Items
| Item No. | Title | Value | Due Date* | Return Date** |
| 1 | Report | 50% | Variable | – |
| 2 | Expression of interest – project leader | 50% | Variable | – |
* Due date is the last date for assessment items to be received at the University
** Applies only to assessment items submitted by the due date
Assessment item 1 – Report
Value: 50%
Due Date: Variable Date
Return Date: –
Length: 1600 words
Submission method options: EASTS (online)
TASK
You are required to write a three part report of 1600 words based on your understandings of
professional practice and Indigenous health outcomes.
Key ideas:
1. Constructions of Indigenous Australians in Government documents.
2. Institutionalised ideas and taken-for-granted assumptions of the relationship between
Indigenous and non-Indigenous Australians.
3. Decolonised approaches that enable culturally appropriate service delivery
Cultural competence… is… a set of congruent behaviours, attitudes, and policies
that come together in a system, agency, or amongst professionals and enables
that system, agency, or those professionals to work e!ectively in cross-cultural
situations. The word culture is used because it implies the integrated pattern of
human behaviour that includes thoughts, communications, actions, customs,
beliefs, values, and institutions of a racial, ethnic, religious, or social group. The
word competence is used because it implies having the capacity to function
e!ectively. A culturally competent system of care acknowledges and
incorporates—at all levels—the importance of culture, the assessment of crosscultural relations, vigilance towards the dynamics that result from cultural
di!erences, the expansion of cultural knowledge, and the adaptation of services
to meet culturally-unique needs (Cross et al. 1989:iv/7).
Over module one you have reflected on your knowledge and understanding about yourself in
relation to the construction of ideas about collective Indigenous and non-Indigenous
Australian culture. In-addition you have reflected on the contemporary experiences of
Indigenous Australians in relation to health. In this task you will critique a contemporary
government document to investigate how ideas about Indigenous and non-Indigenous
Australians are reproduced and reinforced institutionally.
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Version 1 – Published 21 February 2020
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In order to address this task, make sure you have read:
1. Australian’s Health 2018: Chapter 6 Indigenous Health 6.0 – Overview
(https://www.aihw.gov.au/getmedia/90aca084-da1c-4536-9!4-14a536d41113/aihwaus-221-chapter-6-0.pdf.aspx) and your Allocated Document (see below)
2. Cultural Responsiveness in Action: An IAHA framework 2019
Further readings provided in the subject reading list, and your independent research, will help
you assemble your understandings for this task.
Part A – Your Professional Standpoint (400 Words): Discuss your knowledge of Indigenous
Australian histories and contemporary circumstances, and consider from where this
information is gained. Using standpoint theory, outline your current understandings of
historical physiotherapy service delivery to Indigenous Australians and those living in rural
and remote Australia.
Part B – Policy Critique (800 words): Critique your allocated document to investigate how
ideas about Indigenous and non-Indigenous Australians are reproduced and reinforced
institutionally.
Allocated Document:
Block 2: 6.2 – Indigenous health and wellbeing (https://www.aihw.gov.au/getmedia/
110ef308-c848-4537-b0e7-6d8c53589194/aihw-aus-221-chapter-6-2.pdf.aspx)
Block 3: 6.5 – Health behaviours of Indigenous Australians (https://www.aihw.gov.au/
getmedia/9677d3dc-c48e-4bef-8c26-9ecead8e1fc8/aihw-aus-221-chapter-6-5.pdf.aspx)
Block 4: 6.8 – Indigenous Australians’ access to and use of health services
(https://www.aihw.gov.au/getmedia/3a2cdfb0-ba14-4b14-b6ac-039dcf35c5e3/aihwaus-221-chapter-6-8.pdf.aspx)
Use the following guide questions to assist you to focus on your policy critique but do not
respond to each question individually. You must provide a synthesised response which
considers your own pre-existing knowledge and cultural competence.
• Is there a presumption that readers already hold views about Indigenous peoples?
• What would a reader infer about the current relationships between Indigenous and
non-Indigenous peoples based on the text of the document?
• How are Indigenous and non-Indigenous people positioned in the article?
• How does this positioning relate to historical policies and treatment of Indigenous
peoples?
• Are there any taken-for granted assumptions informed by historical practices and
policies?
• Is there an Indigenous viewpoint included in the document?
-If yes, how do the authors use Indigenous perspectives to support or contradict the
main message?
-If no, how could this influence a readers’ perception of Indigenous people and of the
main messages contained within the document?
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Version 1 – Published 21 February 2020
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• Thinking about your knowledge of Australian histories and contemporary
circumstances, does the document discuss approaches that would improve
accessibility, availability and the quality of physiotherapy service delivery?
-What limitations are discussed?
-What information is missing?
-What key strategies can you identify that may address these issues?
Part C – Emerging Professional Philosophy (400 words): Reflect on your professional
responsibilities, your contribution to Yindyamarra Winhanganha and capacity to provide
culturally competent interactions with rural and remote Indigenous patients. Drawing on your
social, institutional and historical understandings and perspectives, discuss and apply
decolonisied strategies for the engagement and retention of Indigenous patients.
Use the following guide questions to assist you to focus on your emerging standpoint but do
not respond to each question individually. You must provide a synthesised response which
considers your acquired professional code of practice.
• As an emerging professional, what individual responsibilities are required in your
interpersonal interactions with your clients?
• How will you apply your understandings before, during and a”er each consultation
with each Indigenous patient?
A template for this assessment task will be provided in the subject site.
RATIONALE
SUBJECT LEARNING OUTCOMES
This assessment task will assess the following learning outcome/s:
• be able to critically evaluate the challenges, barriers and enablers to accessing
healthcare, to inform the development of a culturally competent physiotherapy
service model for Indigenous Australians within a rural and remote context
• be able to critique historical physiotherapy service delivery to Indigenous Australians
and those living in rural and remote Australia, through an exploration standpoint
• be able to devise strategies for building respectful, collaborative partnerships with
rural and remote communities, including Indigenous Australian peoples, to improve
accessibility, availability and quality of culturally competent physiotherapy service
using a decolonising approach
GRADUATE LEARNING OUTCOMES
This task also contributes to the assessment of the following CSU Graduate Learning
Outcome/s (https://student.csu.edu.au/study/glo):
• Indigenous Cultural Competence (Knowledge) – CSU Graduates understand specific
cultural and historical patterns that have structured Indigenous lives in the past and
the ways in which these patterns continue to be expressed in contemporary Australia.
• Indigenous Cultural Competence (Skill) – CSU Graduates critically examine personal
Charles Sturt University Subject Outline
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Version 1 – Published 21 February 2020
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power, privilege and profession within the broader context of the history, assumptions
and characteristics that structure Australian society, and the way those factors shape
historical and contemporary engagement with Indigenous communities and
Indigenous people.
• Indigenous Cultural Competence (Application) – CSU Graduates practise in ways that
show a commitment to social justice and the processes of reconciliation through
inclusive practices and citizenship.
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Version 1 – Published 21 February 2020
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MARKING CRITERIA AND STANDARDS
| PHS403_201690_A1 Summative Task: Assesses Learning Outcomes 1 – 3 | |||||
| Criterion | HD 42.5-50 |
D 37.5-42 |
CR 32.5-37 |
P 25-32 |
F 0-24.5 |
| Part A: Application of standpoint theory to critically analyse the social, cultural, and historical dimensions of physiotherapy and service delivery as it relates to Indigenous Australian people 10 marks |
Integrates standpoint into the overall analysis. Your emerging professional standpoint is examined in relation to Indigenous Australian cultures and histories. Uses multiple examples to demonstrate understandings of historical physiotherapy service delivery to Indigenous Australians and those living in rural and remote Australia. Evidence of independent research which prioritises Indigenous perspectives. |
Integrates standpoint into the overall analysis. Your emerging professional standpoint is examined in relation to Indigenous Australian cultures and histories. Provides two (2) examples to demonstrate understandings of historical physiotherapy service delivery to Indigenous Australians and those living in rural and remote Australia. |
Application of standpoint links clearly to the analysis. Makes explicit reference to your emerging professional standpoint in relation to Indigenous Australian cultures and histories. Provides an example to demonstrate understandings of historical physiotherapy service delivery to Indigenous Australians and those living in rural and remote Australia. |
Applies standpoint to frame analysis of Indigenous Australian cultures and histories and considers from where this information is gained. Discusses understandings of historical physiotherapy service delivery to Indigenous Australians and those living in rural and remote Australia. Broadly explains link to physiotherapy profession. All content is supported by reliable reference material. |
Does not apply standpoint to frame analysis of Indigenous Australian cultures and histories. There is no consideration of where this information is gained. There are no understandings of historical physiotherapy service delivery to Indigenous Australians and those living in rural and remote Australia. No links to the physiotherapy profession are o!ered. Content not supported by reliable evidence. |
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Version 1 – Published 21 February 2020
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| Part B: Identifies and analyses the positioning of Indigenous and non-Indigenous Australians within the document. 10 marks |
Discussion includes specific examples drawn from the text and sub-text of the document that highlight the positioning of Indigenous and non Indigenous Australians. Strengths and limitations of evidence are explored to further develop analysis on how this positioning links to historical policies and health service delivery to Indigenous Australians. Demonstrates a critical understanding of the reinforcement of social, cultural, and historical di!erences of Indigenous Australians in the document. |
Discussion includes specific examples drawn from the text and sub-text of the document that highlight the positioning of Indigenous and non Indigenous Australians. Strengths and limitations of evidence are explored to further develop analysis on how this positioning links to historical policies and health service delivery to Indigenous Australians. |
Discussion includes an example that highlights the positioning of Indigenous and non-Indigenous Australians within the document. Analysis compares how this positioning links to historical policies and health service delivery to Indigenous Australians. |
Identifies how the document positions both Indigenous and non-Indigenous people. All content is supported by reliable reference material. |
Does not identify how the document positions both Indigenous and non Indigenous people. Content not supported by reliable evidence. |
| Part B: Examines evidence of overt and covert assumptions about Indigenous Australians in the |
Clearly and concisely identifies and examines the overt and covert assumptions about Indigenous Australians in the document. Provides |
Clearly and concisely identifies and examines the overt and covert assumptions about Indigenous |
Identifies and examines the overt and covert assumptions about Indigenous Australians in the |
Identifies the overt and covert assumptions about Indigenous Australians in the document. Explains |
Does not identify the overt and covert assumptions about Indigenous Australians in document. Does not |
Charles Sturt University Subject Outline
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Version 1 – Published 21 February 2020
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| document and what this implies about the presumed relationship between Indigenous and non-Indigenous Australians. Identifies the impact of the absence or presence of Indigenous Australian viewpoints in reinforcing readers’ perceptions. 10 marks |
an integrated examination that discusses the potential implications of Indigenous viewpoints on readers’ perceptions using a wide range of supporting evidence. |
Australians in the document. Discusses the potential implications of Indigenous viewpoints on readers’ perceptions using a range of supporting evidence. |
document. Uses the text and subtext to describe how these taken-for-granted assumptions may align with commonly expressed views about Indigenous Australians using self-sourced literature. The absence and / or presence of Indigenous viewpoints in the text is linked to the discussion of overt and covert assumptions and how this could reinforce reader’s perceptions. Contextualises local research through e!ective linking to Part A. |
how those assumptions are used to imply a particular relationship between Indigenous and non-Indigenous Australians. Identifies the absence and / or presence of Indigenous viewpoints in the texts. All content is supported by reliable reference material. |
explain how assumptions are used to imply a particular relationship between Indigenous and non-Indigenous Australians. No attempt to identify the absence and / or presence of Indigenous Australian viewpoints in the document. Content not supported by reliable evidence. |
| Part C: Identifies responsibilities and professional strategies and development |
Explicit use of standpoint theory is employed to comprehensively illustrate the individual’s readiness to operate as an |
Explicit use of standpoint theory is employed to comprehensively illustrate the |
Explicit use of standpoint theory to describe factors relevant to individual capacity. |
Professional statement uses standpoint theory to broadly discuss individual |
Professional statement does not use standpoint theory to discuss individual |
Charles Sturt University Subject Outline
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Version 1 – Published 21 February 2020
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| of cultural capabilities in health practice 10 marks |
emerging, culturally responsive health care professional. Explicit and insightful links between the clients’ needs and relevant professional practice and/or decolonised strategies are evident. Knowledge and understanding across the depth and breadth of the subject is evident. |
individual’s readiness to operate as an emerging, culturally responsive health care professional. Explicit and insightful links between the clients’ needs and relevant professional practice and/or decolonised strategies are evident. |
Contextualises discussion through e!ective linking to Part A & B. Draws on a range of literature to outline decolonised strategies for the engagement and retention of Indigenous Australian patients. |
responsibilities as a practicing physiotherapist. Professional statement flows cohesively from previous sections. Draws on required readings to outline decolonised strategies for the engagement and retention of Indigenous Australian patients. All content is supported by reliable reference material. |
responsibilities as a practicing physiotherapist. Professional statement does not flow cohesively from previous sections. The required readings are not used to outline decolonised strategies for the engagement and retention of Indigenous Australian patients. Content not supported by reliable evidence. |
| Fulfils technical aspects of the task 10 Marks |
Adheres to prescribed format. Writing shows control and skilful construction of expression to convey specific understandings. Seamlessly integrates citations and referencing into the writing. Uses a style that e!ectively integrates personal reflection into academic analysis. All language and |
Adheres to prescribed format. Written expression and referencing show clear organisation. Uses a variety of techniques to incorporate source material and citations. Uses a style that demonstrates the links between |
Adheres to prescribed format. There are no errors relating to writing and references. Uses formal written expression consistently without errors. There are no imprecise or unsupported statements or |
Adheres to prescribed format. There are few errors. Uses formal written expression with fewer than 6 instances of slang, contractions, spelling, punctuation or grammatical errors. Uses full sentences consistently. |
There are serious errors. Does not adhere to prescribed format. Informal or inappropriate written expression is evident and there are more than 6 instances of slang, contractions, spelling, punctuation or |
Charles Sturt University Subject Outline
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Version 1 – Published 21 February 2020
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| terminology used are appropriate and informed. |
personal reflection and academic analysis. Language and terminology choices allow for diversity and do not ‘generalise’ Indigenous people or cultures. |
generalisations. Uses the APA (6th or 7th ed.) Style reference system without error. Any racial or historical terms used are accompanied by an explanation. |
Paragraphs identify and explore one idea. Paragraphs are linked using e!ective methods. Content is accurate and supported; there are fewer than 3 instances of unsupported assertions and/or inaccuracies. At least 8 sources (including 5 required readings) are cited and referenced. Shows judgement in choosing reliable, relevant, academic sources of information. Uses the APA (6th or 7th ed.) Style referencing system; there may be some errors however there is consistency in approach. All task requirements have been met and submitted. Within specified word |
grammatical errors. Phrases or run-on sentences are used habitually. Paragraphs are unfocused, too long or too short, or links between paragraphs are undeveloped. Content is not supported; there are more than three instances of unsupported assertions and/or inaccuracies. Fewer than 8 sources (including 5 required readings) are cited and referenced. Use of modules as references. APA (6th or 7th ed.) Style referencing is not used. Referencing style is inconsistent showing a lack of understanding of its purpose. One or more task requirements are unmet or missing. |
Charles Sturt University Subject Outline
PHS403 202060 OA I
Version 1 – Published 21 February 2020
Page 17 of 39
| count. Use of appropriate terminology is developing. |
Under or over specified word count. Common terminology issues are evident, such as non-capitalisation, use of inappropriate words without context or explanation. |
Charles Sturt University Subject Outline
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Version 1 – Published 21 February 2020
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PRESENTATION
• This assignment is to be completed using the template provided.
• Your assessment should be submitted on EASTS.
• Your assessment should be submitted as a Microso” Word document. Do not submit
as a PDF document.
• In-text citations are included in the word count.
REQUIREMENTS
The report should be your own original work. This assessment task will be put through
Turnitin to identify plagiarism. Links to Turnitin for your use: https://interact2.csu.edu.au/
webapps/blackboard/content/
listContentEditable.jsp?content_id=_2879347_1&course_id=_42789_1&mode=reset
(https://interact2.csu.edu.au/webapps/blackboard/content/
listContentEditable.jsp?content_id=_2879347_1&course_id=_42789_1&mode=reset)
•Resources and information relating to academic writing can be found
at: http://student.csu.edu.au/study/guidesandtips/writing-at-uni (http://student.csu.edu.au/
study/guidesandtips/writing-at-uni)
Reference requirements
• You are required to use references in all sections. In-text citations are included in the word
count. Your reference list is not included in the word count.
• You must use a minimum of five (5) required readings from the module.
• You must cite and reference three (3) additional sources that you have located yourself. These
texts must be of academic standard, such as a journal article, text book, text book chapter or
conference paper proceeding. Assess the quality of content in web sources very carefully. In
general, website references are unlikely to provide reliable, researched information suitable
for this task.
• Do not reference sources such as Creative Spirits, Wikipedia, Skwirk/Red Apple, or
Australians Together as these are unreliable sources.
• Do not cite or reference the subject modules. You may cite and reference the readings
linked to in the module. The written information contained in the modules are not academic
sources and are not to be used in your essay.
• Use in-text citations to identify other people’s ideas and words. These in-text citations must
follow APA (6th or 7th Edition) referencing style. https://interact2.csu.edu.au/webapps/
blackboard/content/
listContentEditable.jsp?content_id=_2879349_1&course_id=_42789_1&mode=reset
(https://interact2.csu.edu.au/webapps/blackboard/content/
listContentEditable.jsp?content_id=_2879349_1&course_id=_42789_1&mode=reset)
• Quotes must be in quotation marks and the in-text citation must include the page number.
Formal and respectful language requirements
Charles Sturt University Subject Outline
PHS403 202060 OA I
Version 1 – Published 21 February 2020
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• This assessment task must be in professional and formal language. This means there should
be no abbreviations or slang.
• Care must be taken to avoid spelling, grammar and punctuation errors.
• Respectful and appropriate terminology must be used when referring to and writing about
Indigenous Australian people and cultures. https://interact2.csu.edu.au/webapps/
blackboard/content/
listContentEditable.jsp?content_id=_2879348_1&course_id=_42789_1&mode=reset
(https://interact2.csu.edu.au/webapps/blackboard/content/
listContentEditable.jsp?content_id=_2879348_1&course_id=_42789_1&mode=reset)
Charles Sturt University Subject Outline
PHS403 202060 OA I
Version 1 – Published 21 February 2020
Page 20 of 39
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