Racism and Anti-Racism inHealthcare

Task Aim: To enable you to critically analyse the impact of colonisation on contemporary First Peoples’ health outcomes, how this influences trustful and respectful relationships with Australia’s First Peoples and health professionals and how these will impact on current health practice. Task Description: Choose two policy eras discussed in the Respect Capability and write an essay that: 1. Provides a description of the policies 2. Critically analyses how these policies have impacted on the health of First Peopletoday 3. Discusses the influence this has onFirst People building trustful and respectful relationships with health professionals. Critical Analysis: This essay seeks to build awareness about policy and its discourse. In doing so, it aims to promote discussion around policy decision-making, policy impacts and potential policy revision. Be mindful that you may find bias in the literature despite it being represented as objective and factual. Underlying assumptions regarding the homogenous grouping of Aboriginal and Torres Strait Islander people, the maintenance of the dominant ideology and the lack of recognition of the detrimental effects of past reforms and policies contribute to the bias. This in turn has an effect on the health status, relationships and attendance of Aboriginal and Torres Strait Islander people within various levels of the healthcare setting, perpetuating the cycle of disengagement, poor attendance and poor health outcomes.

Instruction:

ASSESSMENT TASK 2 – Critical Analysis Essay Type: Written Essay Learning outcomes assessed: 1 & 3 Due date: Friday, 18th August, 4pm. Weight: 40% (Marked out of 100) Length: 1200 words (excluding references).

ASSESSMENT TASK 2 – Critical Analysis Essay Type: Written Essay Learning outcomes assessed: 1 & 3 Due date: Friday, 18th August, 4pm. Weight: 40% (Marked out of 100) Length: 1200 words (excluding references) Task Aim: To enable you to critically analyse the impact of colonisation on contemporary First Peoples’ health outcomes, how this influences trustful and respectful relationships with Australia’s First Peoples and health professionals and how these will impact on current health practice. Task Description: Choose two policy eras discussed in the Respect Capability and write an essay that: 1. Provides a description of the policies 2. Critically analyses how these policies have impacted on the health of First Peopletoday 3. Discusses the influence this has onFirst People building trustful and respectful relationships with health professionals. Critical Analysis: This essay seeks to build awareness about policy and its discourse. In doing so, it aims to promote discussion around policy decision-making, policy impacts and potential policy revision. Be mindful that you may find bias in the literature despite it being represented as objective and factual. Underlying assumptions regarding the homogenous grouping of Aboriginal and Torres Strait Islander people, the maintenance of the dominant ideology and the lack of recognition of the detrimental effects of past reforms and policies contribute to the bias. This in turn has an effect on the health status, relationships and attendance of Aboriginal and Torres Strait Islander people within various levels of the healthcare setting, perpetuating the cycle of disengagement, poor attendance and poor health outcomes. Critical Analysis – 7210MED Criteria – /100 7 6 5 4 3 1 10% Description of policies that shows an understanding of the impact of different policy eras on Australia’s First Peoples. Insightful description of two policy eras that includes a broad range of relevant details (who, what , when, how) supported by reputable evidence found in scholarly literature 9 – 10 points In depth description of two policy eras that includes a range of relevant details (who, what , when, how) supported mostly by reputable evidence found in scholarly literature 8 points Detailed description of two policy eras with some support from relevant literature 7 points Description of two policy eras with basic details supported by literature 5 – 6 points Poor description of policy eras 0 – 4 points 2 40% Critically analyse how the policies have impacted on the health of Australia’s First Peoples. Critically analyses the impact of two policies on contemporary First Peoples’ health outcomes with exemplary evidence of objective evaluation of scholarly literature; shows explicit connections between policy implementation and contemporary health outcomes for Aboriginal and/or Torres Strait Islander people. 34 – 40 points Critically analyses the impact of two policies on contemporary First Peoples’ health outcomes with detailed evidence of objective evaluation of scholarly literature; shows strong connections between policy implementation and contemporary health outcomes for Aboriginal and/or Torres Strait Islander people. 30 – 33 points Critically analyses the impact of two policies on contemporary First Peoples’ health outcomes with evidence of evaluation of scholarly literature; shows some connections between policy implementation and contemporary health outcomes for Aboriginal and/or Torres Strait Islander people. 26 – 32 points Critically analyses the impact of two policies on contemporary First Peoples health outcomes with reference to literature. 20 – 25 points Minimal discussion of the impact of policy on contemporary First Peoples’ health outcomes with minimal evidence or objective evaluation. 0 – 19 points 3 30% Discuss the influence this has on Australia’s First Peoples building trustful and respectful relationships with health professionals Insightful discussion with highly detailed exploration of the complexities of how history has impacted building trustful and respectful relationships within healthcare at multiple levels e.g. institutional, community and individual; supported by reputable evidence found in scholarly literature 26 – 30 points In depth discussion with thorough exploration of the complexities of how history has impacted building trustful and respectful relationships within healthcare at some levels e.g. community and individual; supported mostly by reputable evidence found in scholarly literature 23 – 25 points General discussion with sound exploration of how history has impacted building trustful and respectful relationships within healthcare at some levels e.g. community and individual; supported with some relevant literature 20 – 22 points Basic discussion with limited exploration of how history has impacted building trustful and respectful relationships within the healthcare system. 15 – 19 points Limited discussion of the literature and no supporting evidence demonstrating how history has impacted on Australia’s First Peoples’ ability to build trustful and respectful relationships within the healthcare system. 0 – 14 points 4 10% Structure and academic writing standard Consistent and correct use of rules of grammar, punctuation, and spelling. Language is clear, precise and culturally appropriate. Privileges First Peoples voices. 9 – 10 points Consistent and correct use of rules of grammar, punctuation, and spelling. Language is clear, with minor structural errors and culturally appropriate. Privileges First Peoples voices. 8 points Consistent and correct use of rules of grammar, punctuation, and spelling, with a few minor errors. Culturally appropriate terminology used. Privileges First Peoples voices. 7 points A few grammatical, punctuation and spelling errors. Language lacks clarity and may be confusing to the reader. Inconsistent use of culturally appropriate terminology. 5 – 6 points Numerous grammatical, punctuation, and spelling errors. Poor use of language with inappropriate cultural terminology. 0 – 4 points 5 10% Referencing References are cited using APA 6th in-text and end-text with no errors and 10 or more peer reviewed articles used as references. 9 – 10 points References are cited using APA 6th intext and end-text and is mainly consistent with few errors and 8-10 peer reviewed articles used as references. 8 points References are cited using APA 6th in-text and end-text with some errors and 6-7 peer reviewed articles used as references. 7 points References are cited using APA 6th in-text and end-text with some consistent errors and 6 peer reviewed articles used as references. 5 – 6 points References are not cited using APA 6th in-text and end-text with a number of consistent errors. 5 or less peer reviewed articles used. 0 – 4 points

Learning Outcome 1:

Module Introduction

In this module you will be introduced to one of the key Graduate Capabilities for culturally safe Aboriginal and Torres Strait Islander health careRESPECT. You will begin your lifelong journey towards cultural capability by developing an awareness and gaining the ability torecogniseAustralias’First Peoples’ ways of knowing, being and doing in the context of history, culture and diversity and affirm and protect these factors through ongoing learning inhealthcarepractice.

Topic 1.1 – History of Australia’s First People and the post colonial experience

Introduction:This topic introduces students to the history of Australia’s First Peoples in Australia and key stages since European invasion/colonisationin the context of understanding the contemporary Aboriginal and/or Torres Strait Islander health experience.

Learning Outcome:Analysethe impact of historical events on Aboriginal and/or Torres Strait Islander health and health services access, and the implications of these events on building trustful and respectfulrelationships with individuals, families and communities on health practices.

Topic 1.2 – First Peoples Culture, beliefs and practices

Introduction:This topic introduces students to Aboriginal and/or Torres Strait Islander culture, beliefs, language and practices, as well as key concepts of Australia’s First Peoples health and wellbeing in theory and practice.

Learning Outcome:Examine Aboriginal and/or Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice.

Topic 1.3 – Diversity of First Peoples culture

Introduction:This topic develops students’ knowledge and understanding of the diversity that exists among Aboriginal and/or Torres Strait Islander cultures. It provides an overview of the lived experiences of Aboriginal and/or Torres Strait Islander Peoples in a local community context, specifically in terms of cultural beliefs, practices, and the implications of diversity for health care practice.

Learning Outcome:Examine key elements of Aboriginal and Torres Strait Islander cultural beliefs and practices within the local community context

Learning outcome 3:

Module Introduction

This module is aboutREFLECTIONof your cultural self andhealthcare, racism and white privilege. You will continue your lifelong journey towards cultural capability by examining and reflecting on how one’s own culture and dominant cultural paradigm, influences perceptions of and interaction with Aboriginal and Torres Strait Islander peoples.

Topic 3.1 – Humility & Lifelong learning

Introduction:This topic introduces students to the concept of lifelong learning of cultural capabilities. The topic aims to develop non-Indigenous students’ humility in terms of how much they can meaningfully understand about Australia’s First Peoples cultures.

Learning Outcomes:Articulate the concept of cultural humility as a process of lifelong learning to develop cultural capabilities.

Topic 3.2 – Self Reflexivity

Introduction:This topic introduces students to the concept of ongoing self-reflexivity and its crucial role in facilitating culturally safe health service delivery. The topic develops student’s skills and ability to engage in self reflexive health practice.

Learning Outcomes:Analysethe limitations of one’s own perspectives and reflect upon the implications of one’s ownworldviewfor delivering culturally safe health care services to Aboriginal and/or Torres Strait Islander clients.

Topic 3.3 – Cultural self andHealthcare

Introduction:This topic develops students’ ability torecogniseand describe their own cultural and professional identity and how this influences professional practice.

Learning Outcomes:Analysethe limitations of one’s own perspective and reflect upon the implications of one’s ownworldviewfor delivering culturally safe health care service to Aboriginal and/or Torres Strait Islander clients within your chosen profession.

Topic 3.4 – Culture of Australia’sHealthcaresystem

Introduction:This topic introduces students to the culture of the Australianhealthcaresystem. It develops the student’s ability to understand the intersection of the professional culture of mainstream health care with Aboriginal and/or Torres Strait Islander cultures and possible implications for health care practice.

Learning Outcomes:Discuss the history of Australia’s dominant western cultural paradigm and how thischaracterisesthe contemporary health system.

Topic 3.5 – Racism and Anti-Racism inHealthcare

Introduction:This topic introduces students to Aboriginal and/or Torres Strait Islander stereotypes and different forms of racism, and how these impact Aboriginal and/or Torres Strait Islander individuals, families and communities. The topic develops student’s ability to critically reflect on themselves and theirorganisationalpractice to be equipped to consciously engage in health practice that is free from stereotyping or racism.

Learning Outcomes:Identify different forms of racism and prevailing stereotypes about Aboriginal and/or Torres Strait Islander people in Australia and how they impact equitable health services access and health outcomes for Aboriginal and/or Torres Strait Islander people.

Topic 3.6 – White Privilege

Introduction:This topic critiques the privileges and advantages afforded to white Australian society and aims to assist in developing student’s understanding of the role of power relations in the inequitable distribution of privileges in Australian society.

Learning Outcomes:Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and/or Torres Strait Islander clients.