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 3 - 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 further clarity
Ensure Assessment Task description is simplified in instruction. Continue ALC support specific to NURS11162 with strong lecturer input. Ensure ALC resources are available early in the term. Contact at risk students regularly throughout term to monitor progress, encourage engagement, and offer guidance if required. Consider embedding assessment items into unit modules to encourage student engagement
Feedback from Unit evaluation - student feedback
Assessment feedback requires work
Educate students on the importance of accessing their feedback and give clear instructions on how to access feedback through Feedback Studio.
- 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
Additional Textbook Information
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
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
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
Submit Assessment 1:
Wednesday 20 Dec., 12mn
Written Assessment 1 Due: Week 6 Wednesday (20 Dec 2017) 11:55 pm AEST
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
Submit Assessment 2:
Wednesday 7 Feb., 12mn
Written Assessment 2 Due: Week 12 Wednesday (7 Feb 2018) 11:55 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment
aims
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 purpose of your assignment is to explore the barriers to accessing health care for two culturally diverse but distinct groups in Australia, then relate the Cultural Safety Model Framework to improving access to health care for all people from culturally diverse population groups.
The general purpose
of this assignment is to integrate research and theory with the knowledge
gained from the unit resource material (Modules 1-6 of NURS11162), and is
designed to help sharpen your critical thinking skills. In order to complete
the task, you are required to engage in the unit material (lectures, tutorials,
and readings) from Modules 1-6 where a number of resources are offered that
will support your responses to this assessment task.
Task description
In forming your
response, you are to address the following three criteria:
1. Barriers to
accessing health care for Australia’s Indigenous people from both historical and contemporary
aspects
2. Barriers to
accessing health care for people from Culturally and Linguistically Diverse
(CALD) backgrounds
3. Apply
the Cultural Safety Model to suggests ways of improving access to health care
for both groups as a whole
In
order to successfully complete the requirements of this assessment, students
will need to actively engage in the resources offered by Academic Learning Centre (ALC)
available in the sub-Moodle site associated with NURS11162. Guidance on the
academic approach, and how to scaffold this assignment is offered by the ALC
via multiple media resources, including optional weekly tutorial sessions. A
link to the ALC resources can be found in the Important News section on the front page of the NURS11162 Moodle
homepage.
Note: Further details of the Instructions to Students will be made available in Moodle, together with the marking criteria sheet for Assessment 1.
Week 6 Wednesday (20 Dec 2017) 11:55 pm AEST
Week 10 Wednesday (24 Jan 2018)
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 and design (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 on health literacy for two marginalised population groups in society. Health professionals are in a strong position to improve health literacy for a number of population groups in the community. However, stigmatisation by health professionals has the potential to effect poor health literacy. The overall purpose of your assignment is to describe the challenges of delivering health information for stigmatised and marginalised groups in Australian society who are at risk of low levels of health literacy; and briefly discuss ways in which governments promote health literacy in the community; as well as outline strategies for appropriate delivery of health information to such groups.
The general purpose of this assignment is to integrate nursing research and theory with the knowledge gained from the unit resource material (Modules 7-11 of NURS11162), and is designed to help sharpen your critical thinking skills. In order to complete the task, you are required to engage in the unit material and tutorials from Modules 7-11 where a number of resources are offered that will support your responses to this assessment task.
Task description
For your report, you are
to choose one marginalised group from Module 8 and one marginalised
group from Module 9 (total = 2 groups)
from the list below:
·
Vision
impaired person
·
Person
with intellectual disability
·
Person
who is homeless
·
Illicit
drug users
·
Person
who is a conscientious objector to immunisation
You must then address the following three criteria:
1. Discuss the challenges of health literacy for each of the two chosen groups
Next,
2. Explain the potential effects of stigmatisation by health professionals on health literacy for marginalised groups
3. Explain the way government promotes health literacy in the community
You must also provide at least one recommendation to improve health literacy specific to each of your chosen groups. Your recommendations will form the latter part of your conclusion
There is an expectation that you will demonstrate critical thinking skills in your responses, as taught through the ALC tutorials associated with this unit.
In order to successfully complete the requirements of this assessment, students will need to actively engage in the resources offered by Academic Learning Centre (ALC) available in the sub-Moodle site associated with NURS11162. Guidance on the academic approach, and how to scaffold this assignment is offered by the ALC via multiple media resources, including optional weekly tutorial sessions. A link to the ALC resources can be found in the Important News section on the front page of the NURS11162 Moodle homepage.
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 (7 Feb 2018) 11:55 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 and design (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?
