Assessment Task 2 Assessment name: Group Presentation Learning outcomes measured: 1. Apply the principles of cultural safety to the context of Aboriginal peoples and Torres Strait Islanders’ health and wellbeing to analyse and advance your current position on the continuum of cultural safety. 2. Describe historical, social, and political issues and how they inform current experiences of health and wellbeing, in order to realise their significance as determinants of current health and wellbeing of Aboriginal peoples and Torres Strait Islanders. 3. Discover the everyday experiences of Aboriginal peoples and Torres Strait Islanders that inform their health care and apply this knowledge to facilitate effective partnerships with individuals, families, and communities. 4. Articulate the principles of comprehensive primary health care as a vehicle for understanding Aboriginal peoples’ and Torres Strait Islanders’ health and wellbeing in terms of self-determination and activism. 5. Critically analyse existing Aboriginal peoples and Torres Strait Islanders’ health and wellbeing programs and associated professional roles to develop a culturally safe and holistic response to a complex case study. Length: Part A: Report – 700 words. Part B: Group Presentation - Presentation time 10 minutes in total. Estimated time to complete task: 20 hours Weighting: 40% Individual/Group: Group Authentic Assessment: 1Yes 0 No Formative/Summative: Summative How will I be assessed: 7 point grading scale using a rubric Due date: Sunday 12 May 2017 submitted via TurnItIn . Presentation requirements: Part A: This assessment task must: • be written in third person • be written in full sentences • assignment cover sheet must be included as the first page of your document • include on the assignment cover sheet the URL to your YouTube video (Part B) • use 12-point font • use double line spacing • use page numbers • include the total word count • use QUT APA referencing for citing academic literature • include a complete reference list on a new page • be submitted as a pdf in electronic format via TurnItIn Part B: This assessment task must: • be recorded as a single video • be 10 minutes long; there is limited flexibility on this timeframe • include a brief introduction of each student, and the topic they are presenting • be evidence-based Task description: Aboriginal and Torres Strait Islander peoples’ health and well-being is a complex area of health care policy, planning and practice. Throughout the semester you will be introduced to a number of historical, political, social and cultural issues that make up this complex construct. This aims to support you to be an informed and culturally safe practitioner to Aboriginal and Torres Strait Islander patients and their family. It also may inspire you to advocate for system changes within health care services. Scenario: Your group has been asked by the local Aboriginal and Torres Strait Islander peoples to present on their behalf to the Board of Directors and Chief Executive Officer (CEO) of the local mainstream health service. A number of topics have been raised by the local Aboriginal and Torres Strait Islander peoples as important factors that the Board of Directors and CEO must be made aware of to guide appropriate health service planning. Your group has been given the opportunity to present brief reports to the Board of Directors and CEO on these topics, and provide a concise presentation. Due to the multiple priorities of the Board of Director and the CEO, your group has only been permitted a short time for your presentation. As a result, you will need to ensure that it is concise and persuasive. The is a unique opportunity that may influence how the Board of Directors and the CEO plan to cater for Aboriginal and Torres Strait Islander peoples now and into the future. Part A of this assessment task requires you to write a short report on the topic that you have been allocated through group deliberations. Part B of this assessment task requires you to work as a team to produce a group video that discusses the topics your group covered in Part A. Demonstrate your understanding of the topic by defining the key concepts and then concisely discuss the topic as it relates to Aboriginal and Torres Strait Islander peoples’ health. What you need to do: Part A Through group deliberations, each member of the group is allocated one (1) topic. The topics include: 1. Holistic care – Reflecting on the Aboriginal and Torres Strait Islander definition of health (as included in the NACCHO Constitution), discuss the barriers that prevent our current mainstream health system from meeting the holistic health needs of Aboriginal and Torres Strait Islander peoples. 2. Aboriginal Community Controlled health services (ACCHS) – Discuss the strengths of ACCHS, specifically in their response to holistic health needs, as per the Aboriginal and Torres Strait Islander definition of health (as included in the NACCHO Constitution). 3. Interdisciplinary collaboration – Discuss the role of the Aboriginal and Torres Strait Islander health worker. What strengths do they bring to the interdisciplinary team? What are their limitations? How do nurses and Aboriginal and Torres Strait Islander health workers optimise each other’s role in this context? 4. Intersectionality – The poorer health of Aboriginal and Torres Strait Islander peoples who identify as lesbian, gay, bisexual, transgender, intersex, queer (LGBTIQ), brother-boys or sister-girls is evidence of how people with intersectional identities may experience multiple layers of disadvantage. Discuss the main health concerns for this population group, and describe existing health and well-being services available to respond to these needs? 5. Discharge Against Medical Advice (DAMA) – Aboriginal and Torres Strait Islander peoples’ rates of DAMA is significantly higher than that of other Australians. Briefly discuss common health system factors that contribute to Aboriginal and Torres Strait Islander peoples’ rates of DAMA. Then discuss one (1) health system improvement strategy that could reduce the incidence of Aboriginal and Torres Strait Islander peoples’ rates of DAMA. 6. Political imperative of well-being – Patient advocacy by nurses contributes to improved health outcomes. For Aboriginal and Torres Strait Islander patients, patient advocacy has often been shown to be inadequate. How can the nursing profession and individual nurses become better advocates for Aboriginal and Torres Strait Islander peoples? Presentation Structure 1. Introduction – introduce the topic. 2. Discussion – demonstrate your understanding of this topic through: a. defining the associated key concepts b. discussing the contemporary relevance of the topic to Aboriginal and Torres Strait Islander peoples’ health. Use the prescribed readings and broader resources to support your discussion. 3. Conclusion – Summarise the main points of your report. Part B The presentation should be composed of the following: 1. Introduction. Clearly introduce each of the team members and their topic (1 minute). 2. Each group member gives a concise presentation discussing key points from their report. There is no need to summarise the presentation. The last speaker concludes simply by thanking the Board of Directors and the CEO for their time. Your video must be uploaded onto YouTube as an unlisted video. Please follow the instructions from this video to create a YouTube account (if you don’t have one already) and to upload your video. Name and describe your video appropriately. The URL for your video must be included on the cover sheet of Part A for all group members. Resources needed to complete task: • Week 1 – 12 NSB202 required and recommended readings, videos, lectures and tutorial material. • Smart device with video recording capabilities. • QUT Cite|Write APA guide. • TurnItIn Tip Sheets. • Creating a YouTube account and uploading your video: https://youtu.be/n7DB3Xhih9c NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being Assessment Task 2 Rubric Name: Group Presentation Learning outcomes assessed: 1, 2, 3, 4 and 5. Weighting: 40% Criteria 7 6 5 4 3 2 - 1 Part A: Theoretical understanding Weighting: 35% Demonstrates comprehensive understanding of key concepts based on prescribed and appropriate additional learning resources. Demonstrates a strong understanding of key concepts based on prescribed and some additional learning resources. Demonstrates a sound understanding of key concepts based on prescribed learning resources. Demonstrates an adequate understanding of key concepts somewhat based on prescribed learning resources. Demonstrates little understanding of key concepts somewhat based on learning resources. Demonstrates little to no understanding of key concepts and did not use learning material. Part A: Application of knowledge Weighting: 35% Demonstrates comprehensive understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate strong understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate sound understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate adequate understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate basic understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate little to no understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Part A: Communication, presentation and referencing Weighting: 10% • Presentation accurately met presentation requirements. • Consistently used professional non-discriminatory language. • Consistently and accurately applied QUT APA style of referencing. • Expressed ideas clearly, concisely and fluently with accurate spelling and grammar. • Kept to word limit. • Presentation met most aspects of presentation requirements. • Almost always used professional non-discriminatory language. • Almost always applied QUT APA style of referencing. • Expressed ideas clearly and fluently with accurate spelling and grammar. • Kept to word limit. • Presentation met some aspects of presentation requirements. • Mostly used professional non-discriminatory language. • Generally correctly applied QUT APA style of referencing. • Mostly expressed ideas clearly. • Mostly accurate spelling and grammar. • Kept to word limit. • Presentation met few aspects of presentation requirements. • Sometimes used professional non-discriminatory language. • Sometimes applied QUT APA style of referencing correctly. • Expressed ideas clearly. • Kept to word limit. • Presentation met few aspects of presentation requirements. • Rarely used professional non-discriminatory language. • Rarely applied QUT APA style of referencing correctly. • Ideas were not clearly expressed. • Was under or over the required word limit. • Presentation ignored presentation requirements, and QUT APA referencing conventions. • Rarely used professional non-discriminatory language. • Attempted to communicate your ideas in writing. • Was significantly under or over the required word limit. Part B: Group Work Weighting: 20% Video presentation consistently concise and persuasive. Timely receipt of completed project plans, Gantt charts and communication strategies for all of the milestones (weeks 7, 9 and 11). Kept to recommended time limit. Video presentation mostly concise and informative. Receipt of completed project plans, Gantt charts and communication strategies for all of the milestones (weeks 7, 9 and 11). Kept to recommended time limits. Video presentation informative. Receipt of most project plans, Gantt charts and communication strategies for most of the milestones (weeks 7 and/or 9 and/or 11). Kept to recommended time limits. Video presentation conveyed basic information on topics. Receipt of most project plans, Gantt charts and communication strategies for some of the milestones (weeks 7 or 9 or 11). Kept to recommended time limits. Video presentation includes some relevant information to the topics. Receipt of some of the project plans, Gantt charts and communication strategies for some of the milestones (weeks 7 or 9 or 11). Did not abide to recommended time limits. Video presentation includes minimal to no relevant information to the topics. Minimal or none of the project plans, Gantt charts and communication strategies received. Did not abide to recommended time limits.