ANP8001 Cultural Awareness and Safety
|Semester 2, 2012 External Toowoomba|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Nursing and Midwifery|
|Version produced :||30 December 2013|
Examiner: Lynne Stuart
Moderator: Don Gorman
Pre-requisite: Students must be enrolled in one of the following Programs: MNRS or MNRH or PDEV or SING or MMPO or MMHN.
Given the serious health status of Indigenous Australians and the subsequent need to provide effective care, cultural awareness and safety are pre-requisite skills for the registered nurse who wishes to develop these competencies. Further, many areas of Australia have community members who come from non-English speaking backgrounds. Nurses need to provide health care that is culturally appropriate to these people. This course will provide them with the knowledge and skills for this purpose.
This course will explore the various aspects of culture and their impact on communities in terms of health care needs and provision. In particular, it will examine in detail the culture of Aboriginal and Torres Strait Islander peoples and how this impacts upon the delivery of health care to these communities. Further, nurses working in communities with a culturally diverse background, need to be able to deliver their care in a culturally safe manner. This course will provide knowledge that will be applied to the practice context to facilitate the professional behaviours needed for culturally safe and appropriate nursing and health care delivery.
On successful completion of this course students will be able to:
- utilise knowledge of history and culture of community in order to achieve optimum care for clients within the community whilst maintaining cultural safety;
- utilise knowledge of cultural issues and their impact on communities as part of providing health care;
- apply culturally appropriate techniques to client assessment when providing health care within communities with people from different cultures;
- evaluate theories of culture as they relate to multicultural health care provision;
- demonstrate how application of respect for the common cultural and legal rights as well as customary law of individuals and groups impacts on the appropriateness of health care;
- explain how adaptation processes impact on effective practice;
- recognise the signs and symptoms of culture shock;
- apply knowledge of cultural communication to client interactions.
|1.||CULTURAL SAFETY AND CROSS-CULTURAL COMMUNICATION- What is cultural safety?; Cross-cultural communication; Principles and practice of cross-cultural communication||15.00|
|2.||RACE, CULTURE, IDENTITY AND HEALTH - Race as a meaningful concept; Culture as a meaningful concept||15.00|
|3.||CULTURAL SAFETY AND ETHICS IN CROSS CULTURAL HEALTH - Historical background to health research in non-anglo celtic communities; Thoughts about research from an Indigenous perspective; Development of guidelines; Problems with guidelines; Who owns research; Financial control of research; Practical considerations of ethical research||15.00|
|4.||CROSS-CULTURAL HEALTH CARE||20.00|
|5.||HISTORY, MYTHS AND MEANING - Whose history?; An inclusive history; History for all of us; Dispelling the myths; Acknowledging Indigenous perspective's on history and its impact on health||5.00|
|6.||FACTORS IMPACTING ON THE HEALTH OF NON ANGLO CELTIC AUSTRALIANS||15.00|
|7.||POLITICS OF CROSS CULTURAL HEALTH||5.00|
|8.||POLICIES AFFECTING HEALTH - The history of government policies affecting Indigenous Australians; Policies and reports impacting on Indigenous health; and Migrant Australians||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=ANP8001)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Eckermann, A, Dowd, T, Chong, E, Nixon, L, Gray, R & Johnson, S 2010, Binan Goonj: Bridging Cultures in Aboriginal Health, 3rd edn, Churchill Livingstone, Sydney.
Human Rights and Equal Opportunity Commission 1997, Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, Human Rights and Equal Opportunity Commission, Sydney.
Hunter, E 1993, Aboriginal Health and History: power and prejudice in remote Australia, Cambridge University Press, Melbourne.
Kidd, R 1997, The Way We Civilise: Aboriginal affairs-the untold story, University of Queensland Press, Brisbane.
National Aboriginal Health Strategy Working Party 1989, National Aboriginal Health Strategy,
Neil, R 2002, White out: How polictics is killing black Australia, Allen & Unwin, Crows Nest.
Office of the Aboriginal and Torres Strait Islander Social Justice Commissioner 1996, Indigenous Deaths in Custody 1989-1996, Aboriginal and Torres Strait Islander Commission, Canberra.
Pauwels, A 1995, Cross-cultural communication in the health sciences: Communication with migrant patients, MacMillan Education Australia, Melbourne.
Rice, PL (Ed) 1999, Living in a new country: Understanding migrants' health, Ausmed Publications, Melbourne.
Saggers, S & Gray, D 1991, Aboriginal Health and Society: The Traditional and Contemporary Aboriginal Struggle for Better Health, Allen & Unwin, Sydney.
Taylor, K & Guerin, P 2010, Health Care and Indigenous Australians: cultural safety in practice, Palgrave McMillan, South Yarra.
Thomson, N 2003, The Health of Indigenous Australians, Oxford University Press, Melbourne, Australia.
Trudgen, R 2000, Why Warriors Lie Down and Die, Towards an understanding of why the Aboriginal people of Arnhem Land face the greatest crisis in health and education since European contact, Aboriginal Resource and Development Services Inc, Darwin.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ON-LINE TEST||60||60||17 Jul 2012||(see note 1)|
|CASE STUDY||40||40||10 Sep 2012|
- The date of the on-line test will be advised by the examiner on StudyDesk.
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% overall.
Penalties for late submission of required work:
If students submit assignments after the due date without prior approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
All students who are qualified for a passing grade will be given a graded mark. Other students will be given either a Failing grade or an Incomplete grade.
There is in an On - Line test in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
If requested, students will be required to provide a copy of assignments submitted for assessment purposes. Such copies should be despatched to USQ within 24 hours of receipt of a request being made.
The examiner may grant an extension of the due date of an assignment in extenuating circumstances.
The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media.
The Faculty will NOT accept submission of assignments by facsimile.