DCHA20001 - Ageing in Indigenous People
Term 1 - 2017


All details in this unit profile for DCHA20001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit will give you a detailed understanding of the influence of race and culture on ageing outcomes. The importance of Indigenous ways of knowing about health and how this relates to ageing will be addressed. You will learn and critically reflect on the historical and contemporary socio-political events and systems that impact the quality of life of older Indigenous people. Human rights and social justice issues will be discussed. This will include developing an informed understanding of colonisation processes and intergenerational trauma. You will research the key differences in health outcomes, including an appraisal of the ‘gap’, between Indigenous and non-Indigenous older people. You will learn about the delivery of culturally competent practice and working together with Indigenous people to promote value and respect for culture.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 10%
2. Written Assessment 50%
3. Presentation 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Explain the unique determinants that influence healthy ageing outcomes for Indigenous people.
  2. Explain Indigenous ways of knowing about health and ageing.
  3. Determine the potential efficacy of a current government strategy aims to address the healthy ageing needs of Indigenous people
  4. Evaluate the ability of services to meet the healthy ageing needs of Indigenous people.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment  
2 - Written Assessment  
3 - Presentation      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research
5. Self-management    
6. Ethical and Professional Responsibility
7. Leadership    

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Written Assessment  
3 - Presentation

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLisa Hee (l.hee@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction to unit.

Module 1: Determinants of health.

Refer to the Moodle site. Read introductory documentation and watch the lecture. Undertake Module 1 activities. Familiarise yourself with what is required for your assessments. Details of the assessments are available on the Moodle site. You can begin preparing for the first assessment.

Week 2 13-03-2017

Module 1: Determinants of health unique to indigenous population in Australia.

Refer to the Moodle site and watch the lecture. Continue Module 1 activities. Continue working on the first assessment.

Week 3 20-03-2017

Module 1: Determinants of health unique to indigenous population in Australia.

Refer to the Moodle site and watch the lecture. Continue Module 1 activities. Continue working on the first assessment.

Week 4 27-03-2017

Module 2: "Knowing" about healthy and ageing from the perspective of Indigenous population in Australia.

Refer to the Moodle site and watch the lecture. Continue Module 2 activities.Continue working on the first assessment and second assessments.

Week 5 03-04-2017

Module 2: "Knowing" about healthy and ageing from the perspective of Indigenous population in Australia.

Refer to the Moodle site and watch the lecture. Continue Module 2 activities.Continue working on the first assessment and second assessments.

Written Assessment: Proposal Due Friday (07 Apr 17) 06:00 PM AEST
Vacation Week 10-04-2017

Have a break or continue to prepare for your second assessment.

Week 6 17-04-2017

Module 3: Key differences in health between indigenous and non-indigenous populations in Australia.

Refer to the Moodle site and watch the lecture. Undertake Module 3 activities. Continue working on the second assessment.

Week 7 24-04-2017

Module 3: Key differences in health between indigenous and non-indigenous populations in Australia.

Refer to the Moodle site and watch the lecture. Undertake Module 3 activities. Continue working on the second assessment.

Week 8 01-05-2017

Module 4: Culturally competent practice.

Refer to the Moodle site and watch the lecture. Undertake Module 4 activities. Continue working on the second assessment.

Week 9 08-05-2017

Module 4: Culturally competent practice.

Refer to the Moodle site and watch the lecture. Undertake Module 4 activities. Continue working on the second assessment.

Written Assessment: Essay Due Friday (12 May 17) 06:00 PM AEST
Week 10 15-05-2017

Module 5: Government strategies.

Refer to the Moodle site and watch the lecture. Undertake Module 5 activities.Familiarise yourself with what is required for your third assessment. Details of this assessment are available on the Moodle site. You can begin preparing for this assessment.

Week 11 22-05-2017

Module 5: Government strategies.

Refer to the Moodle site and watch the lecture. Undertake Module 5 activities. Continue working on the third assessment.

Arrange a time with your lecturer for your presentation next week.

Week 12 29-05-2017

Revision and Consolidation.

Complete and submit the third assessment.

Presentation Due Friday (02 Jun 17) 06:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Written Assessment: Proposal
Task Description

Objectives and Outcomes.

Throughout this course the learning tasks within each module aim to ensure that you are thinking broadly about the influence of external factors on the health of older Aboriginal and Torres Strait Islander people. This task asks you to critically analyse the efficacy of a current government strategy that aims to address the healthy ageing needs of Indigenous people. To do so you will need to apply your knowledge about the unique determinants of health for Indigenous people, as well as Indigenous ways of knowing about health and ageing.

You will need to select a current government strategy that either does, or should aim to address the healthy ageing needs of older Indigenous people. The document can be relevant on a local, state or national level.

This task asks you to evaluate how well the government document considers the current and future needs of the Indigenous ageing population. An additional requirement is to provide solutions for any perceived shortcomings.

You will need to consider the needs of this generation, and future cohorts of older people. The purpose of this task is to develop your skills in assessing the suitability of government documents to account for the diverse needs of older Indigenous people. You will need to consider if the document has the potential to promote cultural safety and be effective at what it is aiming to achieve.

The Tasks.

To begin with, you are writing a proposal that will give an outline or summary of your full essay. This proposal is Assessment 1. You will receive feedback on this proposal and you will then write the full essay. The full essay which is Assessment 2, will entail a critical analysis on the efficacy of a relevant government document that aims to address the healthy ageing needs of Indigenous people.

Preparation

1. Select a government document that has direct implications for older Indigenous people.

2. Search for current quality literature on the key determinants of health in older Indigenous people. In addition, search for evidence based literature on how to improve healthy ageing outcomes using culturally appropriate approaches.

3. Search for and select quality literature that provides evidence-based information on the efficacy of legislation and policy.

Proposal writing

1. Write an overview of your essay including your key arguments.

2. Include the government document you selected and why, the determinants of health you will be discussing, and three key journal articles or book chapters you will be using to guide your discussion and support your arguments.

Requirements and Resources

· Include a cover page providing your name, the name and code of the course, and the title of the assessment.

· You can use course provided materials and other credible sources (journal articles, books) to reference your argument. The quality and credibility of your sources is very important at a post-graduate level. Many citations of a source is a good indication of significance.

· Please use American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.

· We recommend you use EndNote to manage your citations and reference list, more information on how to use EndNote is available at the CQUniversity Library website.

· For more information on academic writing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.

Assessment Due Date Week 5 Friday (07-Apr-2017) 06:00 PM AEST
Return Date to Students Week 7 Friday (28-Apr-2017)
Weighting 10%
Assessment Criteria

Proposal (10% of overall unit mark)

High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Presentation 10%
Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. Well presented. Some spelling and grammatical errors. Written in an easy to ready style. There may be one or more areas where there was evidence of lack attention to presentation. Many presentation errors.
Selection of government document 30%
Clear cohesive argument made for relevance of government document. Largely clear cohesive argument made for relevance of government document. Somewhat clear cohesive argument made for relevance of government document. Little argument made for relevance of government document. Minimal argument made for relevance of government document..
Selection of determinants of health 30%
Appropriate selection of essential determinants of health that impact the ageing outcomes of older Indigenous people. Appropriate selection of determinants of health that impact the ageing outcomes of older Indigenous people. Appropriate selection of determinants of health that impact ageing outcomes. Somewhat appropriate selection of determinants of health that impact ageing outcomes. Inappropriate selection of determinants of health that impact the ageing outcomes.
Selection of journal articles 30%
Appropriate and quality journal articles selected to guide discussion and support arguments. Appropriate journal articles selected to guide discussion and support arguments. Appropriate journal articles selected to support arguments. Somewhat appropriate journal articles selected to support arguments. Journal articles selected not appropriate to support arguments.

Referencing Style American Psychological Association (APA)
Submission Online

Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain the unique determinants that influence healthy ageing outcomes for Indigenous people.

2. Explain Indigenous ways of knowing about health and ageing.

3. Determine the potential efficacy of a current government strategy aims to address the healthy ageing needs of Indigenous people

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management



2 Written Assessment

Assessment Title Written Assessment: Essay
Task Description

This assessment follows on from the proposal developed in Assessment 1. Now that you have received feedback on this proposal, you will now write the full essay. The full essay will entail a critical analysis on the efficacy of a relevant government document that aims to address the healthy ageing needs of Indigenous people.

Essay writing

1. Write an introductory paragraph that describes the importance of government documents that are culturally appropriate and effective in improving healthy ageing outcomes for Indigenous people.

2. State which government document you selected and why.

3. Critically analyse the applicability and appropriateness of the strategies outlined in the document to meet the needs of older Indigenous people.

4. Identify any limitations of the government document, explain their possible impact and generate recommended modifications to improve efficacy.

5. Write a concluding paragraph that summarises your key findings.

Assessment Due Date Week 9 Friday (12-May-2017) 06:00 PM AEST
Return Date to Students Week 11 Friday (26-May-2017)
Weighting 50%
Assessment Criteria

Critical essay (50% of overall unit mark)

High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20%
Introduction 5%
Highly appropriate and relevant to content. Provides very clear sense of what follows. Appropriate and relevant to content. Provides clear sense of what follows. Largely appropriate and relevant to content. Provides sense of what follows. Somewhat appropriate and relevant to content. Provides some sense of what follows. Not evident and/or not appropriate.
Conclusion 5%
Provides very strong sense of closure and highly appropriate. Provides sound sense of closure and appropriate. Provides a sense of closure and largely appropriate. Somewhat provides a sense of closure and somewhat appropriate. No recognisable conclusion or conclusion is inappropriate.
Presentation 5%
Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. Well presented. Some spelling and grammatical errors. Written in an easy to ready style. There may be one or more areas where there was evidence of lack attention to presentation. Many presentation errors.
Referencing 5%
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations.
Accurate APA referencing. No errors. Accurate APA referencing. One error. Accurate APA referencing. Two errors. Accurate APA referencing. Three errors. More than three errors.
Critical analysis of government document 40%
High level of analysis reflected in a clear cohesive argument. High level of analysis reflected in a largely clear cohesive argument. Some analysis reflected in a somewhat clear and cohesive argument. Some analysis apparent. Argument may be a little disjointed. Minimal analysis or lack of analysis.
Understanding of impact of document 20%
High levels of understanding of the impact of document. Sound levels of understanding of the impact of document. Some understanding of the impact of document. Basic level of understanding of the impact of document. Minimal to no understanding of the impact of document.
Solution generation 20%
Appropriate strategies to improve document provided and used well to enhance discussion. Appropriate strategies to improve document provided and used to enhance discussion. Appropriate strategies to improve document provided and used in discussion. Appropriate strategies to improve document provided and somewhat used in discussion. Appropriate strategies to improve document not provided and/or not used in discussion.

Referencing Style American Psychological Association (APA)
Submission Online

Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain the unique determinants that influence healthy ageing outcomes for Indigenous people.

2. Explain Indigenous ways of knowing about health and ageing.

3. Determine the potential efficacy of a current government strategy aims to address the healthy ageing needs of Indigenous people

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility

7. Leadership



3 Presentation

Assessment Title Presentation
Task Description

Objectives and Outcomes.

Throughout this course the learning tasks within each module aim to develop cultural capabilities and knowledge around Aboriginal and Torres Strait Islander history, health, culture and cultural safety.

This task asks you to develop best practice recommendations for providing culturally safe services to older Indigenous people. You may like to make the recommendations relevant to your own work or area of interest. To do so you will need to apply your knowledge about the unique determinants of health for Indigenous people, as well as Indigenous ways of knowing about health and ageing.

Other areas you may like to consider when developing your presentation are changes associated with ageing, common illnesses and disabilities associated with ageing, empowerment and strengths based approaches and healthy ageing principles.

The Task.

You are creating an oral presentation that is designed to provide recommendations for culturally safe service provision to older Indigenous people. Create the presentation as if you would be presenting to colleagues who have varying but a mostly basic understanding of the needs of older Indigenous people. You must successfully transmit knowledge to justify your recommendations. Your colleagues have the capacity to implement the recommendations and you need to convince them of their value.

Preparation

1. Select an area of service provision.

2. Search for current quality literature on providing culturally safe services to older Indigenous people.

3. Search for literature on Indigenous ways of knowing about health and ageing that you believe will be appropriate to apply to your selected area of service provision.

4. Generate best practice recommendations for providing services to older Indigenous people tailored to your area of interest.

Writing

1. You are talking for 10 minutes, this roughly equates to 1300 words.

2. Develop a maximum of 10 slides.

3. Information within slides should be referenced where appropriate. Provide a slide at the end of the presentation with the references listed.

4. Your presentation should include an introduction to the topic of the importance of culturally safe service provision, including the impacts of not providing it.

5. Introduce your area of service provision.

6. Provide recommendations for improving service provision for older Indigenous people, including a rough budget if necessary. If there are many recommendations, prioritise the most salient issues that will have the greatest impact. You may like to consider cost as a factor here.

7. Discuss what you hope the impact of the recommendations will be if implemented. If possible, base your predictions on past research.

8. Conclude with your key findings and the message you want to leave your audience with.

Assessment Due Date Week 12 Friday (02-Jun-2017) 06:00 PM AEST
You will present to your lecturer via ZOOM; A video conferencing program during week 12, at a time negotiated between you and your lecturer. Your presentation slides are to be submitted via moodle.
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 40%
Assessment Criteria
High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20%
Efficacy and organisation 5%
Slides and notes are used very effectively. There is a clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the presentation/bring presentation to a logical close. Slides and notes are used effectively. There is a clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the presentation/bring presentation to a coherent close. Slides and notes are used very well. There is an appropriate introduction/ conclusion and the direction of the presentation is logical. Slides and notes are clear. The introduction/ direction/ conclusion are mostly apparent. Slides and notes are not clear. There is no recognisable introduction/ and/or direction in the presentation and/ or no clear conclusion.
Presentation 10%
Excellent presentation of assignment. The presenter demonstrates an expert command of the topic and the presentation is well-paced, confident and compelling. The submitted written material (i.e. presentation slides) is very well-presented and free from errors. A very good presentation. The presenter demonstrates a very sound understanding of the topic and the presentation is delivered confidently. The written material (i.e. presentation slides) has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). A good presentation. The presenter demonstrates a sound understanding of the topic and the presentation is delivered well. The written material (i.e. presentation slides) has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). The presenter demonstrates an understanding of the topic and the presentation conveys this. This assignment could be improved through improved pacing/ other delivery style matters etc. The written material (i.e. presentation slides) has 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). Poorly presented assignment. The presentation style is not engaging/ credible and presenter does not demonstrate a grasp of the content. The written material (i.e. presentation slides) has many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors).
Referencing 5%
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations.
Accurate APA referencing. No errors. Accurate APA referencing. One error. Accurate APA referencing. Two errors. Accurate APA referencing. Three errors. More than three errors.
Approach and Argument 75%
Relevancy and depth 20%
Content is entirely relevant to the topic, the approach comprehensively addresses the task and the presentation proceeds logically and is within the set time limit. Content is very relevant to the topic, the approach clearly addresses the task and the presentation proceeds logically and is within the set time limit. Content is appropriate to the topic, the approach mostly addresses the task and the presentation for the most part proceeds logically and is within the set time limit Content addresses the topic but the presentation is at times repetitive or lacks cohesion and is within the set time limit with a 10% allowance (under or over the set limit). Content is irrelevant and or does not address the topic and the presentation lacks cohesion. The time limit has not been adhered to.
Solution generation 20%
Recommendations thoroughly and realistically address complex problems. Recommendations are prioritised appropriately. Recommendations realistically address problems. Recommendations are prioritised appropriately. Recommendations address problems. Recommendations are prioritised appropriately. Recommendations address problems. Recommendations do not address problems.
Knowledge transmission 20%
Content is entirely relevant for the audience. The presentation fully caters for the audience. The presentation conveys complex material in a very accessible and respectful manner. Content is very relevant for the audience. The presentation generally caters for the audience and presents complex material in an accessible manner. Content is relevant for the audience. The presentation partly caters for the audience and mostly presents complex material in an accessible manner. Content is somewhat relevant for the audience. The presentation barely caters for the audience and only in parts presents complex material in an accessible manner. Content is not relevant for the audience. It is not respectful of their needs and is either unlikely to be understood or too simplistic for them.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Submission will be a two part process: 1. You will present live to your lecturer using Zoom, a videoconferencing program. Your lecturer will assist you in using Zoom and arrange a suitable time with you to present. 2. Please submit your presentation slides (PowerPoint format) via the Moodle site. Do not submit in PDF or any other format.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Evaluate the ability of services to meet the healthy ageing needs of Indigenous people.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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