NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being ASSESSMENT TASK 1 This document contains: Assessment requirements. Detailed instructions for completing the task. Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 1 Page 2 of 7 Assessment Task 1 Assessment name: Cultural Safety Essay Task description: The vision of the National Aboriginal and Torres Strait Islander Health Plan 2013-2023 is: “The Australian health system is free of racism and inequality and all Aboriginal and Torres Strait Islander peoples have access to health services that are effective, high quality, appropriate and affordable” (Australian Government, 2013, p. 7). For health professionals to be effective agents in realising this vision they are required to be culturally safe practitioners, who are literate in the dynamics of race and racism and their impacts on well-being. Furthermore, health professionals must be knowledgeable of the historical and political influences of Aboriginal and Torres Strait Islander peoples’ well-being. This reflective assignment requires you to first demonstrate your understanding of the key concepts associated with cultural safety, and then apply them to context of Aboriginal and Torres Strait Islander peoples’ health and well-being. In this assessment you will be required to utilise the 5Rs Reflection Framework to discuss changes in your thoughts and feelings throughout the initial learning process of NSB202. Furthermore, discuss the application of culturally safety to the Aboriginal and Torres Strait Islander peoples’ health and well-being context from a profession and individual perspective. Learning outcomes assessed: 1. Apply the principles of cultural safety to the context of Aboriginal peoples and Torres Strait Islanders’ health and well-being to analyse and advance your current position on the continuum of cultural safety. 2. Describe historical, social, and political issues and how they inform current experiences of health and well-being, in order to realise their significance as determinants of current health and well-being of Aboriginal peoples and Torres Strait Islanders. 3. Discover the everyday experiences of Aboriginal peoples and Torres Strait Islanders that inform their health care and apply this knowledge to facilitate effective partnerships with individuals, families, and communities. What you need to do: Respond to the follow assessment tasks: Step 1 Demonstrate your understanding of the following concepts: a) Compare and contrast personal racism and systemic/institutional racism (200 words). b) Briefly discuss the power dynamics associated with the whiteness of nursing (100 words). c) Compare and contrast cultural safety and cultural awareness training (200 words). NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 1 Page 3 of 7 Step 2 (100 words) In accordance with the 5Rs of Reflection Framework, report and respond to one (1) assumption that you became aware of through developing new knowledge and understanding from the readings, learning activities and reflective process. Step 3 (400 words) Discuss historical (including political) factors that contributed to institutional racism and white privilege, particularly in regards to Aboriginal and Torres Strait Islander peoples’ access to health care, education and employment. Step 4 (300 words) Discuss how culturally safe nursing practice may challenge personal and institutional racism that impact on Aboriginal and Torres Strait Islander peoples’ access to health care. Step 5 (500 words) In accordance with the 5Rs of Reflection Framework, reflect on your reactions (feeling and thoughts) to the learning materials (required and recommended readings, videos, lectures and tutorial material). Report, respond, relate, reason and reconstruct your perception of: a) Aboriginal and Torres Strait Islander health and well-being; (250 words). b) your role in ensuring cultural safe nursing care for Aboriginal and Torres Strait Islander peoples (250 words). Length: 1800 words +/-10% (word length includes in-text referencing and excludes your reference list and appendices). Estimated time to complete task: 30 hours Weighting: 40 % Individual/Group: Individual Formative/Summative: Formative and Summative How will I be assessed: 7-point grading scale using a rubric (below). Due date: Thursday 29 March 2018, submitted via Turnitin in your NSB202 Blackboard site by 11:59 pm. More information about Turnitin is available on the FAQs about Turnitin page. Presentation requirements: Your responses to the assessment tasks must adhere to the prescribed formatting. Format of assignment: Your assignment should be written in first-person NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 1 Page 4 of 7 style and prepared as follows: Has a cover sheet with the assessment title, your name, student number, tutor name and total word count. Coversheet template is recommended and available on your NSB202 Blackboard site. Include a ‘footer’ on each page with your name, student number, unit code and page number. 3cm margins on all sides, and double-spaced text. Times New Roman, font size 12. QUT APA style referencing (see http://www.citewrite.qut.edu.au/) Include a complete reference list on a new page. Headings can be used for each step. Include the word count for each step. Be submitted in electronic format via Turnitin. What you need to submit: One word document that contains the following items: 1. Assignment Cover Sheet & your response to the assessment tasks (above) written as per the presentation requirements (above). Resources needed to complete task: Week 1 – 5 NSB202 required and recommended readings, videos, lectures and tutorial material. NSB202 5Rs Reflection Framework QUT Cite|Write APA guide. Turnitin Tip Sheets. Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. The work of others needs to be correctly acknowledged and referenced according to the APA guidelines. There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity and view the Academic Integrity video and explore the Academic Case Studies available on your Blackboard site. Maintaining academic integrity is your responsibility. If in doubt, check it carefully. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 1 Page 5 of 7 NSB202 Reflective Framework This framework will enhance the quality of your reflections, the personal entries that you choose to elaborate on in your assessment, your thinking skills, your learning and your practice. There are several different reflection models that can be used to guide the writing of your reflections. One of the most popular reflection models is the 5 R’s framework. Reporting | Responding | Relating | Reasoning | Reconstructing The table below provides exemplars that apply each of the Rs of the 5Rs Reflection Framework. Steps Content of reflection Exemplar Reporting What happened, what did the situation /issue involve? I’ve been going to the lecture and tutorials for NSB202 Aboriginal and Torres Strait Islander peoples’ well-being. It’s not what I was expecting. A brief descriptive account of a situation/issue (i.e. the reflective trigger) Responding Your observations, feelings, questions about the situation/ issue Concepts like ‘racism’ and ‘cultural safety’ promote ideas that are unknown to me, which makes me feel that they are not real issues. As for ‘whiteness’ and ‘white privilege’, these are concepts that make me feel uncomfortable. Your emotional/ personal response to the situation issue etc. Relating Making connections between the situation/issue and your experience, skills, knowledge and understanding I thought that this unit was about learning about the cultures of Aboriginal and Torres Strait Islander peoples in order to help them better once I am a registered nurse. Instead there is consistent emphasis on learning my own culture. I didn’t think that my culture was an important factor to consider. Personal and/or theoretical understandings relevant to the situation/ issue Reasoning Your explanation of the situation/ issue Explaining the situation/ issue in terms of the significant factors, relevant theory and/or experience I hadn’t thought about how powerful the medical profession is in Australia and how much their perspective influences nursing and what I will have to do at work (Willis & Elmer 2011). Reconstructing Drawing conclusions and developing a future action plan Your deeper level of understanding about the situation/issue that is used to reframe/reconstruct your future practice and further develop your understanding of professional practice Apparently my culture and that of biomedicine and the health care system has strong impacts on people’s health outcomes (Willis & Elmer 2011). Importantly, Aboriginal and Torres Strait Islander peoples are often disadvantaged by these due to the inherent systemic/institutional racism (Sherwood & Geia, 2014). When I think about it I can see that the system is set up and benefits those who control it and have the most power within it. Adapted from NSB102 Assignment 1 (Cox, 2017). Source of the 5 Rs: Bain, J.D., Ballantyne, R., Mills, C., and Lester, N. C., (2002). Reflecting on practice: Student teachers' perspectives. Post Pressed, Flaxton, Qld. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 - Assessment 1 Page 6 of 7 NSB202 Assessment Task 1 Rubric Name: Cultural Safety Essay Learning outcomes assessed: 1, 2, and 3. Weighting: 40 % Criteria 7 6 5 4 3 2 - 1 Theoretical understanding Weighting: 30% LO: 1,2. Demonstrates comprehensive understanding of key concepts genuinely based on learning material. Demonstrates a strong understanding of key concepts genuinely based on learning material. Demonstrates a sound understanding of key concepts based on learning material. Demonstrates an adequate understanding of key concepts based on learning material. Demonstrates partial understanding of key concepts and little use of the learning material. Demonstrates limited to no understanding of key concepts and showed little evidence of completing and utilising any of the learning material. Application of knowledge Weighting: 30% LO: 1,2,3. Demonstrate comprehensive understanding of the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate strong understanding of the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate sound understanding of the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate adequate understanding of the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Made general about the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate limited to no understanding of the application of key concepts to the Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate reflection on your learning and the implications for practice Weighting: 30% LO: 1,2,3. Demonstrated critical reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit. Demonstrated critical reflection on personal perceptions of: Aboriginal and Torres Strait Islander peoples’ health and well-being; and, the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples. Demonstrated deep reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit. Demonstrated deep reflection on personal perceptions of: Aboriginal and Torres Strait Islander peoples’ health and well-being; and, the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples. Demonstrated sound reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit. Demonstrated sound reflection on personal perceptions of: Aboriginal and Torres Strait Islander peoples’ health and well-being; and, the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples. Demonstrated adequate reflection on one personal assumption that was emphasised or challenged by new knowledge gained in this unit. Demonstrated adequate reflection on personal perceptions of: Aboriginal and Torres Strait Islander peoples’ health and well-being; and, the individual role in delivery culturally safe care to Aboriginal and Torres Strait Islander peoples. Partially demonstrate selfreflection. Made general observations in response to the assessment tasks. Demonstrated limited to no reflection on learning and implication for practice. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 - Assessment 1 Page 7 of 7 Communication in writing incorporating expected information literacy standards Weighting: 10% Accurately met all presentation requirements. Consistently used professional nondiscriminatory language. Consistently and accurately applied QUT APA style of referencing. Expressed ideas clearly, concisely and fluently with accurate spelling and grammar. Kept to word limit. Met most aspects of presentation requirements. Almost always used professional nondiscriminatory language. Almost always applied QUT APA style of referencing. Expressed ideas clearly and fluently. Almost always accurate spelling and grammar. Kept to word limit. Met several aspects of presentation requirements. Mostly used professional non-discriminatory language. Generally correctly applied QUT APA style of referencing. Mostly expressed ideas clearly. Mostly accurate spelling and grammar. Kept to word limit. Met few aspects of presentation requirements. Sometimes used professional nondiscriminatory language. Sometimes applied QUT APA style of referencing correctly. Expressed ideas clearly. Sound spelling and grammar. Kept to word limit. Met limited aspects of presentation requirements. Rarely used professional nondiscriminatory language. Rarely applied QUT APA style of referencing correctly. Ideas were not clearly expressed. Was under or over the required word limit. Ignored presentation requirements, and QUT APA referencing conventions. Rarely used professional nondiscriminatory language. Rarely applied QUT APA style of referencing correctly. Attempted to communicate your ideas in writing. Was significantly under or over the required word limit.