Overview
This unit will enable you to explore concepts of equity and diversity in relation to inclusive practice and its relevance in the delivery of health care. You will be asked to review dimensions of culturally responsive health care including health literacy and cultural competence in order to improve work practice. You will be introduced to the historical and contemporary influences that affect poorer health outcomes for Indigenous Australians and vulnerable, disadvantaged and stigmatised population groups.
Details
Pre-requisites or Co-requisites
Pre-requisites (NURS11157 Lifespan Approach to Health and Well-Being or NURS11153 Health and Behaviour) and (NURS11158 Evidence Informed Nursing Practice or NHLT12001 Evidence Informed Practice)
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 - 2017
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 Unit evaluation - student feedback
Assessment instructions require more clarity
The Academic Learning Centre to embed a sub-Moodle site in NURS11162 that offers resources and workshops to guide students in their assessment tasks
Feedback from Queensland Health Diversity and Inclusion Policy G2 (QH-POL-132), Nov 2016 Co-coordinator's feedback
Change in terminology of the overview of the unit profile to reflect current trends (QH Diversity & Inclusion Policy)
Change: "This unit will enable you to explore concepts of equity and diversity in relation to inclusive practice and its relevance in the delivery of health care. You will be asked to review dimensions of culturally responsive health care including health literacy and cultural competence in order to improve work practice. You will be introduced to the historical and contemporary influences that affect poorer health outcomes for Indigenous Australians and vulnerable, disadvantaged and stigmatised population groups." To: "This unit will enable you to explore concepts of diversity and inclusion and their relevance in the delivery of health care. You will be asked to review dimensions of culturally responsive health care including health literacy, cultural sensitivity, and cultural competence in order to improve work practice. You will be introduced to the historical and contemporary influences that affect poorer health outcomes for Aboriginal and Torres Strait Islander people, as well as consider the barriers to health care experienced by members of our multicultural society and other diverse population groups in the Australian context"
Feedback from Unit evaluation - student feedback Co-coordinator's feedback
Positive student and peer comments on unit content, resources, and structure
Continue with current content and structure, and update resources as necessary to reflect current trends
- Examine concepts of equity and diversity in relation to inclusive practice
- Explore the dimensions of culturally responsive health care including health literacy and communication, as related to nursing practice
- Evaluate the impact of health policy on health outcomes of vulnerable, disadvantaged and stigmatised population groups
- Compare the historical and contemporary influences on the health outcomes of Indigenous Australians to other Australian cultural groups.
The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
Yatdjuligin: Aboriginal and Torres Strait Islander Nursing & Midwifery Care
(2014)
Authors: Best , O & Fredericks , B
Cambridge University Press
Port Melbourne Port Melbourne , Vic , Australia
ISBN: 9781107625303
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
v.howie@cqu.edu.au
Module/Topic
Personal, Cultural & Professional Values
In this module, you will be asked to reflect on your own values and how this may impact on your perceptions of others from a different cultural background
Chapter
Events and Submissions/Topic
Module/Topic
Cultural Capabilities & Cultural Safety
This week, we look at the meaning of ethnocentrism and its relationship to racism, prejudice and discrimination. We then look at cultural safety, cultural capabilities, and learn how to manage our prejudices.
Chapter
Events and Submissions/Topic
Module/Topic
Equity in Health Care
The situational, psychological and social determinants of health have a profound impact on our health. As health professionals, our goal is to improve the health of all people, irrespective of their background, culture or beliefs
Chapter
Events and Submissions/Topic
Module/Topic
Indigenous Australians' History, Culture & Health
This module seeks to explore the historical influences and sociological rather than biomedical explanations of ill-health for Aboriginal and Torres Strait Islander people. We will look at how engagement in policies is helping to close the gap.
Chapter
Events and Submissions/Topic
Module/Topic
Multiculturalism and Health
In this module we will be focusing our discussions on the health needs of overseas born people. We will examine the barriers faced in accessing appropriate health care for those arriving through planned migration as well as those seeking asylum and those who are refugees.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Cultural Health Practices & Beliefs
It is important that we understand perceptions of health in different parts of the world, as faith and culture may influence the health behaviour of people in your care. This module examines the ways in which cultural background can affect an individual's understanding of health and addresses ways in which we might approach some culturally sensitive issues related to cultural health practices & beliefs
Chapter
Events and Submissions/Topic
Module/Topic
Equity & Diversity in the Workplace
Australia is known as a multicultural nation and this is also reflected in the workplace. In this module we will be exploring what it means to work in a diverse workplace. You will be asked to recognise and value our differences in a variety of dimensions
Chapter
Events and Submissions/Topic
Module/Topic
Disability
In this module you will be asked to step outside your own world and explore the meaning of what it is like to be a person with a disability.
Chapter
Events and Submissions/Topic
Module/Topic
Disadvantage, Vulnerability, & Stigma
This week we look at a number of sub-groups within the community who have complex and unique health care needs when accessing and providing health services.
Chapter
Events and Submissions/Topic
Module/Topic
Health Literacy
This module looks at the importance of health literacy in empowering people to use information to stay healthy. We look at health literacy from global, national, community and an individual's perspectives.
Chapter
Events and Submissions/Topic
Module/Topic
Health Policy & Reform: Towards an Inclusive Practice
In this final module you will be asked to examine historical and contemporary health policy and the role of reform in meeting the equitable health needs of all Australians
Chapter
Events and Submissions/Topic
Module/Topic
Review Key Issues in Inclusive Practice
This module will review the key concepts of inclusive practice
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment Aim
The aim of your assignment is to write an essay on culturally responsive care in the Australian health care context using academically credible literature to support your discussion. The overall purpose of your assignment is to explore how cultural views and values play out in different ethno-religious minority groups. Cultural factors influence behaviour, beliefs, worldviews and values, all of which require careful consideration in the delivery of health care. Inattention to individuals’ health practices and beliefs by health care professionals can lead to poorer health outcomes for patients from culturally diverse backgrounds.
In forming your response, consideration must be given to the three following criteria in providing culturally safe, holistic and inclusive care to someone experiencing pain in end-of-life care:
1. Behaviours in response to pain from a cultural and spiritual perspective
2. Cultural family roles and communication
3. Cultural end-of-life care
The following case scenario describes a situation in which nurses may find themselves whilst going about their regular nursing practice. The purpose of this scenario is to integrate nursing research and theory with the knowledge gained from the unit resource material (Modules 1-6 of NURS11162). In order to complete the task, you are required to engage in the unit material and tutorials from Modules 1-6 where a number of resources are offered that will support your response to this assessment task. Reflecting the real-world challenges and pressures of practice, these case scenarios about cultural practices and beliefs concerning pain in a palliative care situation offers insight into the realities of today’s profession and is designed to help you sharpen your critical thinking skills.
Case scenario: Indigenous Australian person
Jessie is a 64-year-old part-Aboriginal lady, who was brought into hospital by her daughter who was concerned about her welfare. Jessie had been using traditional medicines for pain in her left breast, which she had been experiencing for some months. Following admission to hospital and numerous diagnostic tests, it was revealed that Jessie had advanced stage breast cancer for which there was no cure. The medical team advised Jessie that her situation was palliative and that the main aim of medical care now was to manage her pain.
In carrying out a full nursing assessment, the registered nurse found that Jessie was aware of a breast lump one year ago, but was reluctant to seek medical advice because she had been part of the stolen generation, and had little trust of the biomedical model of healthcare. The traditional herbal medicines were initially effective, but were currently not keeping the pain in check. As Jessie’s nurse, you are aware of several cultural issues facing Jessie in her current situation, and adopt a number of strategies to provide a culturally safe approach to care.
Task Description
As part of your response, you are to compare and contrast the similarities and differences in pain behaviour, family support and communication, and end-of-life care for a person of Australian Indigenous background with a person from a Culturally and Linguistically Diverse (CALD) background. You may want to identify the person from the Indigenous background as either an Aboriginal or a Torres Strait Islander person, if preferred.
In order to carry out the task of comparing and contrasting between two cultural groups, students must choose ONE of two case scenarios about people from another ethno-religious minority group in the CALD community, as follows:
Case Scenario 1: Chinese migrant with cultural practice belief system
Mrs. Wu is of Han Chinese decent and immigrated to Australia with her husband in 2007 to escape political oppression in China. Mrs. Wu is very shy and has little command of the English language, conversing with her husband in Mandarin and deferring to him when communicating with health professionals. Mrs. Wu was diagnosed with terminal stomach cancer 2 weeks ago and now believes that an imbalance of Yin and Yang in her body is the cause of her illness. Nursing staff are perplexed that Mrs. Wu is always smiling and never seems to complain of pain. However, both Mrs. Wu and her husband are grateful to the medical team for giving them a clear diagnosis and treatment options. They ask that Mrs. Wu be allowed to take traditional Chinese herbs as part of her medical management.
Case Scenario 2: Syrian refugee of Islamic faith
Raghda Shaladi arrived in Australia with her husband as a Syrian refugee eighteen months ago and speaks little English. During the immigration health checks required of all refugees entering Australia, Raghda omitted to inform doctors of recent cluster headaches that she was experiencing for fear of being rejected visa entry to Australia. However, a week ago, Raghda experienced left-sided weakness, blindness in the left eye, and on admission to hospital for a series of tests, it was found that Raghda had brain cancer that was incurable. Her husband has better command of English and is the main communicator between nursing staff and Raghda. In keeping with her Islamic faith, Raghda was patiently enduring migraine-type pain and did not want any strong analgesic medication that was addictive, altered her state of consciousness or that contained alcohol, which was contrary to Islamic law. Instead, Raghda chose to use cupping, as a traditional Middle East approach to treating headaches and migraine, which was not entirely effective in relieving her pain. Raghda has been receiving many visitors from the Syrian refugee community, often out of hours.
Note: Further details of the Instructions to Students will be made available in Moodle, together with the marking criteria sheet for Assessment 2.
Week 6 Monday (21 Aug 2017) 11:45 pm AEST
Week 10 Wednesday (20 Sept 2017)
Students will receive feedback in sufficient time to incorporate any feedback prior to submission of Assessment Task 2.
Assessment Criteria
The assessment criteria and associated performance standards for Assessment Item 1 is available on the NURS11162 Moodle site in the Assessment block. These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment.
Your assignment will be evaluated on the following criteria:
- Structure (20%)
- Approach and argument (60%)
- Referencing (20%)
- Examine concepts of equity and diversity in relation to inclusive practice
- Explore the dimensions of culturally responsive health care including health literacy and communication, as related to nursing practice
- Evaluate the impact of health policy on health outcomes of vulnerable, disadvantaged and stigmatised population groups
- Compare the historical and contemporary influences on the health outcomes of Indigenous Australians to other Australian cultural groups.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment Aim
The aim of your assignment is to write a report that demonstrates your understanding of the difficulties faced by people from misunderstood and marginalised groups in participating equitably in the Australian community. The overall purpose of your assignment is to examine the concept of social inclusion for persons who identify as belonging to groups who are vulnerable, disadvantaged or stigmatised, and explore ways in which governments promote social inclusion in the community.
Task Description
In order to complete the task, you must report on two marginalised groups in society, both chosen from the list below. As part of your report, you must address the following three criteria using academically credible literature to support your discussion for each of your chosen groups:
1. The effects of social stigma on health, including historical aspects
2. Social inclusion and human rights
3. Critically evaluate a Government policy that promotes social inclusion in the community
In forming your response, you must choose only two of the following marginalised groups:
· Wheelchair users
· Transgender
· Vision impaired
· Homelessness
· Down Syndrome
· Ice users
Writing the Report
· Your report should conform to the report writing guidelines as set out in CQUniversity ALC “General settings for a report” document. Further details are available in the ALC NURS11162 sub-Moodle site.
· Note: The following elements of the report are not required for this assessment task: letter of transmittal, tables and figures, acknowledgements, and appendices.
Note: Further details of the Instructions to Students will be made available in Moodle, together with the marking criteria sheet for Assessment 2.
Week 12 Wednesday (4 Oct 2017) 11:45 pm AEST
Certification of Grades date as per School of Nursing & Midwifery guidelines
Assessment Criteria
The assessment criteria and associated performance standards for Assessment Item 2 is available on the unit Moodle site in the Assessment block. These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment.
Your assignment will be evaluated on the following criteria:
- Structure (20%)
- Approach and argument (60%)
- Referencing (20%)
- Examine concepts of equity and diversity in relation to inclusive practice
- Explore the dimensions of culturally responsive health care including health literacy and communication, as related to nursing practice
- Evaluate the impact of health policy on health outcomes of vulnerable, disadvantaged and stigmatised population groups
- Compare the historical and contemporary influences on the health outcomes of Indigenous Australians to other Australian cultural groups.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
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?
