NURS11171 - Health, History and Culture of Aboriginal and Torres Strait Islander Peoples

General Information

Unit Synopsis

In this unit, you will have the opportunity to identify historical and current inequalities in the health status of Aboriginal and Torres Strait Islander individuals, families, and groups. You will learn about culturally safe care to gain a better understanding of how to partner and collaborate to meet health needs and improve health outcomes. Focus will be given to the inequities that continue in Aboriginal and Torres Strait Islander health status compared to their non-Aboriginal and Torres Strait Islander counterparts. You will develop the knowledge and skills needed to work with people from Aboriginal and Torres Strait Islander cultures. In this unit, you will propose ways of collaborating with Aboriginal and Torres Strait Islander individuals, groups or communities to facilitate equal access to equitable and appropriate health services.


Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2023

Term 2 - 2023 Profile
Term 3 - 2023 Profile
Term 2 - 2024 Profile
Term 3 - 2024 Profile

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 40%
2. Case Study 60%

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

Past Exams

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Previous Feedback

Term 2 - 2022 : The overall satisfaction for students in the last offering of this course was 53.10% (`Agree` and `Strongly Agree` responses), based on a 18.35% response rate.

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.

Source: SUTE data Personal ommunication with students
Students reported difficulty in navigating the workbook activities in H5P format. The activities needed to be worked through sequentially and reviewing certain information quickly was difficult. The responses could not be saved within the template provided.
The workbook's previous format will be revised and reconfigured reducing the multiple activities. The workbook format will enable the document to be downloaded to a computer and responses entered directly and saved. This format will enable easy of revision of the responses for the student.
Action Taken
Greater emphasis on encouraging students to complete the workbooks will be made. The guided workbooks are a form of note-taking and a ready reference for quiz-based assessments. The workbook will be retained.
Source: SUTE data and personal feedback
Students reported the short answer questions were unclear and often repetitive for the assessment. Students also requested a variety of assessment styles.
Assessments have been reviewed and written assessments in form of quizzes and an essay will be provided. Quiz bank questions have been significantly revised and peer reviewed.
Action Taken
Students reported that the MCQ format was useful. Students performed well within this assessment activity. The MCQ format will be retained. Additional questions will be developed for the quiz bank, and that will be both culturally and peer-reviewed.
Source: SUTE data Student email
Students indicated that the content was confronting and presented an alternate bias.
A restructuring of the content is required, and comparison of different perspectives is needed. Support services should be widely publicised to students who may find the material confronting. A less confrontational approach will be undertaken with opportunities for personal reflection. Concepts will be introduced using a more sensitive approach and improvement through scaffolded learning will also be incorporated.
Action Taken
Despite the approach to delivering the learning and teaching materials, the content remains confronting as it is from a different perspective to knowledge that has been previously encountered. Support services are made available to students. Encouragement of these supports will continue. The scaffolded approach was well received by students, and this will continue as well as the opportunities for personal reflection.
Source: SUTE data
Students reported that the 2 hour zoom sessions were not productive.
Workshops are required to meet the needs of international students and to provide the opportunity for discussion of content. Reconfiguring the delivery of live session and increasing opportunities for discussion of material is required. A shorter live session that is recorded is recommended with specified on campus workshops available for international students, with an open invitation to other students to attend. Online discussion options are also to be provided as well as improving discussions and responses within the forums.
Action Taken
The current format of a linked live presentation followed by on-campus workshops (to cater for international students with visa requirements) will continue. Encouragement of on-campus attendance by all students will continue. Additional workshop sessions will be provided to cater for distance students, and this will also include some evening session options.
Source: SUTE data Student communications
The student satisfaction score for "useful feedback" was 48% and students reported limited initial feedback in assessments or guidance on activities to prepare them for the assessments.
This score appears linked to the activities in the modules and the format which did not facilitate written feedback. Greater opportunities to discuss module content will be provided. This could be attended to through the forums and online drop in sessions where students can seek clarification as required.
Action Taken
Students did not always have action opportunities to obtain feedback in a proactive manner. Moving forward, a challenge question will be posted each week for students to comment specifically on and receive feedback via the forums.
Source: Medical students' in-class comments and emails.
Engaging and dynamic opportunities for discussion and involvement in different types of learning activities.
Keep the structure of the open discussion in the workshops and for online sessions. The use of varied approaches to learning in a workshop environment, such as random quizzes, presentations to produce student contributions will be retained.
Action Taken
Source: Student survey, in-class comments and email.
Workshops for breaking down the written assessment were an ideal learning tool.
Using a parallel scenario and deconstructing the written assessment task was an excellent learning tool. These sessions will be retained.
Action Taken
Source: Student survey and in-class comments.
Additional evening sessions to connect to coordinators. Students indicated significant benefits in having access to a coordinator every week. They positively comment on the open structure, indicating coordinators' familiarity with the content.
Maintain options of evening sessions to cater for students who are working and have other committments.
Action Taken
Source: Student survey and forums.
Delays in turn about time for student essays.
All on-time submissions were returned within two weeks. There were a high number of extension requests, and these were marked outside the two-week turnabout goal. All assessments were returned before the certification of grades of grade and with time for students to request a review.
Action Taken
Source: Student feedback in class and email.
There was an excellent selection of staff for delivering this sensitive topic. The team were dynamic and encouraged students to discuss the material. It was a good mix of styles and gave an authentic representation of the unit from academic and First Nations People and other cultures. The workshop staff handled contentions and different responses well to create a harmonious environment.
The same delivery team has been requested for the next delivery of this unit.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples
  2. Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples
  3. Define and reflect on different forms of white privilege and racism in healthcare
  4. Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples
  5. Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples

Content in this unit incorporates a number of professional nursing requirements

Australian Health Practitioner Regulation Agency and National Boards Aboriginal and Torres Strait Islander Health Strategy

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

Thinks critically and analyses nursing practice

Maintains the capability for practice

Evaluates outcomes to inform nursing practice

Nursing and Midwifery Board of Australia Nursing Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nursing Code of Ethics for Nursing

Nurses and People

Nurses and Practice

Nurses and the Profession

Nurses and co-workers

National Safety and Quality Health Service Standards

Partnering with consumers

Comprehensive care

Communicating for safety

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Evidence-based practice

Preventing, minimising and responding to adverse events

Aged Care Quality Standards

Consumer dignity and choice

Ongoing assessment and planning with consumers

Personal care and clinical care

Services and supports for daily living

Organisation’s service environment

Feedback and complaints

Human resources

Organisation governance

Intraprofessional and Interprofessional prep

Working with other health professionals including Aboriginal and Torres Strait Islander Health Workers

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Online Quiz(zes)
2 - Case Study
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
9 - Social Innovation
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10