- Introduction to clinical governance
Chapter
- Week 2 Study Guide
- Chapter 7 from "Communications Toolkit" in the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Module/Topic
Professional and interprofessional relationships (1)
- Collaborative practice
- Teamwork
- Team roles
Chapter
- Week 3 Study Guide
- Chapters 13 & 15 from "Communications Toolkit" in the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Quiz 1 Due: Week 3 Wednesday (26 Jul 2023) 8:00 pm AEST
Module/Topic
Professional and interprofessional relationships (2)
- Student group work
- Collaborative and interprofessional learning
- Giving and receiving feedback
Chapter
- Week 4 Study Guide
- Chapters 13 & 15 from "Communications Toolkit" in the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Reflection 1 Due: Week 4 Friday (4 Aug 2023) 5:00 pm AEST
Module/Topic
Health and Illness
- Conceptual understanding
- Models of health and health care
- Determinants of health and illness
- Social determinants of health
Chapter
- Week 5 Study Guide
- Parts of Chapters 1, 2 & 3 of "Culture, Diversity and Health in Australia" from the eReading List
- Chapter 3 of "Aboriginal and Torres Strait Islander Peoples' Healthcare" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Principles of cultural safety and cultural competence
- Recognition of own biases, assumptions and stereotypes
- Self-determined decision making, partnership & collaboration
Chapter
- Week 6 Study Guide
- Chapters 4 & 6 of "Culture, Diversity and Health in Australia" from the eReading List
- Chapter 1 of "Aboriginal and Torres Strait Islander Peoples' Healthcare" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
- Team-based learning activity session 1 (in Week 6 or Week 7)
Module/Topic
Health and access to health care for Aboriginal and Torres Strait Islander Peoples
- Cultural perspectives
- Historical and political factors
- Culturally safe care
Chapter
- Week 7 Study Guide
- Chapters 2 & 3 of "Aboriginal and Torres Strait Islander Peoples' Healthcare" from the eReading List
- Chapter 7 of "Culture, Diversity and Health in Australia" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
- Team-based learning activity session 1 (in Week 6 or Week 7)
Module/Topic
Diversity in Australia and culturally safe care (1)
- Culturally and linguistically diverse Australians
- Religious diversity
Chapter
- Week 8 Study Guide
- Chapters 8 & 9 of "Culture, Diversity and Health in Australia" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
- Team-based learning activity session 2 (in Week 8 or Week 9)
Quiz 2 Due: Week 8 Wednesday (6 Sept 2023) 8:00 pm AEST
Module/Topic
Diversity in Australia and culturally safe care (2)
- Australians with disabilities
- Diversity in age
Chapter
- Week 9 Study Guide
- Chapters 10 & 13 of "Culture, Diversity and Health in Australia" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
- Team-based learning activity session 2 (in Week 8 or Week 9)
Module/Topic
Diversity in Australia and culturally safe care (3)
- Gender and health
- LGBTIQA+ Australians
Chapter
- Week 10 Study Guide
- Chapters 11 & 12 of "Culture, Diversity and Health in Australia" from the eReading List
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Reflection 2 Due: Week 10 Friday (22 Sept 2023) 5:00 pm AEST
Module/Topic
Fostering culturally safe learning and working environments
- Planning for positive change
Chapter
- Week 11 Study Guide
- Other readings and activities as outlined in Moodle
Events and Submissions/Topic
- Tutorial
Portfolio Due: Week 11 Friday (29 Sept 2023) 5:00 pm AEST
Module/Topic
Consolidation of knowledge and assessment completion
Chapter
Events and Submissions/Topic
Quiz 3 Due: Week 12 Wednesday (4 Oct 2023) 8:00 pm AEST
MEDI11004 is a 6-credit point unit, which means you should plan to spend about 10-12 hours per week studying the unit content. For each week, a suggested breakdown of your time would be:
- Reading of the weekly study guide and/or other prescribed readings: 3 - 4 hours
- Completing other learning activities in Moodle: 2 hours
- Developing your own study notes to meet the weekly learning goals: 2 hours
- Attending tutorials: 1 hour
- Work on assessment items: 2 - 3 hours
This will vary each week, depending on the stage of the unit and progress of assessment items.
In this unit, you will sign up for and attend a pair of team-based learning activity sessions with peers. You will need to actively participate in both of your allocated sessions. If you do not attend or actively participate during both sessions, you put yourself at risk of not meeting the requirements of the Portfolio assessment task and failing the assessment task.
If you are enrolled at the Mackay campus for this unit, your two group sessions will take place on campus. You will allocate to your timetabled session using your class registration app in MyCQU. Your first session is in Week 6 and your second is in Week 8.
If you are enrolled in this unit in online mode for this unit, your two group sessions will take place online via Zoom. You will allocate to a pair of sessions using the Choice tool on the unit Moodle site. Multiple options will be available with a range of dates and times. For all online students, the first session is in Weeks 6 – 7 and the second session is in Weeks 8 – 9. You will need to ensure your availability for both sessions in the pair that you select.
Tutorials in this unit will be held both on-campus in Mackay and online via Zoom and support your understanding of the content and your work on assessment items. Your regular participation strongly supports your success in the unit. While online tutorials will be recorded, these recordings are not intended to replace your active participation in live sessions.
To support your success in this unit:
- head to the Moodle site regularly
- keep up-to-date with the weekly content
- know your assessment requirements and
- be an active participant in your team-based learning activity sessions and tutorials.
This unit helps you develop the knowledge, skills and behaviours to deliver safe and high quality care in compliance with the Australian Government's National Safety and Quality Health Service (NSQHS) Standards, specifically:
- Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health)
- Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
- Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)
1 Reflective Practice Assignment
Reflection is a skill that enables you to consider an experience with the purpose of learning and growing from that experience. It is therefore a valuable skill for a health professional, and one that you will use throughout your studies and career. You will be asked to reflect regularly throughout this unit to support your learning.
For this assessment, you will complete and submit two (2) critical reflections:
Reflection 1: Due Week 4 Friday (4th August 2023). You will reflect on a single experience you have had in life where you felt different to the other people involved. This may be a recent experience or one from your childhood. It does not need to be health care or education related. The reflection must include the following key aspects of a reflective cycle:
- Brief description of the experience
- Analysis and discussion of the experience (exploring contributing factors of people’s assumptions, biases and emotional responses, why those mattered and what consequences arose)
- Action Plan (addressing what you can take from this experience and from thinking through it and applying this to your role as a student health care professional to improve the quality of care you would provide to patients)
Reflection 2: Due Week 10 Friday (22nd September 2023). You will look again at the Professional Attributes document provided in Moodle in Week 1 and reflect on one attribute that you have experienced significant growth or challenge in during this unit. The reflection must include the following key aspects of a reflective cycle:
- The Professional Attribute you are reflecting on and a brief description of the learning experience that contributed to why you have selected it.
- Analysis and discussion of your experiences related to your development of this attribute. You must address what changed in your understanding of being a professional health care worker, exploring contributing factors of your own assumptions, biases and emotional responses.
- Action Plan (addressing what you will now do with this new understanding). You will create a SMART goal for applying these changes to your role as a student health care professional.
Guidance will be provided for these tasks during tutorials.
Submission requirements:
- The reflections must use the reflection template provided on the Unit Moodle site.
- The recommended word count is about 500-700 words for Reflection 1 and 700-1000 words for Reflection 2. (Any references and in-text citations are not included in the word count).
- Submit each reflection as a pdf file.
This assessment task activity helps to ensure that you have the knowledge and skills to provide safe and effective care and to be an effective member of the healthcare team in compliance with the Australian Government’s National Safety and Quality Health Service (NSQHS) Standards regarding:
- Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health care)
- Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
- Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)
Reflection 1 is due Week 4 Friday (4 Aug 2023) 5:00 pm AEST. Reflection 2 is due Week 10 Friday (22 Sept 2023) 5:00 pm AEST.
Feedback and marks for each reflection will be available 2 weeks after each due date.
- Completion of all aspects of a reflective cycle as included on the template provided in Moodle.
- Depth of exploration of the experience in the analysis.
- Relevance of analysis and action plan to the experience.
- Communication: clarity of expression, use of appropriate language and terminology.
- Discuss attributes of professionalism and their application to both learning and clinical environments
- Reflect on your experiences, values, attitudes, assumptions and biases to enhance your own personal and professional development
- Discuss the core aspects of culturally safe and respectful practice that is responsive to patient diversity
- Discuss the attributes, motivations, skills, roles and actions that underpin positive social change.
2 Online Quiz(zes)
You will complete three (3) online quizzes throughout term to demonstrate your understanding of content and ability to apply the concepts and use the terminology. All questions will be based on the posted weekly learning goals. The question types may include multiple choice, matching terms, fill-in-the-gap and written responses. Question tasks may require you to apply your knowledge of unit content to given scenarios.
- Quiz 1 will assess content from Weeks 1 & 2 (10%).
- Quiz 2 will assess content from Weeks 5 - 7 (15%).
- Quiz 3 will primarily assess content from Weeks 8 - 11, but may also require you to draw upon content and concepts from Weeks 5 - 7 (20%).
The number of marks for each question are allocated based on the depth and breadth of the required response and will be indicated on the quiz.
The online quizzes will be available from 8:00am AEST to 8:00pm AEST on the following dates:
- Quiz 1 - Wednesday Week 3, 26th July 2023, 15 minutes duration.
- Quiz 2 - Wednesday Week 8, 6th September 2023, 30 minutes duration.
- Quiz 3 - Wednesday Week 12, 4th October 2023, 30 minutes duration.
You must log on to Moodle during thee time periods to complete the quiz. Once each quiz is started it will remain open for the specified duration or until the 8:00 pm AEST closing time, whichever comes first. You can attempt each online quiz only once and it must be completed in a single session. You cannot save your answers and return to the quiz at a later time.
Your quiz responses must be your own work. The rules of academic integrity apply. Colluding with other students on non-group work is considered academic misconduct. You may not communicate with any other person during the quizzes (whether verbally, electronically or in writing) for any purpose relating to the quiz questions or your responses. You may not share the quiz content with any other person for any reason. Any identified cases of potential collusion will result in a breach of academic integrity case being raised. Just as for written assignments, you must also acknowledge intellectual content in your answers that is not your own work. Basic statements of facts are considered 'common knowledge' in the context of this unit so they do not need to be cited. However, if you copy any content word-for-word from ANY source, you must put that content in quotation marks and formally cite your source.
These online quizzes are open-book assessments. It means that during each quiz you may access your study notes, textbooks, the unit Moodle site and/or any website. However, the expectation is that you will be familiar with the unit content and concepts. You should not assume you will have time to look up the answer to every question.
It is your responsibility to log on to Moodle and complete the online quizzes during the time they are available. There is no opportunity to apply a late penalty. In the absence of an approved extension, you cannot complete these quizzes at a later time, and you will receive a mark of zero for the quiz if you have not completed it by the scheduled date and time. If you have an approved extension, you will be assigned a new quiz date and time as soon as possible after the original quiz date. It is your responsibility to ensure that you can attend at that new assigned date/time. Please see Section 5 of the University's Assessment Policy and Procedure for details regarding Assessment Management, specifically around assessment extension.
This assessment task activity helps to ensure that you have the knowledge and skills to provide safe and effective care and to be an effective member of the healthcare team in compliance with the Australian Government’s National Safety and Quality Health Service (NSQHS) Standards regarding:
- Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health)
- Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
- Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)
3
Other
Quiz 1 is due Week 3 Wednesday (26 Jul 2023), Quiz 2 is due Week 8 Wednesday (6 Sept 2023), Quiz 3 is due Week 12 Wednesday (4 Oct 2023). Each quiz is due by 8:00pm AEST on the stated day.
Feedback and marks for each quiz will be available 2 weeks after each due date.
- correct use of terminology
- correct selection and application of core concepts to the specific content of the question
- clarity, correctness, relevance and completeness of the response in addressing the question that was asked
- critical thinking
- Discuss attributes of professionalism and their application to both learning and clinical environments
- Demonstrate knowledge of Aboriginal and Torres Strait Islander history, culture, values and social practices
- Discuss the impacts of social determinants of health, disability and culture on the experience of illness and access to health care for Indigenous and non-Indigenous Australians
- Discuss the core aspects of culturally safe and respectful practice that is responsive to patient diversity
- Discuss the attributes, motivations, skills, roles and actions that underpin positive social change.
3 Portfolio
Overview:
As future health professionals, it is vital that you develop the knowledge and skills to work effectively within the multidisciplinary healthcare team.
To prepare for this assessment you will use various learning resources to build your knowledge of attributes of effective teams, group dynamics and the contribution of the individual to the success of the team. You will also participate in structured group learning activities to practice teamwork skills. Through these activities you will produce multiple pieces of evidence (‘artefacts’) that document your groupwork participation and your development of behavioural attributes that support effective teamwork. You will compile your artefacts into a learning portfolio.
This assessment task has two sides to it. The first is ‘assessment OF learning’ where you provide evidence of your ability to meet the learning outcomes associated with this task. The second is ‘assessment FOR learning’ where the activities you will undertake to complete the task will progress your learning, both about the official curriculum and about yourself.
The goals of this assessment task are for you to:
- apply core concepts from this unit to clinical contexts
- increase your awareness of what is required of health professionals in terms of contributing to effective teams that provide safe and effective healthcare
- build and apply attributes of effective team members to support achievement of the team’s learning objectives
- develop your awareness of the skills and knowledge that you have developed both within this unit and through various life experiences
- apply academic writing skills in organising and communicating your learning
Structured Group Activities:
You will sign up for and attend a pair of team-based learning activity sessions with peers. You will work with the same student group in both sessions. Each session is about 2.5 hr in duration. Each will include a sequence of activities in both large and small groups, with each activity facilitated by a tutorial leader. You will complete pre-session learning activities (e.g. readings and quiz questions) that will introduce topics and scenarios that will form the basis of group activities and discussions for each session. After each session you will summarise and reflect on your session experiences using templates to guide your writing.
To complete these learning activities to a satisfactory level, you will need to actively participate in both of your allocated sessions. If you do not attend or actively participate during both sessions, you put yourself at risk of not meeting the requirements of the assessment task and failing this assessment task.
If you are enrolled at the Mackay campus for this unit, your two group sessions will take place on campus. You will allocate to your timetabled session using your class registration app in MyCQU. Your first session is in Week 6 and your second is in Week 8.
If you are enrolled in this unit in online mode for this unit, your two group sessions will take place online via Zoom. You will allocate to a pair of sessions using the Choice tool on the unit Moodle site. Multiple options will be available with a range of dates and times. For all online students, the first session is in Weeks 6 – 7 and the second session is in Weeks 8 – 9. You will need to ensure your availability for both sessions in the pair that you select.
Building your portfolio:
To construct your portfolio of your learning, you will select artefacts that address each of the following topics:
- Professional attributes and their application in learning and healthcare environments
- Interprofessional relationships, collaboration and teamwork
- Impacts of social determinants of health, disability and culture on the experience of illness and access to healthcare
- Culturally safe and respectful practice that is responsive to patient diversity
A core part of your portfolio are the five templates that you will complete after your sessions – two after your first session and the other three after the second. You should also include artefacts related to your broader learning and living experiences.
For each artefact that you include, you will provide an explanation of what you learned from the associated experience and how that learning relates to one or more of the selected topics. Note that the goal is not to maximise the number of artefacts but to illustrate your learning effectively through selection and discussion of a reasonable number of artefacts.
Format of the portfolio:
You will organise your collection of artefacts and the associated discussions using the e-portfolio tool that will be provided in the unit. The structure of the portfolio will be standardised to enable you to focus on content rather than appearances.
Instructions will be provided in Moodle on the e-tool that you will use for your e-portfolio, how to upload artefacts, how to add tags and explanations to artefacts and how to submit your portfolio.
Connections to National Safety and Quality Health Services Standards:
This assessment task helps you to develop the knowledge and skills to provide safe and effective care and to be an effective member of the healthcare team in compliance with the Australian Government’s National Safety and Quality Health Service (NSQHS) Standards regarding:
- Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health)
- Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
- Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)
Week 11 Friday (29 Sept 2023) 5:00 pm AEST
Review/Exam Week Friday (13 Oct 2023)
Your portfolio is assessed on:
- Completeness of the portfolio relative to posted requirements
- Correctness, completeness and relevance of responses in the structured activity templates
- Relevance, appropriateness and scope of selected artefacts
- Degree to which learning in each core topic is demonstrated through discussion of artefacts
- Depth and relevance of reflections on experiences
- Use of external sources to inform learning
- Communication and academic writing
- Discuss attributes of professionalism and their application to both learning and clinical environments
- Demonstrate understanding of interprofessional relationships through respectful interaction, collaboration and teamwork
- Reflect on your experiences, values, attitudes, assumptions and biases to enhance your own personal and professional development
- Discuss the impacts of social determinants of health, disability and culture on the experience of illness and access to health care for Indigenous and non-Indigenous Australians
- Discuss the core aspects of culturally safe and respectful practice that is responsive to patient diversity
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
