practice (ETP) Design strategy/ project; group/ individual oral presentation; produce a poster; debate; concept map 6 Culturally safe Develops students’ 6.1 Describe the impact of Short answer communication knowledge of the effective verbal and questions/ broad spectrum of communication as multiple choice verbal and well as miscommunication questions; Oral and how this links to examination/ communication cues health outcomes (N) critique; short of Aboriginal and essay 6.2 Analyse differences Torres Strait Islander between own verbal and Reflective journal; clients and how non-verbal problem scenario; these elements may communication and case study; group intersect in health Aboriginal and Torres work/ service delivery and Strait Islander clients, and presentation; practice. Has a the implications for health clinical placement progressive focus on care (I) problem building skills in reflection; 6.3 Incorporate students to be able research paper knowledge and skills of to engage in culturally safe Demonstration; respectful and communication when role play; culturally safe interacting with Aboriginal simulation; clinical communication. and Torres Strait Islander placement individuals and family experience members (ETP) 7 Strengths-based Introduces students 7.1 Describe the concept Short answer knowledge and to the concept of of strengths-based questions/ communication strengths-based knowledge and multiple choice approaches to communication and how questions; Oral Aboriginal and this is used to balance examination/ Torres Strait Islander problem-based critique; short health and the perspectives of Aboriginal essay importance of and Torres Strait Islander Reflective journal; balancing knowledge health and peoples (N) group work/ and communication 7.2 Analyse how presentation; of health statistics knowledge of clinical placement with positive improvements in problem information to Aboriginal and Torres reflection; critical support and Strait Islander mortality/ essay; research empower clients and morbidity can be used in paper; peer communities. strengths-based assessment communication (I) Demonstration; 7.3 Formulate strategies role play; for incorporating simulation; clinical
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
Health_Curriculum_Framework.docx