Humility and 4.1 Articulate the 4.2 4.3 Design Lifelong Learning concept of cultural Demonstrate professional humility as a cultural humility strategies that Utilise lifelong process of lifelong and explain enable learning skills to learning (N) behaviours and continued develop cultural values required learning and capabilities and to engage in development of demonstrate lifelong learning cultural humility in regard (I) capabilities in to how much one health practice can meaningfully (ETP) understand Aboriginal and Torres Strait Islander cultures COMMUNICATION CULTURALLY SAFE 5.1 Identify key 5.2 Analyse the 5.3 Propose COMMUNICATION terms and strengths and examples for Engage in culturally definitions in the limitations of applying key appropriate, safe Recognise the role context of key terms and terms and and sensitive of language and delivering culturally definitions in definitions in communication appropriate verbal safe health care to the context of health practice that facilitates trust and non-verbal Aboriginal and culturally safe (ETP) and the building of cues; strengths Torres Strait health practice respectful based Islander clients (N) (I) relationships with communication; Aboriginal and and applied Torres Strait knowledge of Islander peoples culturally safe health practice 3.1 Describe the 3.2 Examine key 3.3 Design diversity of elements strategies for Aboriginal and attributed to delivering Torres Strait cultural beliefs culturally safe Islander cultures and practices health care with and languages and within the local respect to illustrate examples context (e.g. individual and (N) kinship, cultural and reciprocity) (I) linguistic diversity (ETP) 6.1 Describe the 6.2 Analyse 6.3 Incorporate impact of effective differences knowledge and verbal and between own skills of verbal and culturally safe communication as communication well as communication when miscommunication and Aboriginal interacting with and how this links and Torres Aboriginal and to health outcomes Strait Islander Torres Strait (N) clients, and the Islander implications for individuals and
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_Curriculum_Framework.docx