In text referencing need page no and minimum 30 referencing
TEXT BOOK Best & B. Fredericks (Eds.), Yatdjuligin Aboriginal and Torres Strait Islander nursing and midwifery (2nd ed., pp. 138-154). Port Melbourne, VIC: Cambridge University Press. · “Yatdjuligin translates to ‘talking in a good way’. For Wakgun people, the process of Yatdjuligin is deeply embedded in learning… Yatdjuligin can be confronting. Passing on knowledge can sometimes be difficult, for many reasons – the knowledge itself may be difficult to understand, people may not want to know it, or they may not be ready to learn it” (Smallwood, 2018, p. 3).
Aboriginal and Torres Strait Islander peoples’ health and well-being is a complex area of health care policy and practice. Throughout the semester you will learn about some of the historical, political, social and cultural issues that construct this complex area of health care. You will learn how a culturally safe and informed nurse may work with Aboriginal and Torres Strait Islander peoples to address holistic needs.
As Professor Aunty Gracelyn Smallwood (a nurse and midwife of 53 years) states above, the learning experience can be a confronting transformation. This specific area of nursing knowledge and practice is challenging. Thus your learning experience will be guided by the principle of cultural safety and yarning.
Your learning and sharing about nursing and Aboriginal and Torres Strait Islander peoples’ health and well-being does not end at the completion of NSB202. As a culturally safe practitioner, and patient advocate, you will find yourself in confronting situations with colleagues, employers, and patients. You will be required to exercise Yatdjuligin, to talk in a good way towards the best outcomes for your patients.
Assessment Task 3 requires you to demonstrate your ability to exercise Yatdjuligin. It involves your participation in online discussions with peers, and the completion of an individual discussion essay. 1 The discussion essay requires you to demonstrate a comprehensive understanding of a particular topic from the list below (in the task sheet). ·
References
Smallwood, G. (2018). Introduction. In O. Best & B. Fredericks (Eds.), Yatdjuligin Aboriginal and Torres Strait Islander nursing and midwifery (2nd ed., pp. 1-5). Port Melbourne, VIC: Cambridge University Press. · ·
In the table below are several documents that will assist you to understand the task requirements and the criteria that will be used to assess your performance.
· · Assessment Task 3 Booklet
(including CRA) ·
· · · Tips for Sources & Referencing Assessment 3
No prescribed number of sources - rather quality of sources 1 There is no prescribed number of references required, and the age of the literature depends on whether it’s the most relevant to your discussion. You must apply some critical thinking here. 2 Ensure that your assessments are sufficiently supported by evidence. The focus is on choosing good sources to develop your understanding, and using these to support their answers. A prescribed number of refrences confuse the purpose of using evidence. · Review the CRA 1 Please refer to the CRA to support what is expected from the assessment. · Age of publication does not necessarily reflect quality 1 It is a general acceptance at QUT that sources should be published within the last 5 years. This is not necessarily the case for NSB202. Following are some things to consider when determining the quality of evidence. 2 Some publications have simply not been replaced or critiqued in the last 5 years. This is a reflection of scholars researching and publishing in this space. So older sources may provide evidence of the most recent scholarly thought (e.g. Forsyth 2007 – reading from the tutorial). PowerPoint Presentation NSB202 Cultural Safety and Aboriginal and Torres Strait Islander health and well-being Mr Ali Drummond
[email protected] of In keeping with the spirit of Reconciliation, I acknowledge the Traditional Owners of the lands where QUT now stands - and recognise that these have always been places of teaching and learning. I wish to pay respect to their Elders - past, present and emerging - and acknowledge the important role Aboriginal and Torres Strait Islander people continue to play within the QUT community. www.qut.edu.au/about/our-university/acknowledgement-of-traditional-owners Reconciliation at QUT Objectives • Explore key concepts to develop essential literacy: • Lecture 1.1: • Culture • Cultural safety • Indigenous knowledges and perspectives • Lecture 1.2: • Race • Racism • Microaggressions • Lecture 1.3: • Whiteness • White privilege • Intersectionality Lecture 1.1 Mr Ali Drummond
[email protected] Key concepts - summary of the preparation material • Best, O. (2018). The cultural safety journey: An Aboriginal Australian nursing and midwifery context. In O. Best & B. Fredericks (Eds.), Yatdjuligin Aboriginal and Torres Strait Islander nursing and midwifery (2nd ed., pp. 46-66). Port Melbourne, VIC: Cambridge University Press. • Cox, L.G., Taua, C. Drummond, A., & Kidd, J. (2021). Enabling cultural safety. In J. Crisp., C. Douglas., G. Rebeiro & D. Waters (Eds.), Potter and Perry's Fundamentals of nursing (6th ed., pp. 49-83). Chatswood, NSW: Elsevier. Culture “Culture is constructed socially in the interactions between people who live in networks of relationships. Culture is contextual, dynamic, strategic and messy, not static systems practised to an equal degree by everyone who identifies as belonging to a particularly culture” (Cox & Taua, 2016, p. 268). • Social Constructionism – “the central tenet… is that our knowledge and, in turn, our interpretation of meaning is a result of our social interactions with each other and our environment. This way of viewing the world is useful for critically analysing both our social meanings and the social structures that we may otherwise take for granted” (Willis & Elmer, 2011, p. 10). Revision broad definition of culture worldview and lifeworld built on an original design by Ali Drummond, adapted by Leonie Cox Event/situation Think Values Beliefs Moral compass Attitudes Actions Assumptions social construction: gender, age, social position/class, ethnicity, ability/disability, gender identity, sexuality Power Life world experience Worldview geography or location society or community Cultural Safety (adapted from Ramsden, 2002, p.117) • Cultural safety arose from the colonial context of Aotearoa (New Zealand). • Maori people were suffering poor health than non-Maori people. • Initially led by Maori nursing students. • Scholarship of Irihapeti Ramsden who first articulated the philosophy, constructed the framework, and promoted the practice. • Now consolidated in New Zealand’s profession of nursing. • Cultural Self and Corporate Awareness – promotes the awareness of your own culture (values, beliefs, attitudes and assumptions), and how they inform your thinking, thus your practice. • Cultural Sensitivity – the realisation that other cultures exist, asserting that they are legitimate. It encourages self-exploration of how your life experiences and realities and the impact this may have on others. • Cultural Safety – practice that enables safe services, as defined by the recipient of the service. Contrast to cultural awareness training • Perpetuates ‘Otherness’ • Essentialisation of minority groups • The erasure of systemic responsibility (Downing & Kowal, 2011) • Prescribes list of characteristics that define the ‘other’. This can lead to identity policing. about:blank Indigenous peoples’ knowledges ‘Indigenous peoples’ knowledges are grounded in Indigenous peoples’ ontological belonging to country, are dynamic in nature being responsive to the complex interplay of language, land and belonging, and refers not just to what is known, but also how knowledge is known’ (Christie & Asmar, 2012; Moreton-Robinson, 2016, cited in Drummond, pp. 127-128, 2020) • Knowledges is pluralised – diversity in ways of knowing, and knowledge content. • Relational – meaning-making is a collective practice and speaks to connection between humans, animal, plants and Country. It challenges Western anthropocentric understanding of knowledge and the assertion that knowledge can be constructed objectively (Drummond, 2020). • E.g. Understanding of totems – goes beyond popular imaginations ‘spirit animals’. Totems represents a real and deep connection to one’s Country and kin. Indigenous peoples’ perspectives ‘Indigenous perspectives refers exclusively to the perspectives and stories of Indigenous individuals… The dynamism and sensitivity of Indigenous knowledges means that Indigenous perspectives may lose their relevance, particularly when being disconnected relationally’ (Nakata, 2002, cited in Drummond, p.128, 2020). • Individuals share perspectives through their stories and opinions on issues. • Perspectives are founded on Indigenous knowledges, collective knowledge. • When perspectives are severed from the relational connections to Indigenous knowledges, its relevance wanes. • Individual’s perspectives are valuable and relevant, as is their connection to their respective Indigenous knowledges. • E.g. Aunty Denise’s story about growing up in Cherbourg is her perspective/experience as a Ward of the State under Queensland government legislation. Her perspective in grounded in Indigenous knowledges. Indigenous knowledges now include ways of knowing and knowledge re: strategising to challenge oppressive forces, and aspiring for emancipation, as well as associated ways of doing (advocacy and activism). Yarning • Global Indigenous practice of developing and maintaining harmonious relationships through respectful communication. • Yarning is now used in research focused on Indigenous peoples, as it enables the development of a trusting relationship, that allows the sharing of information. • Professor Dawn Bessarab, Director of the Centre for Aboriginal Medical and Dental Health, has identified a number of different types of yarning used in research: • Social yarning • Research topic yarning • Collaborative yarning • Therapeutic yarning (Bessarab & Ng’andu, 2010). • Circles are an “egalitarian structure” that fosters self and group regulation, allowing respectful individual participation (Graveline, 2000, p. 364). Whole-of-class yarning circle Small group yarning circles Lecture 1.1 - End Lecture 1.2 Mr Ali Drummond
[email protected] Racism - Personal • Overt and Covert Racism • Casual Racism • Microaggressions Racism - Scientific • Great Chain of Being theory • Race • Phrenology • Social Darwinism • Anthropologist 0 0.5 1 1.5 2 2.5 3 3.5 4 Plants Birds Apes Black people White people God The Great Chain of Being theory Scientific research that aims to confirm inaccurate assumptions about Indigenous peoples to justify the control and exploitation of Indigenous peoples (Eckermann et al., 2010). Racism – Systemic/institutional • Queensland Aboriginal Protection and Restriction of the Sale of Opium Act (1897) • Removal of Children • Segregated Wards 17 “Institutional racism: • manifest in the laws, norms and regulations that maintain dominance of one group over another • covert and subtle • originates in the operations of essential and respected forces in society – accepted • legal, political