Unit rationale, description and aim
Occupational therapists need to understand people as individuals within their social systems and the influence of sociological factors on their health and participation. In this unit students will learn about the social determinants of First Peoples' health and wellbeing. Students will reflect on and develop their capacity as culturally responsive health care practitioners and examine culturally safe and responsive health care delivery from First Peoples' perspectives. This will also enhance students’ responsiveness to work with people from a range of cultural backgrounds.
Students will draw on their learning from first year units and undertake cultural activities and community engagement experiences. These experiences are central to the development of cultural responsiveness and professional practice skills and forms part of the 1000 hours of professional practice experience required to graduate as an occupational therapist.
This unit contains five learning outcomes from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capabilities of Respect (for LO1), Communicate (for LOs 2 &3), and Reflect (LO4) and Advocate (for LO5).
The overall aim of this unit is to provide students with knowledge, understanding and skills needed to analyse sociological and occupational determinants of First Peoples’ health and well-being and develop their cultural responsiveness to support future practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
HCF 1.2 Analyse the impact of historical events on...
Learning Outcome 01
HCF 3.2 Examine key elements attributed to cultura...
Learning Outcome 02
HCF 6.2 Analyse differences between own verbal and...
Learning Outcome 03
HCF 11.2 Analyse the limitations of one’s own pers...
Learning Outcome 04
HCF 16.1 Discuss the concept of social determinant...
Learning Outcome 05
Content
Topics will include:
Sociological analysis
- To analyse social determinants of health
- Reflective practices
- Critical thinking
- Social change
Cultural responsiveness
- First People's health and wellbeing from a sociological, political and historical perspective
- Health and well-being from a cultural perspective
- Culturally capable practices in health care delivery
Health and well-being
- Connection, disconnection and building connections
- Protective factors
- Risk factors
- Community self-determination
Occupational perspectives of health and well-being
- Models of practice
- Social factors impacting occupational roles and participation
- Occupational roles and participation linked to health, illness, disability and disadvantage
- Occupational justice
Evidence based practice
- Sources of knowledge
- Locating and understanding relevant research
- Community Engagement experience
Assessment strategy and rationale
Assessment approaches in this unit have been developed in collaboration with First Peoples’ Cultural Advisors. The assessments in this unit are designed to help students monitor the development of their cultural responsiveness and integrate the theoretical learning about the social determinants of health and well-being with their community engagement experiences.
Assessment 1 requires students to use journal entries to reflect on their own perspectives and worldview as they progress through the unit and to consider the implications for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities. For Assessment 2 students have the opportunity to demonstrate their understanding of social determinants impacting the health and well-being of First Peoples by engaging with the stories of First Peoples in their local communities. Students will work with cultural mentors during tutorial time to prepare their presentations and then subsequently present the material in front of the mentor. This process is designed to provide a safe space for students to ask questions and seek cultural guidance from the mentors as well as take responsibility for delivering the material in a culturally respectful manner. The assessments in this unit are designed to provide formative opportunities, interactions with classmates, mentors and tutors, and opportunities to gradually deepen their reflective skills and the learning that comes with this.
Students will undertake a cultural activities and community engagement experience as an ungraded hurdle requirement for this unit (Hurdle 1). To attend community engagement students must have mandatory compliance in place and attend the orientation session. At the completion of OTHY211 a timesheet detailing the approved cultural activities and community engagement experiences undertaken must be uploaded to Canvas. Professional practice hours are accrued from the community engagement experience and cultural activities. Students are allowed one attempt to pass the community engagement hurdle (Hurdle 1).
Students must submit special consideration for absences beyond 20% of missed classes as this unit uses Aboriginal and Torres Strait Islander active learning approaches requiring in-person participation. Students who are absent for more than 20% of classes will be at risk of failing the unit as the learning outcomes will not be able to be achieved (Hurdle 2).
Students must pass Assessment 1 and will be permitted one further attempt to pass Assessment 1 if they have achieved an overall grade above 50% for the unit. Thus, in order to pass this unit students must demonstrate achievement of every learning outcome, obtain a minimum mark of 50% for the unit and pass the hurdle tasks.
Overview of assessments
Assessment 1: Journal : Enables students to refl...
Assessment 1: Journal :
Enables students to reflect on their own perspectives and worldview and the implications for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities.
Part A 20%
Part B 40%
Assessment 2: Group Oral Presentation Students d...
Assessment 2: Group Oral Presentation
Students develop oral presentation and group-work skills by working in groups to present the determinants of health from a First Australian perspective engaging with the stories of Aboriginal and/or Torres Strait Islanders in their local communities.
40%
Hurdle 1 . Completion of community engagement ori...
Hurdle 1. Completion of community engagement orientation session, attendance and participation in cultural activities, participation in community engagement learning, and submission of community engagement the required timesheet.
Pass/Fail
Hurdle 2 . Attendance at a minimum of 80% of week...
Hurdle 2. Attendance at a minimum of 80% of weekly workshops.
Pass/Fail
Hurdle 3 . Students must pass Assessment 1 Journa...
Hurdle 3. Students must pass Assessment 1 Journal to receive a pass grade (or higher) for this unit.
Pass/Fail
Learning and teaching strategy and rationale
Learning and Teaching approaches included in this unit were developed in collaboration with Aboriginal and/or Torres Strait Islander Cultural Advisors. This unit uses Aboriginal and Torres Strait Islander active learning approaches, such as yarning circles, to support students in the exploration of the essential knowledge and skills associated with sociological analysis and cultural responsiveness. Students are required to attend classes co-facilitated by Indigenous and non-Indigenous staff to participate in the construction and synthesis of this knowledge and skills with other students in order to meet each of the learning outcomes. This will enable the development of a level of understanding needed to work with people from different social and cultural backgrounds through focusing on Aboriginal and/or Torres Strait Islanders' health and wellbeing. Students are required to complete community engagement with a community organisation. This approach allows for fundamental knowledge and skill development with expert support.
Australian occupational therapy competency standards (AOTCS) 2018
The Bachelor of Occupational Therapy Course is a professional program that requires development of particular attributes for accreditation purposes.
These are also included in the Learning Outcomes. You will work towards achieving the following Occupational Therapy Australia Competency Standards in this unit: