NURS3041 Indigenous Australian Health, Wellness and Culture Autumn 2025
- Subject Code :
NURS3041
- University :
Western Sydney University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
School of Nursing and Midwifery
NURS3041 Indigenous Australian Health, Wellness and Culture Autumn 2025
Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching and learning that has occurred on these lands for tens of thousands of years.
Subject Details
Subject Code: |
NURS3041 |
Subject Name: |
Indigenous Australian Health, Wellness and Culture |
Credit Points: |
10 |
Subject Level: |
3 |
Assumed Knowledge: |
The concept of person-centred care as an approach that is respectful of, and responsive to, the preferences, needs, culture and values of individual people throughout the lifespan. |
Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.
Subject Coordinator
Name: Ms Spasija Volcevska
Phone: 02 9685-9804
Location: EB.LG.83 Parramatta South Campus
Email: NURS3041@westernsydney.edu.au
Consultation Arrangement:
If you have any questions, please email them to the subjects designated email inbox. The Subject Coordinator will review your email and if necessary, forward it to the appropriate tutor. This process ensures your queries are handled promptly and by the most suitable person.
Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non-Western Sydney University address will not receive a response.
Consult the vUWS site for Subject Coordinator consultation.
Deputy Subject Coordinator
Name: Mr Rob Doyle
Location: 7.G.45 Campbelltown Campus
Email: NURS3041@westernsydney.edu.au
Consultation Arrangement:
If you have any questions, please email them to the subjects designated email inbox. The Subject Coordinator will review your email and if necessary, forward it to the appropriate tutor. This process ensures your queries are handled promptly and by the most suitable person.
Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non-Western Sydney University address will not receive a response.
Consult the vUWS site for Subject Coordinator consultation.
Contents
- About Indigenous Australian Health, Wellness and Culture 2
- An Introduction to this Subject...................................................................................................... 2
- What is Expected of You............................................................................................................... 2
- Changes to Subject as a Result of Past Student Feedback................................................................. 3
- Assessment Information 6
- Subject Learning Outcomes............................................................................................................ 6
- Assessment Summary................................................................................................................... 6
- Quiz................................................................................................................................. 9
- Reflection....................................................................................................................... 11
- Portfolio......................................................................................................................... 15
- Participation.................................................................................................................... 20
- Readings and Resources 21
- Essential Readings...................................................................................................................... 21
- Recommended Readings.............................................................................................................. 21
- Other Teaching and Learning Resources........................................................................................ 21
1. About Indigenous Australian Health, Wellness and Culture
1.1 An Introduction to this Subject
Indigenous Australian Health, Wellness and Culture subject will specifically enable nursing and midwifery students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander health, health statistics, historical and present-day issues associated with poor health outcomes in Aboriginal and Torres Strait Islander people. The concepts of cultural safety, health and illness will be discussed in terms of Aboriginal and Torres Strait Islander people. Students will explore and reflect on the impact of the different attitudes, institutional policies and value systems relating to the health of Aboriginal and Torres Strait Islander people in Australia.
1.2 What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point subject would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time, the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in Summer will be around 30 hours.
Attendance
Attendance is required to ensure that you develop core skills and knowledge for safe clinical practice. The Bachelor of Nursing is an accredited program with the Australian Nursing and Midwifery Accreditation Council (ANMAC). Our accreditation requires students to be safe, and have sufficient knowledge and skills to be eligible for registration as a nurse (Division 1) at the end of their program.
Approach to Learning
- Blended Learning Activity It is an expectation of this subject that you will fully engage with the online learning and teaching resources that have been designed to be dynamic and interactive before attending each class either online or face-to-face. Blended learning activities have been embedded throughout the subject content to enhance the student learning experiences through the use of tutorials, clinical practice subjects, audio visual material, small group work, and online quiz Access to a computer and the internet is essential in order to be able to: access program materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See westernsydney.edu.au for further information.
- Tutorial/Workshop/Seminar A tutorial/workshop/seminar is a small group activity that enables you to have lecture content explained by the tutor if You will then be able to apply, explore and debate the content through interactive learning activities with other students.
- Group Work Group work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of subject concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will assist you to work effectively in a health care
Online Learning Requirements
Subject materials will be made available on the subjects vUWS (E-Learning) site (https://vuws.westernsydney.edu. au/). You are expected to consult vUWS at least twice a week, as all subject announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.
Special Requirements
Essential Equipment:
Access to an internet enabled device is essential in order to be able to: access program materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the term. See http://www. westernsydney.edu.au/currentstudents/current_students/services_and_facilities/uwsonline_student_support for further information.
Legislative Pre-Requisites:
Not Applicable
1.3 Changes to Subject as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and subjects of study. The survey subjects results inform subject content and design, Subject Outlines, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this subject. At the end of the semester you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the subject. If requested by your subject coordinator, you may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff.
As a result of student feedback, the following changes and improvements to this Subject have recently been made:
Previously we have not included specific case studies but in light of student feedback we have decided to include clinical scenarios to guide your reflection in the post class activities.
2. Learning and Teaching Activities
Teaching Weeks |
On-Campus Tutorial |
Assessment Due |
Week 1 03-03-2025 |
Preparation: Module 1: Introduction to Subject and Contemporary Aboriginal and Torres Strait Islander Health Preparation: Access the Student Workbook on the vUWS site for Module 1. Read the notes, complete the learning activities. |
- Participation |
Week 2 10-03-2025 |
Module 2: History and policies affecting Aboriginal and Torres Strait Islander people Preparation: Access the Student Workbook on the vUWS site for Module 2. Read the notes and complete the learning activities. |
- Participation |
Week 3 17-03-2025 |
Preparation: Stolen Generations: Module 3 Preparation: Access the Student Workbook on the vUWS site for Module 3. Read the notes, complete the learning activities. |
- Quiz - Participation |
Week 4 24-03-2025 |
Module 4: Race, Racism and Identity Preparation: Access the student Workbook on the vUWS site for Module 4. Read the notes, watch videos and complete the learning activities. |
- Participation |
Week 5 31-03-2025 |
Clinical Placement |
|
Week 6 07-04-2025 |
Clinical Placement |
- Reflection |
Week 7 14-04-2025 |
Clinical Placement |
|
Week 8 21-04-2025 |
Clinical placement |
|
Week 9 28-04-2025 |
Clinical Placement |
|
Week 10 05-05-2025 |
Clinical placement |
|
Week 11 12-05-2025 |
Module 5: Cultural perspectives of health and well being, Social determinants and Cultural determinants Preparation: Access the Student Workbook on the vUWS site for Module 5. Read the notes and complete the learning activities. |
- Participation |
Teaching Weeks |
On-Campus Tutorial |
Assessment Due |
Week 12 19-05-2025 |
Module 6: Health Promotion and Closing the Gap Preparation: Access the Student Workbook on the vUWS site for Module 6. Read the notes and complete the learning activities. |
- Portfolio - Participation |
Week 13 26-05-2025 |
Module 7: Aboriginal Community Controlled Health Care and Cultural Safety Preparation: Access the Student Workbook on the vUWS site for Module 7. Read the notes and complete the learning activities. |
- Participation |
Week 14 02-06-2025 |
Module 8: Reflect, respect and respond. Preparation: Access the Student Workbook on the vUWS site for Module 8. Read the notes and complete the learning activities. |
- Participation |
Week 15 09-06-2025 |
STUVAC |
|
Week 16 16-06-2025 |
Formal Western Sydney University examination period |
|
Week 17 23-06-2025 |
Formal Western Sydney University examination period |
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subjects vUWS site.
3. Assessment Information
3.1 Subject Learning Outcomes
Outcome |
|
1 |
Appraise Aboriginal health as not just physical wellbeing of an individual but refers to the social, emotional, and cultural wellbeing of the whole community |
2 |
Investigate the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples |
3 |
Reflect on how colonisation has impacted the contemporary health situation of Aboriginal and Torres Strait Islander peoples |
4 |
Compare current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples with non-Indigenous peoples in Australia |
5 |
Critique strategies to deliver culturally safe health care to Aboriginal and Torres Strait Islander clients from a strengths-based approach |
6 |
Appraise the role of nurses and/or midwives in achieving culturally safe health care for and with Aboriginal and Torres Strait Islander people |
3.2 Assessment Summary
The assessment items in this subject are designed to enable you to demonstrate that you have achieved the subject learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory is essential to receive a passing grade.
To pass this subject you must:
- Achieve at least 50% when all assessment marks are totalled AND
- Complete and submit all assessment tasks at the required time and required academic standard AND
- Attend 80% of classes.
Please note: In situations where the student misses class, this may result in a fail grade for the subject. In circumstances where a student meets Disruption to Studies or Missed Compulsory Activities criteria, they will be managed under these policies.
Compulsory Attendance Requirements:
- 80% attendance at all classes is required throughout the semester, i.e., students studying third year subjects must attend 6 of the 8 classes to achieve satisfactory
- Students who experience a significant and unavoidable event and are unable to attend 80% of classes (i.e., miss 3 classes) must submit either; a Missed Compulsory Activity application with supporting documentation, or a Disruption to Studies application (if effected for more than 3 days) with supporting Please contact your class teacher as soon as possible if an unavoidable emergency has occurred and you are not able to submit a Disruption to Studies application within five working days of the disruption commencing.
- If classes are missed, you will be required to submit the missed work to your tutor as instructed by the Subject Coordinator
Please note: In situations where the student does not meet the 80% attendance requirements, this may result in a fail grade for the subject. In circumstances where a student meets Disruption to Studies or Missed Compulsory Activities criteria, they will be managed under these policies
Item |
Weight |
Due Date |
SLOs Assessed |
Mandatory |
Threshold |
Quiz |
30% |
Quiz opens week 3 Monday 17th of March 2025 at 09:00am and closes week 4 Monday 24th of March 2025 at 09:00am |
1, 2 |
Yes |
No |
Reflection |
30% |
Week 6 Monday 7th of April 2025 at 11:59pm |
3, 4, 6 |
Yes |
No |
Portfolio |
40% |
Week 12 Monday 19th of May 2025 at 11:59pm |
1, 4, 5, 6. |
Yes |
No |
Participation |
Satisfacto / Unsatisfac |
ryAll teaching weeks tory |
1, 2, 3, 4, 5, 6 |
Yes |
Yes |
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to seek out and act on feedback that is provided to you as a resource to further your learning.
Academic Integrity and Student Misconduct Rule
Western cares about your success as a student and in your future career. Studying with academic integrity safeguards your professional reputation and your degree. All Western students must:
- be familiar with the policies listed below;
- apply principles of academic integrity;
- act honestly and ethically in producing all academic work and assessment tasks; and
- submit work that is their own and acknowledge any sources used in their
Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group assignment. In the case of a group assignment, each group member should be ready to document their individual contribution if needed.
The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney University programs taught by other education providers. You must not engage in academic, research or general misconduct as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of general misconduct.
More information is available in the Academic Integrity Guidelines. It is your responsibility to apply these principles to all work you submit to the University.
Disruption to Studies and Requests for Extensions
Western recognises that there may be times when things outside of your control impact your ability to complete your studies.
You can complete the Request an extension or apply for a Disruption to Studies Provision to request that you are:
- granted an extension,
- excused from a compulsory teaching activity,
- provided an alternate assessment such as a supplementary, or
- awarded another Disruption to Studies
Before you fill in the form, you should:
- Compile any documentary evidence that you have which demonstrates that you have been impacted by an event outside of your
- The Supporting Documentation website outlines the type of documents that you can submit to substantiate any impact.
Please note that if you dont have documents, you should still submit the form but you may be asked for documentation at a later stage.
Need help?
If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator as soon as possible. Western also has a range of academic support services, including:
- Library Study Smart: book a one-to-one Zoom consultation with a literacy You can discuss how to develop your assignment writing and study skills or seek assistance to understand referencing and citation requirements. Check the Library Study Smart website for how-to study guides and tools.
- Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24 hours.
- Online workshops, programs and resources: From maths and stats help to academic literacy and peer support programs, the University has a range of resources to
Please also remember that there is a range of wellbeing support available - from counselling and disability services to welfare.
3.2.1 Quiz
Weight: |
30% |
Type of Collaboration: |
Individual |
Due: |
Quiz opens week 3 Monday 17th of March 2025 at 09:00am and closes week 4 Monday 24th of March 2025 at 09:00am |
Submission: |
See instructions below |
Format: |
Quiz |
Length: |
30 minutes |
Use of Artificial Intelligence: |
In this assessment task, you will not be able to meet the learning outcomes related to the Quizzes by using generative artificial intelligence (AI) tools. Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative AI to questions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information is available on the Library web page. URLS: Student Misconduct Rule: https : / / www . westernsydney . edu . au / currentstudents/current_students/student_misconduct_rule Information is available on the Library web page: https://westernsydney.edu. au/studysmart/home/study_with_integrity/turnitin_ai_detector |
Instructions:
- The quiz will be open for a seven (7) day period
- Students can attempt the quiz once at any time during the 7-day availability
- You are strongly encouraged to attempt the quiz assessment early in the assessment period to avoid or resolve any unforeseen
- The quiz is to be accessed via the Subject vUWS site under Assessment
- The quiz will consist of 25 randomly selected multiple-choice
Aim of Assessment
The aim of this assessment is to assess students knowledge and understanding acquired by engaging with the Subjects weekly content.
Details
Students are required to access one (1) online quiz on vUWS to consolidate, enhance and evaluate learning in this Subject. Questions in the quiz will be drawn from the content covered in modules and on-line readings.
One (1) Online Quiz Available Over 7 Days
The Quiz will focus on content from modules 1-2
Quiz opens Monday 17th of March 09:00am and closes Monday 24th of March 09:00am
Assessment Instructions
- You have 30 minutes to complete your online quiz assessment unless otherwise
- You must complete the assessment in one complete
- Once you begin the quiz the quiz timer is activated as soon as you start
- After 30 minutes the quiz will automatically close and only the questions attempted up to that time will b
Academic Integrity
- By opening and commencing the online quiz assessment students acknowledge and agree to the following:
- Copying another persons answers or improperly obtaining answers to questions in the assessment is not permitted (please see Student Misconduct Rule).
- Communicating during the assessment with other people is not permitted (please see Student Misconduct Rule).
- Making a copy/photograph of any part of the assessment (including questions and/or answers) is not permitted (please see Student Misconduct Rule).
- By taking this assessment the student agrees to the conditions outlined for the assessment and are bound by University Policies governing academic integrity.
Technical difficulties during the assessment/quiz
- If you experience technical problems whilst attempting the on-line quiz, please contact the IT Service Desk on
(02) 98525111 or email itservicedesk@westernsydney.edu.au
IMPORTANT
- You will need to lodge an IT ticket for any technical difficulties during your This will constitute evidence that you had genuine technical difficulties- Other evidence such as NBN network issues, or notification of an internet outage, can also be documented as part of your communication to the Subject Coordinator. Documentation can include screenshots of your technical error message, along with the IT ticket that has been lodged.
- Students must then contact the Subject Coordinator on the Subject email address: NURS3041@westernsydney.edu.auwith evidence of technical difficulties during the assessment period
- The Subject Coordinator will assess your evidence of technical difficulties and provide you with further
- No technical difficulties will be considered after the quiz has
- For all other problems, please follow Western Sydney University procedures to apply for Disruption to
- If Disruption to Studies is accepted, a supplementary quiz assessment will be offered in a week to be notified by the Subject Coordinator.
Students need to attempt to complete the quiz. If a student does not attempt the quiz, the student will attract an FNS grade.
Resources
-There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the Subjects vUWS site for specific Subject resources.
- Assessments listed as individual assessments must be completed independently. Students are advised to refer back to their notes, textbooks, or appropriate academic, peer-reviewed resources utilised during Subject delive
Reflection
Weight: |
30% |
Type of Collaboration: |
Individual |
Due: |
Week 6 Monday 7th of April 2025 at 11:59pm |
Submission: |
See instructions below |
Format: |
Reflection |
Length: |
1000 words |
Use of Artificial Intelligence: |
In this assessment task, you will not be able to meet the learning outcomes related to the Reflection by using generative artificial intelligence (AI) tools. Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative AI to questions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information is available on the Library web page. Student Misconduct Rule: https : / / www . westernsydney . edu . au / currentstudents/current_students/student_misconduct_rule Information is available on the Library web page: https://westernsydney.edu. au/studysmart/home/study_with_integrity/turnitin_ai_detector |
Instructions:
Assessment 2: Reflection Word count/duration:
There is a word limit of 1000 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10%-word count. If you exceed the word limit by more than 10% the marker will stop marking at 1000 words plus 10%.
Aim of the assessment
This assessment allows students to:
- Compare current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples with non-Indigenous peoples in Australia
- Critique strategies to deliver culturally safe health care to Aboriginal and Torres Strait Islander clients from a strengths-based approach
- Reflect on previous and current understanding of Aboriginal and Torres Strait Islander peoples health and well-being
Details
You are required to choose one (1) of the three (3) below listed Australian Indigenous led health promotion program, which bring about positive health outcomes for Aboriginal and Torres Strait Islander people.
- South Coast Womens Health and Wellbeing Aboriginal Corporationhttps://waminda.org.au/about/
- Baabayn Aboriginal Corporationhttps://baabayn.org.au/
- The Aboriginal Sobriety Group Indigenous Corporationhttps://asg.org.au/
You are required to utilise the following structure for your assessment;
- Criteria 1: Explain an Indigenous led program and why it is an important initiative for Aboriginal and Torres Strait Islander people (250 words)
- Criteria 2: How is this program specifically tailored to meet the needs of Indigenous peoples? (250 words)
- Criteria 3: How will or does this culturally tailored program improve the lives and health outcomes of Indigenous peoples? (250 words)
- Criteria 4: Personal reflection - How has this learning activity changed your understanding of Indigenous peoples health and wellbeing? (250 words)
Tip - An Introduction and conclusion are not required for this assessment
Minimum 6 current peer reviewed references
Submit your assessment through Turnitin under Assessment Tab 2
Format
All assignments are to be typed. Typing must be according to the following format: 3 cm left and right margins, double spaced. Font: Arial or Times New Roman Font size: 12pt
Submission Requirements
- Electronic copy Students are to submit an electronic copy of the assessment. Students are not required to submit the original hard copy of their assessment on campus
- Submit your assessment electronically through the Turnitin link on the Subject vUWS
- Students are to upload the assessment with the following title; Surname_Firstname_assessment
- This assessment is marked online; no paper copy will be Marks, comments and the marking criteria will be released online. If you do not receive your marked assessment when all others have been returned, it is your responsibility to contact the Subject Coordinator for assistance.
The Marking Rubric for your Reflection is located in the Subject Outline.
Resources
- There are a number of textbooks and resources available through the Western Sydney University Library that may assist Please refer to the Subjects vUWS site for specific Subject resources.
- Assessments listed as individual assessments must be completed independently. Students are advised to refer back to their notes, textbooks or appropriate academic, peer-reviewed resources utilised during Subject
Please note: You may be requested by the Subject Coordinator or Deputy Subject Coordinator to email drafts of your work. It is strongly recommended that you have multiple drafts of your assessment by using version control.
Marking Criteria:
Criteria |
High Distinction |
Distinction |
Credit |
Pass |
Unsatisfactory |
Criteria 1 |
Indepth synthesis of readings which |
Provides clear and indepth explanation |
Explains specific ideas from the |
Adequately explains information from |
Does not adequately identify |
comprehensively |
from the readings |
readings which |
the readings which |
or discuss an |
|
discusses the |
which discusses the |
clearly define and |
identifies the |
Indigenous led |
|
Indigenous led |
Indigenous led |
discuss the |
Indigenous led |
program and/or |
|
program and why it |
program and why it |
Indigenous led |
program and why it |
why it is an |
|
is an important |
is an important |
program and why it |
is an important |
important initiative |
|
initiative for |
initiative for |
is an important |
initiative for |
for Aboriginal and |
|
Aboriginal and |
Aboriginal and |
initiative for |
Aboriginal and |
Torres Strait |
|
Torres Strait Islander people. |
Torres Strait Islander people. |
Aboriginal and Torres Strait Islander people. |
Torres Strait Islander people. |
Islander people. |
|
/20 |
17-20 |
15-16.5 |
13-14.5 |
10-12.5 |
< 9> |
Criteria 2 |
Indepth synthesis of readings which |
Provides clear and indepth explanation |
Explains specific ideas from the |
Adequately explains information from |
Does not adequately identify |
comprehensively |
from the readings |
readings which |
the readings which |
or discuss how the |
|
discusses how the |
which discusses how |
clearly define and |
identifies how the |
Indigenous led |
|
Indigenous led |
the Indigenous led |
discuss how the |
Indigenous led |
program is |
|
program is |
program is |
Indigenous led |
program is |
specifically tailored |
|
specifically tailored |
specifically tailored |
program is |
specifically tailored |
to meet the needs |
|
to meet the needs |
to meet the needs |
specifically tailored |
to meet the needs |
of Indigenous |
|
of Indigenous peoples. |
of Indigenous peoples. |
to meet the needs of Indigenous peoples. |
of Indigenous peoples. |
peoples. |
|
/20 |
17-20 |
15-16.5 |
13-14.5 |
10-12.5 |
< 9> |
Criteria 3 |
Indepth synthesis of readings which |
Provides clear and indepth explanation |
Explains specific ideas from the |
Adequately explains information from |
Does not adequately identify |
comprehensively |
from the readings |
readings which |
the readings which |
or discuss how the |
|
discusses how the |
which discusses how |
clearly define and |
identifies how the |
Indigenous led |
|
Indigenous led |
the Indigenous led |
discuss how the |
Indigenous led |
program is |
|
program is |
program is |
Indigenous led |
program is |
improving the lives |
|
improving the lives |
improving the lives |
program is |
improving the lives |
and health |
|
and health |
and health |
improving the lives |
and health |
outcomes of |
|
outcomes of Indigenous people |
outcomes of Indigenous people |
and health outcomes of Indigenous people |
outcomes of Indigenous people |
Indigenous people |
|
/20 |
17-20 |
15-16.5 |
13-14.5 |
10-12.5 |
< 9> |
Criteria 4 |
Openly examines own learning |
Openly examines own experiences. |
Self-disclosure and self-questioning is |
Contains some self-disclosure, |
Little/no self-disclosure, |
experience. |
Demonstrates |
displayed but may |
self-disclosure may |
self-disclosure is |
|
Demonstrates |
non-defensive |
not engage in |
tend to be |
superficial and |
|
non-defensive |
discussion of growth |
seeking answers. |
superficial and |
without |
|
discussion of growth and challenges in learning. Asks |
and challenges in learning. |
Self-reflection may be sometimes defensive or |
factual, with limited self-reflection |
self-reflection |
|
probing questions about oneself and |
one-sided. |
||||
seeks to answer |
|||||
them. |
|||||
/20 |
17-20 |
15-16.5 |
13-14.5 |
10-12.5 |
< 9> |
Criteria 5 |
High Academic writing standard. |
Superior Academic writing standard. |
Good Academic writing standard. |
Evidence of proof-reading, but |
Support required with Academic |
Proof-read, well |
Proof-read, well |
Proof-read, well |
errors in Academic |
writing. Errors in |
|
presented Spelling, |
presented Spelling, |
presented Spelling, |
writing, spelling, |
spelling, |
|
punctuation, |
punctuation, |
punctuation, |
punctuation, |
punctuation, |
|
grammar, paragraph |
grammar, paragraph |
grammar, paragraph |
sentence structure |
sentence structure |
|
and sentence |
and sentence |
and sentence |
and grammar. |
and/or grammar |
|
structure are |
structure are very |
structure are |
Overall these errors |
interfere with |
|
excellent. |
well done. |
consistently good |
do not interfere with meaning. |
meaning. |
|
/10 |
8.5-10 |
7.5-8 |
6.5-7 |
5-6 |
<5> |
Criteria 6 |
Referencing is APA (7th ed.) with no |
Referencing is APA (7th ed.) with |
Referencing is APA (7th ed.) with few |
Referencing is APA (7th ed.) with some |
Referencing not APA (7th ed.). |
errors. Reference |
minimal errors. |
errors. Reference |
errors. Reference |
Little or not breadth |
|
list shows breadth |
Reference list shows |
list shows breadth |
list shows breadth |
of reading, or lacks |
|
of reading and |
breadth of reading |
of reading and |
of reading and |
credible academic |
|
academic research. |
and academic |
academic research. |
academic research. |
sources. In-text |
|
In-text citations are |
research. In-text |
In-text citations are |
In-text citations |
citations absent, |
|
very appropriate |
citations are |
mostly appropriate |
may contain errors |
insufficient or |
|
and well-integrated |
appropriate and |
and well-integrated |
or omissions |
poorly integrated |
|
into writing. |
well-integrated into |
into writing. |
Minimum 6 peer |
into writing. |
|
Minimum 6 peer reviewed references |
writing. Minimum 6 peer reviewed references |
Minimum 6 peer reviewed references |
reviewed references |
Does not include Minimum 6 peer reviewed references |
|
/10 |
8.5-10 |
7.5-8 |
6.5-7 |
5-6 |
<5> |
Portfolio
Weight: |
40% |
Type of Collaboration: |
Individual |
Due: |
Week 12 Monday 19th of May 2025 at 11:59pm |
Submission: |
See instructions below |
Format: |
Portfolio |
Length: |
1000 words |
Use of Artificial Intelligence: |
In this assessment task, you will not be able to meet the learning outcomes related to the Portfolio by using generative artificial intelligence (AI) tools. Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative AI to questions in an examination or other form of assessment may lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information is available on the Library web page. Student Misconduct Rule: https : / / www . westernsydney . edu . au / currentstudents/current_students/student_misconduct_rule Information is available on the Library web page: https://westernsydney.edu. au/studysmart/home/study_with_integrity/turnitin_ai_detector |
Instructions:
Assessment 3: Portfolio
Word count/duration: There is a word limit of 1000 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10%-word count. If you exceed the word limit by more than 10% the marker will stop marking at 1000 words plus 10%.
Aim of assessment:
The purpose of this assessment is to enable students to:
- Identify Aboriginal health as not just physical wellbeing of an individual but refers to the social, emotional, and cultural wellbeing of the whole
- Compare current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples with non-Indigenous peoples in Australia.
- Critique strategies to deliver culturally safe health care to Aboriginal and Torres Strait Islander clients from a strengths- based
Appraise the role of nurses and/or midwives in achieving culturally safe healthcare for and with Aboriginal and Torres Strait Islander people.
Details:
You are required to record yourself delivering an oral presentation, as outlined below:
You are a Registered Nurse or Midwife working in a clinical setting of your choice. You are required to give an in- service to your nursing/midwifery colleagues on an issue related to Aboriginal and Torres Strait Islander peoples health outcomes. Your presentation is aimed at improving the quality of your service to achieve better health outcomes. The following structure is to be used for your presentation;
Choose one (1) of the following three (3) issues as the focus of your presentation
- Culturally Responsive Practice
- Implementing Health Equity
- Intergenerational Trauma
The following structure is to be used for your presentation;
- Criteria 1 - Provide an introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia.
- Criteria 2 - Explain your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes.
- Criteria 3 - Identify the role of nurses/midwives in addressing the chosen issue you
- Criteria 4 - Identify realistic strategies that can be implemented in your workplace to address the chosen issue you identified.
Your presentation should be recorded and uploaded to YouTube (instructions will be available on the vUWS). Accompanying your oral presentation should be a written dialogue (script) that is used during your presentation. The URL for the presentation is to be provided in a word document along with your written script and submitted through Turnitin.
The script needs to be submitted through the Turnitin portal. The script should include your student details and the URL link to your presentation. The SCRIPT will be used by the marker whilst listening to your presentation to help understand complex terminology that is prone to mispronunciation. The references at the end of your SCRIPT will be marked as detailed in the marking rubric. The similarity index generated by Turnitin will be checked for the purposes of detecting potential academic misconduct.
You need to include references. These should be listed at the end of your SCRIPT using APA 7 referencing style. References are to include six (6) recent (less than 6 years old), relevant references including journal articles, textbook material and evidence-based resources. For your oral presentation:-Zoom is recommended to record your presentation. You can use a slide show (such as PowerPoint) to support your presentation by sharing your screen. If you have difficulties with Zoom or technology in general there will be webinars and workshops to help you. Please check announcements for dates and times.
A note on ACADEMIC references: References to support your discussion must be from peer-reviewed and/or published sources that are less than 6 years old. This includes textbooks, journal articles, government websites such as The Australian Bureau of Statistics, and evidence-based guidelines produced by expert bodies such as the Nursing and Midwifery Board of Australia. Please do not refer to patient information sites to support your discussion (example WebMD).
Format
All assignments are to be typed
Typing must be according to the following format: 3 cm left and right margins, double spaced. Font: Arial or Times New Roman
Font size: 12pt
Submission Requirements
- Electronic copy Students are to submit an electronic copy of the assessment. Students are not required to submit the original hard copy of their assessment on campus
- Submit your assessment electronically through the Turnitin link on the subject vUWS
- Students are to upload the assessment with the following title; Surname_First name_assessment title
- Your assessment must be submitted in .doc, docx
- This assessment is marked online; no paper copy will be Marks, comments and the marking criteria will be released If you do not receive your marked assessment when all others have been returned, it is your responsibility to contact the Subject Coordinator for assistance.
- The Marking Rubric for your Portfolio is located in the Subject
Resources
- There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the Subjects vUWS site for specific Subject resources.
- Assessments listed as individual assessments must be completed independently. Students are advised to refer back to their notes, textbooks or appropriate academic, peer-reviewed resources utilised during Subject
Please note: You may be requested by the Subject Coordinator or Deputy Subject Coordinator to email drafts of your work. It is strongly recommended that you have multiple drafts of your assessment by using version control.
Marking Criteria:
Criteria |
High Distinction |
Distinction |
Credit |
Pass |
Unsatisfactory |
Criteria 1 -Provide an introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia /15 |
Provides an accurate and comprehensive introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia. 13-15 |
Provides an accurate and thorough introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia. 11.5-12.5 |
Provides an accurate and clearly defined introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia. 10-11 |
Provides a satisfactory and clear introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia. 7.5-9.5 |
An inadequate introduction to the health disadvantage experienced by many Aboriginal and Torres Strait Islander people in Australia ?7 |
Criteria 2 -Explain your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health Outcomes /15 |
Provides an accurate and comprehensive explanation of your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes 13-15 |
Provides an accurate and thorough explanation of your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes 11.5-12.5 |
Provides an accurate and clearly defined explanation of your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes 10-11 |
Provides a satisfactory and clear explanation of your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes 7.5-9.5 |
An inadequate explanation of your chosen issue, and how this is experienced in Australian hospitals by Aboriginal and Torres Strait Islander people and acts as a barrier to achieving equitable health outcomes ?7 |
Criteria 3 - Identify the role of nurses/midwives in addressing the chosen issue you identified. /25 |
Provides an accurate and comprehensive explanation of the role of nurses/midwives in addressing the chosen issue you identified. 21.5-25 |
Provides an accurate and thorough explanation of the role of nurses/midwives in addressing the chosen issue you identified. 19-21 |
Provides an accurate and clearly defined explanation of the role of nurses/midwives in addressing the chosen issue you identified. 16.5-18.5 |
Provides a satisfactory and clear explanation of the role of nurses/midwives in addressing the chosen issue you identified. 12.5-16 |
An inadequate explanation of the role of nurses/midwives in addressing the chosen issue you identified. ?12 |
Criteria 4 -Identify realistic strategies that can be implemented in your workplace to address the chosen issue you identified. /25 |
Provides an accurate and comprehensive explanation of realistic strategies that can be implemented in your workplace to address the chosen issue you identified. 21.5-25 |
Provides an accurate and thorough explanation of realistic strategies that can be implemented in your workplace to address the chosen issue you identified. 19-21 |
Provides an accurate and clearly defined explanation of realistic strategies that can be implemented in your workplace to address the chosen issue you identified. 16.5-18.5 |
Provides a satisfactory and clear explanation of realistic strategies that can be implemented in your workplace to address the chosen issue you identified. 12.5-16 |
An inadequate explanation of realistic strategies that can be implemented in your workplace to address the chosen issue you identified. ?12 |
Criteria 5 - Presentation no use of visual aids or they are not effectively used throughout presentation. /10 |
Presentation is engaging. Uses visual aids to support discussion that are of very high quality. 8.5-10 |
Presentation is en- gaging.Presentation styleis supported by visual aids thatare effective in relaying complex information (i.e dia-grams/pictures) 7.5-8 |
Presentation style is good, easy for the listener toengage. Visual aids are used tosupport presentation. 6.5-7 |
Presentation is effective but basic. Minimaluse of visual aids. 5-6 |
Presentation does not engage the listener. There is ?4.5 |
Criteria |
High Distinction |
Distinction |
Credit |
Pass |
Unsatisfactory |
Criteria 6 - Language /5 |
Coherence: uses well connected language. There is no hesitation/ correction or repetition.Engages the audience when speaking.Vocabulary: uses a wide range of appropriate words to express complex meanings. Uses vocabulary expected of a health care pro- fessional.Grammar: excellent use of a range of simple and complex sentences to ensure effective communication. Pronunciation: speech is fully understandable 4.5- 5 |
Coherence: uses connected language. There is minor hesita- tion/correction or repetition. The speaker engages the audience, although there may be some reliance on visual cuesVocabulary: usesa wide range of appropriate words to express complex meanings. There may be occasional inaccuracy Grammar: very good use of a range of simple and complex sentences to ensure effective communication. Pronunciation: uses a very good range of words and speech is understandable; there may be minor mispronunciation. 4 |
Coherence: maintains flow but uses repetition,self- correction, and hesitation. Uses mostly connected language. There may be an over reliance on visual cues.Vocabulary: uses a good range of words to make meaning clear; some inaccurate word choices; but not enough to cause confusion. Grammar: a good use of a range of simple and complex sentences to ensure effective communication. Some complex sentences lack structure in communication. Pronunciation: uses a good range of words and speech is understandable; there may be occasional lapses or mispronunciation but this does not impede meaning or comprehension. 3.5 |
Coherence: maintains a flow of speech but uses repetition, self-correction, or slow-paced speech with hesitation to search for words. Vocabulary: uses an adequate range of vocabulary but may lack words, use words with limited flexibility or has a narrow understanding of meaning with overuse of informal words and some inaccurate word usage.Grammar: uses anadequate range of simple and complex sentences with limited flexibility and frequent inaccurate usage that may reduce comprehen- sion.Pronunciation:Ove communication is reasonably clear but at times frequent errors in pronunciation sometimes impede the flow of ideas. 2.5-3 |
Coherence: speech has frequent and noticeable pauses, repetition, and self-correction with a lack of fluency and coher- ence.Vocabulary: frequent inaccurate word choices or communicates with simple vocabulary not at the level expected of a health care professional Grammar: uses simple sentences and lacks accurate usage of complex sentences, this frequently impedes listener comprehension. Pronunciation: Uses limited words with a lack of clarity and difficulty in comprehension. rFarequent errors in pronunciation impede the flow of ideas and meaning is hindered. ?2.0 |
Criteria 7 - References /5 |
Minimum of (6) appropriate references.References are presented flawlessly in a reference list using 7th ednAPA style. 4.5-5 |
Minimum of (6) appropriate references.References are presented in a reference list, there may be minor errors in punctuation in the reference listusing 7th edn APA style. 4 |
Minimum of (6) appropriate references.References are presented in a reference list. There are some errors in reference details in the reference listusing 7th edn APA style. 3.5 |
Minimum of (6) appropriate references.References are presented in a reference list. There are frequent errors in reference details. 2.5-3 |
Does not use six(6) appropriate references, relies on sources that are not appropriate for health professionals. ?2.0 |
3.2.4 Participation
Weight: |
Satisfactory / Unsatisfactory |
Type of Collaboration: |
Individual |
Due: |
All teaching weeks |
Submission: |
Attendance will be entered in vUWS by class tutor |
Format: |
In-class |
Length: |
All teaching weeks |
Threshold Detail: |
This is a threshold assessment. Threshold assessments are compulsory requirements that students must pass in order to satisfactorily complete the Subject and meet the professional accreditation standards (ANMAC 2019). Failure to satisfactorily complete a threshold assessment will result in a Compulsory Fail (CF) grade for the Subject. |
Use of Artificial Intelligence: |
N/A |
Instructions:
Aim of assessment
Attendance is required to ensure that you develop core skills and knowledge for safe clinical practice. The Bachelor of Nursing is an accredited program by the Australian Nursing and Midwifery Accreditation Council (ANMAC). Our accreditation requires students to be safe and have sufficient knowledge and skills to be eligible for registration as a nurse (Division 1) at the end of their program.
The aim of this threshold assessment is to provide students with an opportunity to attend and participate in a learning environment. Within this learning environment students are engaging in collaborative teaching and learning opportunities that will allow them to develop and consolidate their essential knowledge, which will assist them in becoming safe and competent student registered nurses.
Details
- 80% attendance at all classes is required throughout the semester
- If you miss more than 20% entirely or in part, you will receive an unsatisfactory grade consistent with the current Western Sydney University Assessment Policy
Criteria and Standards-Based Assessment (https://policies.westernsydney.edu.au/document/view.current.php?id=227)
Suggestion:
Students who experience a significant and unavoidable event and are unable to attend 80% of classes (i.e., miss 3 classes) must submit either; a Missed Compulsory Activity application with supporting documentation, or a Disruption to Studies application (if effected for more than 3 days) with supporting Please contact the Subject Coordinator as soon as possible if an unavoidable emergency has occurred and you are not able to submit a Disruption to Studies application within five working days of the disruption commencing.
- Students who have an approved Missed Compulsory Activity or Disruption to Studies for a missed class will be
required to submit the work to your tutor as instructed by the Subject Coordinator.
- Please note: Continued enrolment in a Subject where the student misses more than 20% or 3 weeks (whichever is the greater) of classes will need to be negotiated with the Subject Coordinator and Director of Academic Programs (Preregistration). Students may be advised to apply for Withdrawal without Academic
4. Readings and Resource
4.1 Essential Readings
Essential Reading
For a list of readings, please refer to the subject vUWS site under Readings and Resources
4.2 Recommended Readings
4.3 Other Teaching and Learning Resource
5. Key Teaching and Learning Policies
The University has several policies that relate to teaching and learning. Links to important policies affecting students are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your rights and responsibilities.
