NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
NSB202 Aboriginal & Torres Strait Islander Peoples’ Well-being Assessment Task 1
This document contains:
Assessment requirements and background information.
Detailed instructions for completing the task.
A list of resources to assist you to complete the task.
Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task.
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
Assessment Task 1
Assessment name:
Cultural safety in the Aboriginal and Torres Strait Islander health and wellbeing context Learning outcomes measured:
1. Apply the principles of cultural safety to the context of Aboriginal peoples and Torres Strait Islanders’ health and wellbeing to analyse and advance your current position on the continuum of cultural safety.
2. Describe historical, social, and political issues and how they inform current experiences of health and wellbeing, in order to realise their significance as determinants of current health and wellbeing of Aboriginal peoples and Torres Strait Islanders.
3. Discover the everyday experiences of Aboriginal peoples and Torres Strait Islanders that inform their health care and apply this knowledge to facilitate effective partnerships with individuals, families, and communities Length:
1800 words Estimated time to complete task:
30 hours Weighting:
60% Individual/Group:
Individual Authentic Assessment: Yes No Formative/Summative:
Formative and Summative How will I be assessed:
7 point grading scale using a rubric Due date:
Sunday 9 April 2017, submitted via TurnItIn in your NSB202 Blackboard site by 4:00 pm. FAQs re TurnItIn. Presentation requirements:
This assessment task must:
be written in first person
be written in full sentences
assignment cover sheet must be included as the first page of your document
use 12-point font
use double line spacing
use page numbers
include the word count for each section
use QUT APA referencing for citing academic
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
literature
include a complete reference list on a new page
be submitted as a pdf in electronic format via TurnItIn Task description:
“The Australian health system is free of racism and inequality and all Aboriginal and Torres Strait Islander peoples have access to health services that are effective, high quality, appropriate and affordable” (Australian Government, 2013, p. 7). This is the vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023.
For health professionals to be effective agents in realising this vision they are required to be culturally safe practitioners, who are literate in the dynamics of race and racism and their impacts on well-being. Furthermore, health professionals must be knowledgeable of the historical and political influences of Aboriginal and Torres Strait Islander peoples’ well-being.
This reflective assignment requires you to first demonstrate your understanding of the key concepts associated with cultural safety, and then apply them to context of Aboriginal and Torres Strait Islander peoples’ health and well-being.
You must then apply the 5Rs Reflection Framework to discuss changes in your thoughts and feelings throughout the initial learning process of NSB202. Furthermore, discuss the application of culturally safe nursing practice to the Aboriginal and Torres Strait Islander peoples’ health and well-being context from a profession and individual perspective. What you need to do:
Reflecting on the learning material (required and recommended readings, videos, lectures and tutorial material) presented in weeks 1-5, respond to the following questions.
Step 1
Demonstrate your understanding of the following concepts:
1. Compare and contrast personal racism and systemic/institutional racism (200 words).
2. Briefly discuss the power dynamics associated with the whiteness of nursing (100 words)
3. Compare and contrast cultural safety and cultural awareness training (200 words).
Step 2 (100 words)
In accordance with the 5Rs of Reflection Framework, report and respond to one (1) assumption that you became aware of through developing new knowledge and
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
understanding from the readings, learning activities and reflective process.
Step 3 (400 words)
Discuss historical (including political and social determinants of health) factors that have contributed to institutional racism and white privilege, particularly in regards to Aboriginal and Torres Strait Islander peoples’ access to health care, education and employment.
Step 4 (300 words)
Discuss how culturally safe nursing practice may challenge personal and institutional racism that impact on Aboriginal and Torres Strait Islander peoples’ access to health care.
Step 5
In accordance with the 5Rs of Reflection Framework, reflect on your reactions (feeling and thoughts) to the learning materials (required and recommended readings, videos, lectures and tutorial material).Specifically, report, respond, relate, reason and reconstruct your perception of:
1. Aboriginal and Torres Strait Islander health and well-being; and, (200 words)
2. the role of the nursing profession and your role as a registered nurse in responding to the holistic health needs of Aboriginal and Torres Strait Islander peoples. (300 words) Resources needed to complete task:
Week 1 – 5 NSB202 required and recommended readings, videos, lectures and tutorial material.
NSB202 Reflective Framework
5Rs of Reflection handout
QUT Cite|Write APA guide
TurnItIn Tip Sheets.
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
NSB202 Reflective Framework
This framework will enhance the quality of your reflections, the personal entries that you choose to elaborate on in your assessment, your thinking skills, your learning and your practice.
There are several different reflection models that can be used to guide the writing of your reflections. One of the most popular reflection models is the 5 R’s framework.
Reporting | Responding | Relating | Reasoning | Reconstructing
The table below provides exemplars that apply each of the Rs of the 5Rs Reflection Framework. Steps Content of reflection Exemplar
Reporting
A brief descriptive account of a situation/issue (i.e. the reflective trigger)
What happened, what did the situation /issue involve?
I’ve been going to the lecture and tutorials for NSB202 Aboriginal and Torres Strait Islander peoples’ well-being. It’s not what I was expecting.
Responding
Your emotional/ personal response to the situation issue etc.
Your observations, feelings, questions about the situation/ issue
After a few lectures and tutorials I suddenly felt unsure about becoming a nurse. I’m just interested in caring for people.
Concepts like ‘racism’ and ‘cultural safety’ promote ideas that are unknown to me, which makes me feel that they are not real issues. As for ‘whiteness’ and ‘white privilege’, these are concepts that make me feel uncomfortable.
I feel really confused and worried that I’ve chosen the wrong degree.
Relating
Personal and/or theoretical understandings relevant to the situation/ issue
Making connections between the situation/issue and your experience, skills, knowledge and understanding
In my family we were taught to treat everyone the same; whether you are Indigenous and non-Indigenous, it doesn’t matter. That’s the Australian way.
My favourite subjects in high school were Maths B and Physics. I like things to be cut and dried. I had to take a social and community studies subject-I hated it. This unit feels like that.
I thought that this unit was about learning about the cultures of Aboriginal and Torres Strait Islander peoples in order to help them better once I am a registered nurse. Instead there is consistent emphasis on learning my own
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
culture. I didn’t think that my culture was an important factor to consider.
Where I grew up there were no people from ethnically diverse backgrounds. I think individuals are responsible for everything that happens to them. All this information about social determinants of health is irrelevant to nursing.
Reasoning
Your explanation of the situation/ issue
Explaining the situation/ issue in terms of the significant factors, relevant theory and/or experience
I don’t like feeling uncomfortable. I’m afraid of not being very good at ‘culturally safe care’, and coming across as ignorant or racist.
According to social constructionism [the theory underlying cultural safety] knowledge isn’t just cut and dried or value free (Cox & Taua, 2013). I didn’t realise that there were different ways of making sense of the world, as well as developing and sharing knowledge; these differences exist between Indigenous and non-Indigenous peoples (Nakata, 2002).
I find it hard to accept that biomedicine is just one way to see an illness. I hadn’t thought about how powerful the medical profession is in Australia and how much their perspective influences nursing and what I will have to do at work (Willis & Elmer 2011). Furthermore, I didn’t appreciate that self-determination was an important concept to better health services for Aboriginal and Torres Strait Islander peoples (Lovett, 2014).
Reconstructing
Drawing conclusions and developing a future action plan
Your deeper level of understanding about the situation/issue that is used to reframe/reconstruct your future practice and further develop your understanding of professional practice
My family means a lot to me. Empathising with their health experience helps me to think about how I would like their experience of nursing care and the health system to be…
Apparently my culture and that of biomedicine and the health care system has strong impacts on people’s health outcomes (Willis & Elmer 2011). Importantly, Aboriginal and Torres Strait Islander peoples are often disadvantaged by these due to the inherent systemic/institutional racism (Sherwood & Geia, 2014). When I think about it I can see that the system is set up and benefits those who control it and have the most power within it.
I suppose it’s true that historical Aboriginal and Torres Strait Islander peoples have not had the same
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
opportunities and social experience as me and my family (Eckermann et al., 2014). I guess some might even see me as privileged because of this. I can also see that nurses are in a very powerful position and have a lot of influence over health outcomes (Puzan 2003). If or when I am a patient I would like my nurse to treat me as an equal and to take care of whatever unique needs I have. I can appreciate now how a disregard of these unique needs for Aboriginal and Torres Strait Islander peoples may be interpreted as disrespectful care and at times discriminatory.
I think I might need to think more about what happens to people, including Aboriginal and Torres Strait Islander peoples, about how, where and why they develop diseases or disorders (Happell, Cowin, Roper, Lakeman & Cox 2013).
Adapted from NSB102 Assignment 1 (Cox, 2017). Source of the 5 Rs: Bain, J.D., Ballantyne, R., Mills, C., and Lester, N. C., (2002). Reflecting on practice: Student teachers’ perspectives. Post Pressed, Flaxton, Qld.
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being Assessment Task 1 Rubric
Name: Cultural safety in the Aboriginal and Torres Strait Islander health and wellbeing context
Learning outcomes assessed: 1, 2 and 3 Weighting: 60% Criteria 7 6 5 4 3 2 – 1
Theoretical understanding
Weighting: 30%
LO: 1,2.
Demonstrates comprehensive understanding of key concepts genuinely based on learning material.
Demonstrates a strong understanding of key concepts genuinely based on learning material.
Demonstrates a sound understanding of key concepts based on learning material based on learning material.
Demonstrates an adequate understanding of key concepts based on learning material.
Demonstrates little understanding of key concepts and did not use the required readings.
Demonstrates no understanding of key concepts and showed little evidence of completing and utilising any readings.
Application of knowledge
Weighting: 30%
LO: 1,2,3.
Demonstrate comprehensive understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Demonstrate strong understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Demonstrate sound understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Demonstrate partial understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Made general about the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Demonstrate little to no understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context.
Demonstrate reflection on your learning and the implications for practice
Weighting: 30%
LO: 1,2,3.
Demonstrated critical reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit.
Demonstrated critical reflection on personal perceptions of:
Aboriginal and Torres Strait Islander peoples’ health and well-being;
the associated role of
Demonstrated deep reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit.
Demonstrated deep reflection on personal perceptions of:
Aboriginal and Torres Strait Islander peoples’ health and well-being;
the associated role of the nursing profession;
Demonstrated sound reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit.
Demonstrated sound reflection on personal perceptions of:
Aboriginal and Torres Strait Islander peoples’ health and well-being;
the associated role of the nursing profession; and,
Demonstrated partial reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit.
Demonstrated partial reflection on personal perceptions of:
Aboriginal and Torres Strait Islander peoples’ health and well-being;
the associated role of the nursing profession; and,
the individual role in delivery culturally safe care to
Struggled to demonstrate self-reflection, and made general observations in response to the assessment.
Demonstrated little to no reflection on learning and implication for practice.
NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being
Bachelor of Nursing
the nursing profession; and,
the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples.
and,
the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples.
the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples.
Aboriginal and Torres Strait Islander peoples.
Communication in writing incorporating expected information literacy standards
Weighting: 10%
Accurately met all presentation requirements.
Maintains appropriate standards of academic integrity.
Consistently used professional non-discriminatory language.
Consistently and accurately applied QUT APA style of referencing.
Expressed ideas clearly, concisely and fluently with accurate spelling and grammar.
Kept to word limit.
Met most aspects of presentation requirements.
Maintains appropriate standards of academic integrity.
Almost always used professional non-discriminatory language.
Almost always applied QUT APA style of referencing.
Expressed ideas clearly and fluently with accurate spelling and grammar.
Kept to word limit.
Met several aspects of presentation requirements.
Maintains appropriate standards of academic integrity.
Mostly used professional non-discriminatory language.
Generally correctly applied QUT APA style of referencing.
Mostly expressed ideas clearly with accurate spelling and grammar.
Kept to word limit.
Met few aspects of presentation requirements.
Maintains appropriate standards of academic integrity.
Sometimes used professional non-discriminatory language.
Sometimes applied QUT APA style of referencing correctly.
Expressed ideas clearly.
Kept to word limit.
Met few aspects of presentation requirements.
Suspected failure to maintain appropriate standards of academic integrity.
Rarely used professional non-discriminatory language.
Rarely applied QUT APA style of referencing correctly.
Ideas were not clearly expressed.
Was under or over the required word limit.
Ignored presentation requirements, and QUT APA referencing conventions.
Suspected failure to maintain appropriate standards of academic integrity.
Rarely used professional non-discriminatory language.
Rarely applied QUT APA style of referencing correctly.
Attempted to communicate your ideas in writing.
Was significantly under or over the required word limit.
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