Assessment Task Sheet
Assessment Task Sheet
Course PHRM7040 Pharmacists in the Modern Health System
Assessment Assessment 2 - Professional Action Plan
Learning Objectives 2: Identify, acknowledge, and analyse ones own beliefs, values and attitudes, and reflect on how they may influence your work with Aboriginal and Torres Strait Islander people in the context of delivering culturally safe health care.
3: Explore ways that pharmacists can impact medication safety, medication adherence, and health outcomes in diverse populations e.g., those with a disability, or culturally and linguistically diverse backgrounds.
5: To explore the implications for reflective practice in developing critical thinking, problem-solving, and self-directed and lifelong learning skills.
6: Explore and reflect on the meaning of person-centred care and how pharmacists can focus on the patient as a person, the individual's healthcare needs, and empowering them to become active participants in their care.
Conditions
Mode Summative / Written Individual / group Individual
Length Maximum 1000 words.
You may use full sentences and/or dot points as appropriate
The reference list is not included in the wordcount
Due date Week 7; Friday 6 Sept
17:00 (5 PM) AEST Weighting 30% (15% Task A and 15% Task B)
Submission method Please upload your file via the Turnitin submission portal on Blackboard (Learn.UQ)
(PHRM7040 > Assessment > Professional Action Plan)
NB: In this course, you will have access to originality reports. Drafts are permitted for this course. This means it is possible to re-submit work up to the due date and time with the new version overwriting the previous version, and a new originality report being generated.
Resources Access to BlackBoard (Learn.UQ), and an internet connection
Completion of Cultural Safety in Practice Modules 1-4 (Refer to links in Learn.UQ course site)
Template for professional action plan (please see below)
Other helpful resources to develop your action plan
Aboriginal and Torres Strait Islander cultural safety framework for the Victorian health, human and community services sector. (n.d.). https://www.dhhs.vic.gov.au/sites/default/files/documents/202004/Part%201-Aboriginal%20and%20Torres%20Strait%20Islander%20cultural%20safety%20framework-20190620.pdf
Queensland Health Aboriginal and Torres Strait Islander Cultural Capability Framework 2010 2033
Indigenous Allied Health Australia: https://iaha.com.au/
This task has been designed to be challenging, authentic, and complex. You are permitted to use Generative AI (artificial intelligence) tools, and must include at the end of your assessment submission, an appendix with all text generative by AI and any prompts used (not included in word/page limit). Failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students may be required to demonstrate comprehension of their written submission independent of AI tools.
Purpose of assessment
From the course materials, you have learned and further explored content about:
Aboriginal and Torres Strait Islander Peoples history and culture, contemporary health, and culturally safe practice, and
Diverse populations e.g., those with disability, or culturally and linguistically diverse backgrounds
The purpose of this task is to facilitate your continued cultural safety learning journey in addressing the health and wellbeing needs of your patients/consumers and empowering them to become active participants in their care through reflective practice
Task
Task A (Aboriginal and Torres Strait Islander Peoples):
Develop an action plan to continue your cultural safety learning journey in addressing the health and wellbeing needs of Aboriginal and Torres Strait Islander Peoples.
Using a strengths-based approach, describe your:
Current attitudes, skills and knowledge of Aboriginal and Torres Strait Islander Peoples.
Identify any gaps in knowledge, or further development to continue your cultural safety learning journey
Establish your goals to address the identified gaps/further development; and identify opportunities to progress and apply your learning.
Using the cultural safety continuum reflective tool* and template provided, develop a professional action plan with three specific actions to advance your culturally safe practice in delivering person-centred care to Aboriginal and Torres Strait Islander Peoples. You will have THREE specific actions from Task A for your assessment submission. For each action explain how you will accomplish the stages below*:
Unlearn How will you challenge established norms, stereotypes, and beliefs to decrease bias and create a more balanced set of shared values?
Learn How will you build understanding about why established practice is not always the best way to learn, and how will you make learning a part of everyday practice?
Apply How will you implement what is learned to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples?
Reflect How will you continually challenge assumptions and revisit the unlearning and learning stages to understand more deeply or gain knowledge?
Embed How will you implement continuous quality improvement and contribute to reforming systems, procedures, policies, strategies, programs, workplace culture, and accountability?
Adapted from The Victoria Aboriginal and Torres Strait Islander cultural safety framework*
* Aboriginal and Torres Strait Islander cultural safety framework for the Victorian health, human and community services sector. (n.d.).
https://www.health.vic.gov.au/publications/aboriginal-and-torres-strait-islander-cultural-safety-framework-part-1
Task B (Diverse Populations):
Applying the knowledge and skills you had developed in your continued learning journey to develop a professional action plan, and delivering cultural safe care for Aboriginal and Torres Strait Islander People in Task A, develop another professional action plan to continue your cultural safety learning journey in addressing the health and wellbeing needs of people from diverse populations (please select ONE example only of a diverse population for this assessment task).
Using a strengths-based approach, describe your:
Current attitudes, skills and knowledge of people from diverse populations
Identify any gaps in knowledge, or further development to continue your cultural safety learning journey
Establish your goals to address the identified gaps/further development; and identify opportunities to progress and apply your learning.
Using the cultural safety continuum reflective tool* and template provided, develop a professional action plan with three specific actions to advance your culturally safe practice in delivering person-centred care to people from the example of a diverse population you have selected for this assessment task. You will have THREE specific actions from Task B for your assessment submission. For each action explain how you will accomplish the stages below*:
Unlearn How will you challenge established norms, stereotypes, and beliefs to decrease bias and create a more balanced set of shared values?
Learn How will you build understanding about why established practice is not always the best way to learn, and how will you make learning a part of everyday practice?
Apply How will you implement what is learned to create positive interactions and environments for people from diverse populations?
Reflect How will you continually challenge assumptions and revisit the unlearning and learning stages to understand more deeply or gain knowledge?
Embed How will you implement continuous quality improvement and contribute to reforming systems, procedures, policies, strategies, programs, workplace culture, and accountability?
Template for professional action plan
Unlearn Learn Apply Reflect Embed
Task A (Aboriginal and Torres Strait Islander Peoples)
Action 1
Action 2
Action 3
Task B (Diverse Populations)
Action 4
Action 5
Action 6
Assessment Rubric
Task A
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
**Individual feedback is compulsory for students who provide derogatory or disrespectful responses.
Task B
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learning about the chosen diverse population being discussed while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn about the chosen diverse population being discussed; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn about the chosen diverse population being discussed. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn about the chosen diverse population being discussed. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed. Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for the chosen diverse population being discussed
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for the chosen diverse population being discussed.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
Assessment Rubric
Task A
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
**Individual feedback is compulsory for students who provide derogatory or disrespectful responses.
Task B
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learning about the chosen diverse population being discussed while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn about the chosen diverse population being discussed; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn about the chosen diverse population being discussed. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn about the chosen diverse population being discussed. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed. Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for the chosen diverse population being discussed
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for the chosen diverse population being discussed.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
Assessment Rubric
Task A
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
**Individual feedback is compulsory for students who provide derogatory or disrespectful responses.
Task B
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learning about the chosen diverse population being discussed while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn about the chosen diverse population being discussed; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn about the chosen diverse population being discussed. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn about the chosen diverse population being discussed. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed. Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for the chosen diverse population being discussed
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for the chosen diverse population being discussed.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
Assessment Rubric
Task A
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn Aboriginal and Torres Strait Islander ways of knowing, being, and doing, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for Aboriginal and Torres Strait Islander peoples evidenced by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
**Individual feedback is compulsory for students who provide derogatory or disrespectful responses.
Task B
Criterion Low Fail (0%) Fail (16.67%) Marginal Fail (33.34%) Functional (50%) Proficient (66.67%) Advanced (83.33%) Exceptional (100%)
Unlearning and Learning
Challenge norms, stereotypes, and beliefs
Learning about the chosen diverse population being discussed while considering discipline and context
30% No Submission, or provides response that is derogatory or disrespectful**
Incomplete description of how student will challenge norms, stereotypes, and own beliefs. Insufficient strategies identified to learn about the chosen diverse population being discussed; no consideration for discipline specificity or context. Clear description of how student will challenge norms, stereotypes, and own beliefs. Appropriate discipline-specific strategies identified to learn about the chosen diverse population being discussed. Detailed, clear description of how student will challenge norms, stereotypes, and own beliefs. Significant discipline-specific strategies identified to learn about the chosen diverse population being discussed. Comprehensive, clear description of how student will challenge norms, stereotypes, and own beliefs. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed. Sophisticated and clear description of how student will challenge norms, stereotypes, and own beliefs, and that of others in their sphere of influence. Authentic and/or novel discipline-specific strategies identified to learn about the chosen diverse population being discussed, contextualised or applied to professional setting
Application
Apply principles of cultural safety
Recommend strategies to create positive interactions and environments for the chosen diverse population being discussed
30% No submission or provides response that is derogatory or disrespectful** Unsuitable or impractical application of cultural safety within the discipline. No recommended strategies to create positive interactions and environments for the chosen diverse population being discussed.
Practical, relevant application of cultural safety within the discipline. Appropriate and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed evidenced by module content. Thoughtful and productive application of cultural safety within the discipline. Thoughtful and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Original and refined application of cultural safety within the discipline. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources. Sophisticated application of cultural safety within the discipline, contextualised to professional setting. Compelling and respectful strategies to create positive interactions and environments for the chosen diverse population being discussed by module content and additional resources, and in supporting and influencing others to do the same.
Reflect and Embed
Identify areas for reflection on unlearning and learning
Develop discipline-specific plans for embedding and continuous
improvement
40% No submission or provides response that is derogatory or disrespectful** Minimal identification of areas for reflection on unlearning and learning. Limited discipline-specific plans for embedding and continuous improvement Detailed identification of areas for reflection on unlearning and learning. Relevant and thorough discipline-specific plans for embedding and continuous improvement Descriptive and thoughtful identification of areas for reflection on unlearning and learning. Meaningful, targeted discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning. Meaningful, extensive discipline-specific plans for embedding and continuous improvement. Insightful identification of areas for reflection on unlearning and learning
. Meaningful, extensive discipline-specific plans for embedding and continuous improvement for self and to support and influence others on their cultural safety journey
