Primary Learning Outcomes Capabilities Key Descriptors Novice (N) Intermediate (I) Entry to Practice (ETP) RESPECT Recognise Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history, culture and diversity, and affirm and protect these factors through ongoing learning in health care practice Historical Context Recognise the impact of history and colonisation on contemporary Aboriginal and Torres Strait Islander health outcomes 1.1 Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N) 1.2 Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I) 1.3 Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP) Cultural Knowledge Knowledge of Aboriginal and Torres Strait Islander history, culture, values and social practices, and respect for how these aspects may influence health practice 2.1 Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N) 2.2 Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I) 2.3 Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) Diversity Recognise the diversity of Aboriginal and Torres Strait Islander peoples’ cultures and lived experiences and apply knowledge of the local community context 3.1 Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) 3.2 Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 3.3 Design strategies for delivering culturally safe health care with respect to individual, cultural and linguistic diversity (ETP)
Humility and Lifelong Learning Utilise lifelong learning skills to develop cultural capabilities and demonstrate humility in regard to how much one can meaningfully understand Aboriginal and Torres Strait Islander cultures 4.1 Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2 Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3 Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) COMMUNICATION Engage in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples CULTURALLY SAFE COMMUNICATION Recognise the role of language and appropriate verbal and non-verbal cues; strengths based communication; and applied knowledge of culturally safe health practice 5.1 Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 5.2 Analyse the strengths and limitations of key terms and definitions in the context of culturally safe health practice (I) 5.3 Propose examples for applying key terms and definitions in health practice (ETP) 3.1 Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages and illustrate examples (N) 3.2 Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 3.3 Design strategies for delivering culturally safe health care with respect to individual and cultural and linguistic diversity (ETP) 6.1 Describe the impact of effective verbal and communication as well as miscommunication and how this links to health outcomes (N) 6.2 Analyse differences between own verbal and communication and Aboriginal and Torres Strait Islander clients, and the implications for 6.3 Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and
health care (I) family members (ETP) 7.1 Describe the concept of strengths-based knowledge and communication and how this is used to balance perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.2 Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I) 7.3 Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP) Partnerships Recognise the important role of relationships with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and able to build effective partnerships 8.1 Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N) 8.2 Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I) 8.3 Establish strategies to work in partnership with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and devise a plan to respectfully acquire cultural information (ETP) Safety and Quality Apply evidence and strengths based best practice approaches in Aboriginal and Torres Strait Islander health care Clinical Presentation Apply knowledge of best practice in clinical presentation and disease prevention for Aboriginal and Torres Strait Islander peoples. 9.1 Identify issues in diagnosing, treating and preventing disease and illness in Aboriginal and Torres Strait Islander clients (N) 9.2 Research age-related morbidity differences and analyse implications for Aboriginal and Torres Strait Islander client care (I) 9.3 Apply local epidemiology and population health data in diagnostic thinking, and develop strategies for approaches to prevention (ETP) Population Health Apply knowledge of Aboriginal and Torres Strait 10.1 Identify current demographic, health indicators 10.2 Analyse strengths and limitations of data used as key 10.3 Establish key features of successful Aboriginal and
Islander demographic and health statistics, as well as features of effective policies and strategies relative to Aboriginal and Torres Strait Islander peoples in the context of health care and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for peoples in Australia over time (N) indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) Torres Strait Islander health surveillance and health policies and strategies for improving health care for Aboriginal and Torres Strait Islander peoples (ETP) REFLECTION Examine and reflect on how one’s own culture and dominant cultural paradigms, influence perceptions of and interactions with Aboriginal and Torres Strait Islander peoples Cultural Self and Health Care Recognise the influence of one’s own cultural identity and the culture of the Australian health care system on perceptions of Aboriginal and Torres Strait Islander peoples 11.1 Examine own cultural worldview and values and describe implications for health care practice (N) 11.2 Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 11.3 Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP) 12.1 Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2 Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 12.3 Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP) Racism Evaluate different forms of racism and associated 13.1 Identify different forms of racism and prevailing stereotypes about 13.2 Demonstrate internal strategies to examine and 13.3 Generate strategies for incorporating anti-racist and affirmative
stereotypes that impact on Aboriginal and Torres Strait Islander health, and demonstrate practice that is free from racism Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) monitor personal responses to cultural and social differences (I) action approaches in health care practice (ETP) White Privilege Critique privileges and advantages afforded to white Australian society and understand the role of power relations in the inequitable distribution of privileges 14.1 Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N) 14.2 Examine one’s own positioning in terms of White Privilege and other social privileges (I) 14.3 Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP) ADVOCACY Recognise that the whole health system is responsible for improving Aboriginal and Torres Strait Islander health. Advocate for equitable outcomes and social justice for Aboriginal and Torres Strait Islander peoples and actively contribute to social change Equity and Human Rights Promote equitable health services and affirm the principles of the United Nations Declaration on the Rights of Indigenous Peoples and other human rights instruments to support Aboriginal and Torres Strait Islander peoples to attain equitable health outcomes 15.1 Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) 15.2 Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) 15.3 Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP) 16.1 Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait 16.2 Determine strengths and challenges in delivering health care with respect to the 16.3 Devise strategies for diagnosing and treating Aboriginal and Torres Strait
Islander health (N) social determinants of health (I) Islander clients from the perspective of the social determinants of health (ETP) Leadership Demonstrate leadership in advocating for equitable health outcomes and culturally safe services for Aboriginal and Torres Strait Islander clients and resilience to manage resistance to change from others 17.1 Describe the role of individual leadership in effecting positive change within the health system and identify key leadership capabilities (N) 17.2 Illustrate strategies to develop personal and professional leadership qualities, including resilience to work with possible health system challenges in delivering culturally safe health care (I) 17.3 Advocate for equitable health care for Aboriginal and Torres Strait Islander clients (ETP) Curriculum Content, Learning Outcomes And Assessment One of the keys to successful learning is to align learning outcomes with curriculum content and design assessment tasks that allow students to demonstrate achievement of those outcomes (Biggs 2003). The following section describes seventeen curriculum content themes and maps how this content develops the primary learning outcomes aligned to the Graduate Cultural Capability Model. A range of assessment approaches for each theme is provided - however these are not prescriptive or intended to limit innovative assessment practice. Content Content Description Learning Outcomes Addressed Assessment Approaches 1 History of Aboriginal and Torres Strait Islander peoples and the experience Introduces students to the history of Aboriginal and Torres Strait Islander peoples in Australia and key stages since European invasion/ colonisation in the context of understanding the contemporary Aboriginal and Torres Strait Islander health experience. 1.1 Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N) 1.2 Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Problem scenario; case study; group work/ presentation; clinical placement problem reflection;
health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I) 1.3 Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP) research paper Design strategy/ project; group/ individual oral presentation; creative performance; simulation; clinical placement based project 2 Aboriginal and Torres Strait Islander culture, beliefs and practices Introduces students to Aboriginal and Torres Strait Islander culture, beliefs, language and practices, as well as key concepts of Aboriginal and Torres Strait Islander health and wellbeing in theory and practice. 2.1 Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N) 2.3 Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Case study analysis; research paper; group work/ presentation Design strategy/ project; group/ individual oral presentation; creative performance; simulation; clinical placement based project 3 Diversity of Aboriginal and Torres Strait Islander cultures Develops students’ knowledge and understanding of the enormous diversity of Aboriginal and Torres Strait Islander nations across Australia specifically in terms of cultural beliefs, practices and colonial history, and the implications of this diversity for 3.1 Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) 3.2 Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 3.3 Design strategies for Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Case study analysis; research paper; group work/ presentation
health care practice. delivering culturally safe health care with respect to individual, cultural and linguistic diversity (ETP) Design strategy/ project; group/ individual oral presentation; creative performance; simulation; clinical placement based project; produce a poster 4 Humility and Lifelong Learning Introduces students to the concept of lifelong learning of cultural capabilities. Develops students’ humility in terms of how much they can meaningfully understand about Aboriginal and Torres Strait Islander cultures. 4.1 Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2 Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3 Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Role play; produce video/ performance piece; written examination; short answer questions/ essays Design strategy/ project; group/ individual oral presentation; creative performance; simulation; clinical placement based project; produce a poster 5 Cultural Safety in health care: terminology and definitions Introduces students to key terminology that is used in the context of developing and delivering culturally safe health care to Aboriginal and Torres Strait Islander Australians. 5.1 Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 5.2 Analyse the strengths and limitations of key terms and definitions in the context of culturally safe health practice (I) 5.3 Propose examples for applying key terms and definitions in health Annotated bibliography; short answer questions/ essays; oral examination Problem scenario; case study; group work/ presentation; clinical placement problem reflection; research paper; reflective journal
practice (ETP) Design strategy/ project; group/ individual oral presentation; produce a poster; debate; concept map 6 Culturally safe communication Develops students’ knowledge of the broad spectrum of verbal and communication cues of Aboriginal and Torres Strait Islander clients and how these elements may intersect in health service delivery and practice. Has a progressive focus on building skills in students to be able to engage in respectful and culturally safe communication. 6.1 Describe the impact of effective verbal and communication as well as miscommunication and how this links to health outcomes (N) 6.2 Analyse differences between own verbal and non-verbal communication and Aboriginal and Torres Strait Islander clients, and the implications for health care (I) 6.3 Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Reflective journal; problem scenario; case study; group work/ presentation; clinical placement problem reflection; research paper Demonstration; role play; simulation; clinical placement experience 7 Strengths-based knowledge and communication Introduces students to the concept of strengths-based approaches to Aboriginal and Torres Strait Islander health and the importance of balancing knowledge and communication of health statistics with positive information to support and empower clients and communities. 7.1 Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.2 Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I) 7.3 Formulate strategies for incorporating Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Reflective journal; group work/ presentation; clinical placement problem reflection; critical essay; research paper; peer assessment Demonstration; role play; simulation; clinical
strengths-based health care to Aboriginal and Torres Strait Islander clients in the context of their chosen discipline. epidemiology and population health data in diagnostic thinking, and develop strategies for community-wide approaches to prevention (ETP) individual oral presentation; research successful strengths-based initiatives and identify critical success factors; produce a poster; concept map 10 Population health Develops students’ knowledge of the current demographic and health statistics for Aboriginal and Torres Strait Islander peoples and features of policies and strategies relative to the Aboriginal and Torres Strait Islander population in the context of health service delivery. 10.1 Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for peoples in Australia over time (N) 10.2 Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) 10.3 Establish key features of successful Aboriginal and Torres Strait Islander health surveillance and health policies and strategies for improving health care for Aboriginal and Torres Strait Islander peoples (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Critical essay; research paper; data project Critical essay; group/ individual oral presentation; produce a poster; concept map 11 Self-reflexivity Introduces students to the concept of ongoing and its crucial role in facilitating culturally safe health service delivery. Develops students’ skills and ability to engage in ongoing 11.1 Examine own cultural worldview and values and describe implications for health care practice (N) 11.2 Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Reflective journal; oral presentation; short essay Critical essay; reflective journal Design strategy/ project; individual oral presentation; clinical placement based project;
consciously engage in health practice that is free from stereotyping or racism. 13.3 Generate strategies for incorporating and affirmative action approaches in health care practice (ETP) oral presentation; clinical placement based project; self-evaluation 14 White Privilege Introduces students to the important concepts of White Privilege and other social privileges, and develops their understanding around how these concepts have influenced relations between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians both historically and in contemporary Australia in the context of health care. 14.1 Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N) 14.2 Examine one’s own positioning in terms of White Privilege and other social privileges (I) 14.3 Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Reflective journal; individual oral presentation; critical essay Debate; group oral presentation; critical essay; written examination; 15 Equity and Human Rights in health care Develops students’ understanding of the importance of equity and human rights in health care through knowledge of the United Nations Declaration on the Rights of Indigenous Peoples and other landmark human rights movements and the implications of these movements for developing health services that are fair, available, accessible and acceptable to Aboriginal and Torres Strait Islander peoples. 15.1 Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) 15.2 Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) 15.3 Develop strategies for redressing inequity in health care for Aboriginal Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Critical essay; written examination Design strategy/ project; individual/ group oral presentation; creative performance evaluation
and Torres Strait Islander individuals, families and communities (ETP) 16 Social determinants Introduces students to the concept of the social determinants of health, and develops their ability to understand Aboriginal and Torres Strait Islander health and clinical presentations through a social determinants lens, and the implications on health professional practice. 16.1 Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N) 16.2 Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) 16.3 Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Critical essay; written examination Design strategy/ project; oral presentation; portfolio; simulation; clinical placement based project 17 Leadership, advocacy and affecting change Develops knowledge in students around the intersection of their own cultural capabilities with the broader health system in which they work and the possible impacts on their ability at an individual level, to deliver culturally safe care. Develops skills in students to be resilient in the face of these challenges, whilst also introducing the notion of health professionals being leaders and advocates for change in the health care system. 17.1 Describe the role of individual leadership in effecting positive change within the health system and identify key leadership capabilities (N) 17.2 Illustrate strategies to develop personal and professional leadership qualities, including resilience to work with possible health system challenges in delivering culturally safe health care (I) 17.3 Advocate for equitable health care for Aboriginal and Torres Strait Islander clients (ETP) Short answer questions/ multiple choice questions; Oral examination/ critique; short essay Design strategy/ project; individual/ group oral presentation; portfolio Simulation; clinical placement based project; self-evaluation
allay fears they feel uninformed or out of place, and given the sensitivities in the post-colonial and race-based Australian context, this is a common experience. Resistance to subject is also common, as are negative assumptions and stereotypical attitudes. and discussion Invite questions - ‘there are no stupid questions’ Use humour Discuss the silencing that can be felt due to ‘heightened political correctness’ and explore freedom to make mistakes Change chair and table layouts from rows to circles Avoid hierarchical teaching approaches Favour yarning and conversational approaches in the classroom rather than didactic approaches Develop terms of reference for respectful engagement with student group as a starting point Build inclusive learning One of the major barriers to building relationships in the classroom is the polarising that can occur if content is presented in a binary way Focus first on similarities across cultures before exploring differences Discuss the impacts of binary thinking by asking students to reflect on ‘exceptions to the norm’ in their own cultural contexts (present some examples where ‘both’ is a preferred answer than one or the other) Negotiate emotional reactions and maintain relationships Emotional reactions and responses are common as students engage with Aboriginal and Torres Strait Islander content. There can be anger, guilt, sadness, or disenchantment. These emotions are part of the learning journey, and how their expression is handled in the classroom can be critical to educators developing and maintaining a safe, relational learning Acknowledge to students that emotional discomfort is normal, and can be a positive part of the learning process Allow for diversity – Recognise that knowledge is not going to be ‘consumed’ in the same way by different students, depending on their context and background Have a collegial network to debrief in so educators are able to return to classroom following emotional outbursts without taking it on board Acknowledge all views as legitimate with empathy (‘I can see where you’re coming from’) and put contentious views back to whole classroom to think about – rather than being the only one that needs to respond
foundation units and integrated within the curriculum aligned to the learning outcomes Aboriginal and Torres Strait Islander peoples’ history, culture, health, and wellness in accordance with the principles and curriculum content of The Framework are incorporated within the curriculum Unit/Course outlines for those units which develop The Framework cultural capabilities Curriculum map demonstrating syllabus, unit learning outcomes, learning experiences and assessments which are aligned to the learning outcomes The Framework graduate cultural capabilities are assessed Examples of a range of assessments of The Framework cultural capabilities e.g. written, journals, oral presentations, clinical assessments, simulation Evidence of student performance in relevant assessment items Students can demonstrate their achievement of cultural capabilities prior to completion of their program Interviews with students (Aboriginal and Torres Strait Islander and non-Indigenous students) Portfolios or e-portfolios of achievements Clinical placement assessment forms There is evidence of meaningful engagement with and responsiveness to the local Aboriginal and Torres Strait Islander community through involvement in curriculum design, delivery, monitoring and evaluation OCHPPRAC Tool has been completed with relevant action plans Number of community members involved in curriculum design, implementation, monitoring and evaluation Types of engagement with curriculum delivery e.g. lectures, tutorials, sharing stories, provision of case studies, involvement in practical assessments, simulation etc. Evidence of contribution to Aboriginal and Torres Strait Islander community i.e. reciprocity by the HPP/ HE There is a commitment to the time and resources required to build and maintain relationships with Aboriginal and/or Torres Strait Islander stakeholders OCHPPRAC Tool or similar has been completed with relevant action plans Staff who are involved in teaching and working with Aboriginal and Torres Strait Islander community have appropriate workloads Interviews with staff about workloads