NURBN 2025: Primary Health 3: Assessment task 1 (Part b): Group Presentation – Kaltura Video.

Knowledge: 

✔ K1. Analyse the impact of different cultural perspectives and suggest how an individual’s  understandings can influence engagement with Aboriginal and Torres Strait Islander  individuals, families, and communities 

✔ K2. Investigate factors that influence cultural vulnerability and resilience and their  relationship to health choices 

✔ K4. Explore the meaning of ‘cultural safety’ and the impact that feeling safe might have on  Aboriginal & Torres Strait Islander People experiencing improved health outcomes 

Skills: 

✔ S1. Analyse and critically explain historical, political, cultural, and social influences that have  led to Aboriginal & Torres Strait Islander People experiencing poor health  

✔ S2. Investigate and explain the rationale for the development of Aboriginal & Torres Strait  Islander Health policies at National and State levels  

✔ S3. Investigate and explain the role of various stakeholders in Australian Indigenous Health  (e.g., National Aboriginal Community Controlled Health Organisation, Victorian Aboriginal  Community Controlled Health Organisation, State and local Aboriginal health services, Co operatives, CATSINAM)  

✔ S4. Analyse strategies, practices, and programs (including positive contributions by  Aboriginal & Torres Strait Islander People themselves) in health care delivery and health  promotion designed to work in partnership with Aboriginal & Torres Strait Islander People to  meet current health needs 

Application of knowledge and skills: 

✔ A2. Recognise the extent to which Aboriginal & Torres Strait Islander People continue to  experience poor health and demonstrate effective ways of working towards improving this  situation  

✔ A3. Develop respect for diversity and difference and practice of cultural safety  ✔ A4. Apply knowledge of different cultural understandings to how those in health care work  with Indigenous individuals, families, and Communities 

Due Date: Week 9 – Monday 4th October @ 23:59 pm 

Title of the assessment: 

Provide an outline of strategies used and knowledge of considerations required by nurses and  healthcare providers in delivering culturally safe healthcare in partnership with Aboriginal and Torres  Strait Islander Peoples.

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Overview: 

The objective of this task is to explore various health issues, vulnerabilities, and inequities for  populations with differing cultural needs in response to specific topic questions.  

Students are to demonstrate understanding of how cultural awareness impacts the delivery of care  in clinical practice by outlining current best practice approaches, along with researching a strategy or  health promotion project that incorporates effective partnership techniques when working with  Aboriginal and Torres Strait Islander individuals, Communities, or organisations. In doing this,  students will identify the importance of Peak Bodies in providing voice and advocacy for vulnerable  populations. 

Students are to further develop effective strategies when working in groups and in partnership  together to achieve a common goal, utilising respectful and collegial communication and  collaboration techniques, where all students feel successful and have provided input in to achieving  the agreed output for submission. 

Group Formation:  

Students will be able to individually self-select into groups via Moodle, with group size to be a  maximum of 4 students per group.  

Expectation will be that ALL groups are of 4 students, however, where numbers do not allow for 4  students, then group size will not be less than 3 members. Should any groups be left at only 2  students, then members of all these groups will be instructed to join, to form groups of 3 or 4  students. 

If group size is less than 4 students, it is still required that ALL sections of the assessment is  completed. 

Group members must be from the same campus and may be a mixture of both Standard and Flexi  students. No group is to contain students from a different campus.  

Assessment File Type:  

Video File submission only, using Kaltura video with visual PowerPoint Presentation (not narrated  PowerPoint). The Kaltura video must include video of each student presenting, where every group  member is recorded presenting their section of the assessment. 

Time Limit: 

10 minutes in total for entire group +/- 10% (i.e., 9 mins minimum and 11 mins maximum). References: 

You are required to reference a minimum of ten (10) academic sources (e.g., textbooks, Peer reviewed journal articles). 

Students may use appropriate websites (e.g., Edith Cowan University’s HealthinfoNet  database, Indigenous Peak Bodies, and Indigenous Organisation’s Websites [NACCHO,

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VACCHO, VACCA, CATSINaM, SNAICC, Croakey Health Media, etc], Australian Government  websites). 

References are to be formatted in the American Psychological Association [APA] style 7th  Edition. 

All images on slides are also to be referenced using APA 7th Style. Use size 8 font for image  citation on slides. The following is an example from FedCite (Library website) for citation for  creative commons images, (e.g., unsplash, flickr):  

TEMPLATE 

Above the figure: 

Figure x. Caption. 

Below the figure: 

Note. Title or image description. Adapted from/From Creative Commons source, by  Author, Year, URL. Copyright/licence. Permission (if required e.g., for thesis or  publication). 

Figure 1. Primary school classroom. 

Note. Classroom tour 3. From Flickr, by K. Cassidy, 2006, https://flic.kr/p/7UahE9. CC0. 

Further information regarding referencing images can also be found on FedCite (Library  website).  

Students are encouraged to resource articles and other literature and sources that are  authored by Aboriginal and/or Torres Strait Islander People, and present these research  findings, views, and perspectives from their lived experiences, where possible. It is desired  that students also access information and resources from various Indigenous peak bodies  and Indigenous organisations in informing their assessment. 

Research is constantly evolving; it can be updated or challenged. Therefore, it is important  to keep our knowledge up to date.

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Resources should be no older than 7 years (unless they are: Government Documents;  Government Publications; Government Legislations/Acts; or are of historical significance). 

We encourage students to read widely and use the most current research you can find. If  you have a journal article that falls outside the 7-year limit, ask the following: • Have I searched for a more recent article? (Try searching the databases using key words  from the title of the reference you have.) 

• Is there nothing more recent that could replace it?
• Does it contain important information that is relevant and have historical significance to my essay? Can I justify using an older source within my essay?
• An example of older resources that are acceptable:

o Hampton, R., Toombs, Maree, & ProQuest. (2013). Indigenous Australians and  health: the wombat in the room. Oxford University Press. 

• Direct quotes should be avoided where possible in academic writing, however, if required, they must be limited to no more than twenty-five (25) words.

Value of the task: 

The weighting of the task is 40% of your overall grade for the semester. Assessment Details and Steps: 

As a group, students are required to explore a health topic that impacts the health of  Aboriginal and Torres Strait Islander Peoples and submit a Kaltura Capture Video  presentation that answers supplied questions in relation to this health topic.  

Step 1: Form a group with peers, to create a group of four (4) students. Step 2: Decide which ONE topic your group would like to explore (see topics below). 

Step 3: Each student is to assign their name into the group, following the “BECOME  MEMBER OF” tab in Moodle next to the chosen topic. Self- selection and allocation will be  on a ‘first in’ situation.  

Step 4: Please use your allocated Group & Topic name in your group name description. 

NOTE: Each topic has a quota and once that is reached students will need to self-select  into another topic.

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Topics are: 

Topic Name 

Adolescent Parenting.

Black Lives Matter.

Children in Out of Home Care.

Colonisation-its impacts on Aboriginal and Torres Strait Islander Peoples and Culture.

Deaths in Custody.

Incarceration OR Youth Incarceration - Age of Criminal Responsibility

Intergenerational Trauma

Maternal Health AND/OR Childbirth

Racism and Prejudice.

Sexual Diversity OR Gender Diversity

 

As a group, prepare a Kaltura Capture Video Presentation and PowerPoint addressing the  following questions in relation to your chosen topic: 

Questions: 

1. With reference to the United Nation’s Declaration of Human Rights of Indigenous  People, identify and outline:  

(i) one barrier, 

(ii) one social determinant, 

that impacts your health topic for Aboriginal and Torres Strait Islander People and/or  Communities having equitable access to health care. 

2. Describe the important considerations in relation to the nurse-patient relationship  that nurses need to be aware of when working with Aboriginal and Torres Strait  Islander Peoples and Communities. Considering your chosen health topic, describe  the strategies nurses employ in clinical practice that will promote an equitable and  culturally safe health care delivery for Aboriginal and Torres Strait Islander Peoples &  Communities. 
3. Identify ONE Peak Body that advocates for Aboriginal and Torres Strait Islander  Peoples & Community in relation to your chosen health topic. Consider how this peak  body utilises their platform and voice, what cultural governance perspectives and  aspirations does your organisation promote to service providers to safeguard  meeting the needs of their Aboriginal and Torres Strait Islander clients?  
4. Research ONE local contemporary Indigenous Health Project that currently supports  Aboriginal and Torres Strait Islander Peoples and/or Communities in response to your  topic. Outline and critically analyse how your health project meets (or does not meet)  best practice when working with Aboriginal and Torres Strait Islander Peoples and/or  the Community. 

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Cultural Competency: 

Please ensure that you have read the following document carefully: Appropriate Terminology,  Indigenous Australian Peoples, and ensure to use appropriate and non-discriminatory language.  https://moodle.federation.edu.au/pluginfile.php/6471015/mod_resource/content/1/282232_appro priate-terminology-indigenous-australian-peoples.pdf 

Structure and Format: 

1. First Slide: must include the following: 

o Group and Topic Name, as well as Presentation Title (including Campus) o All student names and ID Numbers in order of presentation 

o Course Name and number 

o Lecturer’s name 

o Assignment due date. 

2. The presentation must be approximately 10 minutes (i.e., 9 minutes minimum and  11 minutes maximum). 
3. A PowerPoint is to accompany the video, with text and images, suitable for the  presentation and topic. 
4. Students are to divide the assessment up between the group as they please,  however, ALL students must present a section of the PowerPoint. 
5. The first speaker is to provide an introduction and overview of the chosen health  topic. 
6. When presenting your section, a video of the student presenting is to be  incorporated. This means that ALL students must be visible when presenting their  section. 
7. The design of your presentation should reflect that you are discussing Aboriginal and  Torres Strait Islander Peoples, while remaining culturally appropriate. 
8. Slides should be visually appealing and not too cluttered; simple formatting on slides  is easy to read and will not detract from your message; the presentation should be  visually consistent across all students. 
9. Audio delivery must be of good quality, where diction and speech are clearly audible.  Marks will be awarded for ‘presentation’ skills.

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10. Students are to wear their Federation University Clinical Uniform and present  themselves in a professional manner. 
11. All students are to contribute to the task equally and behave in a professional  manner. Any groups that experience issues are to report issues directly to their  Campus Coordinator ASAP. In the event that some students have not contributed  equally to the submission, individual marks may be given, separate to the rest of the  group. This requires groups to be vigilant in maintaining their record of meetings in  the group contract. This will be requested as evidence in any mediation situation. 12. Reference List: 

▪ provide correct in-text citation and referencing using APA 7th edition referencing  style on your slides. This includes a slide which presents your group’s reference list ▪ Your reference list can be on the last slide/s. Ensure that markers are able to read  your reference list, however, the showing of the reference list will not be included in  the video time limit.  

▪ All images must be correctly referenced using APA 7th format in the Reference List.  ▪ All citation of images on slides are to be cited using APA 7th Style but using size 8  font. 

▪ Students must ‘speak’ the text references in their narration but are not required to  say the image citation.  

▪ Please proofread your assessment carefully on this part and pay attention to all the  minor details. 

▪ Marks will be deducted for any mistake made. 

Submission: 

Submission must be in a Video file only. The submission link will only accept video file  submission.  

Groups are required to submit only one (1) presentation per group; only one (1) group  member can upload the video file, and it will be considered submitted for all group  members. 

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Marking Criteria: 

Marking criteria can be found on the Moodle page in the assessment section. Feedback: 

Feedback will be provided via the online marking system. As per course description,  assignments will be marked and returned to students with feedback in four (4) weeks. 

Plagiarism: 

Plagiarism is the presentation of the expressed thought or work of another person as  though it is one's own without properly acknowledging that person. You must not allow  other students to copy your work and must take care to safeguard against this happening.  More information about the plagiarism policy and procedure for the university can be found  at: http://federation.edu.au/students/learning-and-study/online-help-with/plagiarism. 

Special Consideration: 

If students are adversely affected by life circumstances, a Discretionary Extension of up to  five (5) University working days for one assessment task may be applied for using the  correct application procedure. Extensions are granted at the discretion of your campus  course coordinator. 

If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant 

cause) in more than one course and requires more than five working days’ extension, then  they are advised to apply for Special Consideration. 

For further information on Discretionary Extensions and Special Consideration, including access to the policy, procedures, or associated forms, please find detailed

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information via the following link: https://federation.edu.au/current-students/assistance support-and-services/student-support-services/student-advocacy/special-consideration-tips 

Late Penalties: 

Late submission of assessment tasks, without a granted a Discretionary Extension from the  Course Coordinator or an approved Special Consideration, will attract a late penalty as  outlined by the School of Health Student Academic Handbook (Higher Education) 

The penalties are the following: 

▪ 1 day late: 10% of total assessment grade will be deducted prior to marking the  students work (i.e., for an assessment task worth 100 marks, 10 marks are deducted  prior to marking). 

▪ 2 days late: 20% of total assessment grade will be deducted prior to marking the  students work (i.e., for an assessment task worth 100 marks, 20 marks are deducted  prior to marking). 

▪ 3 days late: The student’s work will not be marked by the assessor.