CHCDIV002 Promote Aboriginal and/or Torres Strait Islander ...€¦ · Student Assessment HLT54115...

Student Assessment

HLT54115 Diploma of Nursing CHCDIV002 – Version 1.1 Sep 2017

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CHCDIV002 Promote Aboriginal and/or Torres Strait

Islander Cultural Safety HLT54115 Diploma of Nursing

Record of Assessment Outcome

Student Name: Student ID:

Summary of evidence gathering techniques used for this assessment:

O Questioning O Case study O Projects O Professional Practice Experience The evidence presented is:

O Valid O Sufficient O Authentic O Current

Unit Result: Competent O Not Competent O

The student has been provided with feedback and informed of the assessment result and the reason for the decision.

Assessor Name: Date Assessed:

Assessor Signature:

SCEI Contact: [email protected]

Student declaration on assessment outcome

I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and

the reason for the decision.

Student Name: Date:

Student Signature:

Student Assessment

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Reasonable Adjustment

Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes O No O

If yes, tick which assessment task(s) it was applied to.

O Questioning O Case study O Projects

Provide a description of the adjustment applied and why it was applied.

Name of Assessor: Assessor Signature:

Name of Student: Student Signature:

Student Declaration

Plagiarism constitutes extremely serious academic misconduct and severe penalties are associated with it. By signing below,

you are declaring that the attached work is entirely your own (or where submitted to meet the requirements of an

approved group assessment, is the work of the group).

I certify that

I have read and understood the Southern Cross Education Institute’s PP77 Assessment and submission

policy and procedures.

This assessment is all my own work, and no part of this assessment has been copied from another person.

I have not allowed my work to be copied by another person.

I have a copy of this work and will be able to reproduce within 24 hours if requested.

I give my consent for Southern Cross Education Institute to examine my work electronically by relevant

plagiarism software programs.

Student Signature: .......................................................... Date: ......../........../................

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ASSESSMENT OUTCOME SUMMARY AND FEEDBACK

Assessment Task 1 – Questioning

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission O S O NS

O Re-submission 1 O S O NS


S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 2 – Case Study







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Assessment Task 3 – Projects (Part A & B)







Assessment Task 4 – Professional Practice Experience







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Instructions to Student

Refer to the following documents to plan the delivery and assessment of this unit.

CHCDIV002 Unit of Competency

CHCDIV002 Delivery and Assessment Plan

CHCDIV002 Assessment Mapping Tool

CHCDIV002 Student Assessment

To be deemed competent in this unit of competency all assessment tasks must be assessed as satisfactory by the

assessor. Once each task is assessed, the outcome needs to be recorded in the student academic file and in the

academic progress sheet by the trainer/assessor. The academic progress sheet must be returned to the data entry

officer, who will enter the data into the Student Management System.

Assessors must follow this assessor guide which provides guidelines and sample responses to assess student’s

assessment. If the assessors need any assistance with assessing student tasks, they can seek assistance from the

Training Manager (Melbourne) or Campus Manager (Adelaide).

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ASSESSMENT OBJECTIVES

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural

safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance

cultural safety.

This unit applies to people working in a broad range of roles including those involved in direct client service,

program planning, development and evaluation contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New

Zealand standards and industry codes of practice.

To achieve competence the following assessment tasks must be successfully completed in the time allocated with

the essential resources. Your trainer/assessor will give you the due date to submit the assessments and provide

you with feedback after assessing your work.

Refer to the table below for the summary of Assessment Task for this unit:

Assessment Task

Number

Assessment Type Notes

1 Questioning To be completed by the due date provided by

the trainer/assessor

2 Case Study To be completed by the due date provided by


3 Project To be completed by the due date provided by


4 Professional Practice

Experience

Professional Practice Experience will be

completed in SCEI approved service

Students may need to spend some hours outside the class hours without supervision to complete the

assessments

All assessment tasks must be satisfactory to achieve competency in the unit

All the units of competency must be deemed competent to complete the qualification and obtain a certificate

The assessment requirement for this unit are presented clearly in the Unit of Competency located at:

(http://training.gov.au/Training/Details/CHCDIV002)

In the Student assessment, you must be able to:

o Answer all questions

o Complete all assessment tasks within the required timeframe

o Complete all skills assessments tasks to a satisfactory standard

The following resources are required for this assessment:

o “Effective Communication with Aboriginal and Torres Strait Islander People” article (QLD

Government QLD Health)

http://training.gov.au/Training/Details/HLTAID003

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Reasonable Adjustment

For information on reasonable adjustment please refer to the Student handbook located at: http://scei.edu.au/wp-

content/uploads/2016/11/2016_Studenthandbook.pdf

Record of Assessment Outcome

After all of the assessment evidence has been gathered from the assessment tasks for this unit/cluster of units of

competency the Record of Assessment stating your result will be completed.

Information for the Student

If you do not understand any part of the unit or the assessments you are required to undertake, please talk with

your trainer/assessor. It is important that you understand all of the aspects of the learning and assessment process

that you will be undertaking. This will make it easier for you to learn and be successful in your studies.

http://scei.edu.au/wp-content/uploads/2016/11/2016_Studenthandbook.pdf

http://scei.edu.au/wp-content/uploads/2016/11/2016_Studenthandbook.pdf

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ASSESSMENT TASK 1 – QUESTIONING

Instructions for

completion

You are required to answer all questions in Assessment Task 1 – Questioning

Responses to the questions may be typed or written

Written responses must be legible and in pen NOT pencil

Use of correct grammar and spelling is required to demonstrate foundational

skills

Use of APA referencing must be used where original sources other than your

own have been used – to avoid plagiarism

Write your name, student ID, the assessment task and the name of the unit of

competency on each piece of paper you attach to this assessment document

Submit to your trainer/assessor by the due date

DUE DATE The trainer/assessor will inform you of the due date

Cultural Safety

Q1. What does it mean for a clinic or a hospital to be culturally safe?

Q2. Why does a clinic need to be culturally aware and competent towards all communities?

Q3. List three (3) benefits that having a culturally inviting attitude in clinics and hospitals

Q4. How can hospitals build a more culturally diverse environment?

Q5. Describe the experience that someone of ATSI decent may have when accessing a service that is not

culturally competent or safe.

Q6. List three (3) things that someone of ATSI descent may see in a service that is culturally competent and

culturally safe.

Evaluating Cultural Safety

Q7. A. Give at least two (2) examples of how the service could get feedback about whether their service and staff

practices really are culturally safe and competent?

B. Explain the legislative context for cultural safety of Aboriginal children and adult’s cultural safety?

Q8. How does the Early Learning Framework support these legislative rights?

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Self-Determination

Q9. Self-determination refers to a person’s ability to make their own decisions. Self-determination should be a big

part of how children develop their sense of identity. Give an example of how you would encourage self-

determination in a childcare activity or program.

Cultural Bias

Q10. What is cultural bias?

Q11. Being aware of our cultural bias which will likely leave many of us to focus on a western approach to our

work, what we can do, in ECEC, to make sure we are inclusive of all cultures.

Q12 Reflection of own bias – provide an example of a time that your own cultural background and values may

have influenced the way you work or interacted with others?

Q13 Write in detail about the diversity of Aboriginal / Torres Strait Islander cultures. (500 words minimum)

Q14. How will you reflect awareness of own and other cultures in work practices?

Do you feel awkward when encountering an Aboriginal or Torres Islander at your clinic? There can be many

reasons why we might feel awkward around people. You might not be accustomed to being around certain

groups of people, or you may even have grown up in a family/school/community that brought you

into conflict with people who were different in some way. Remember that there are many areas of life

where differences can be expressed. You may want to spend some time thinking about how those differences

have made you feel uncomfortable in the past. Sometimes it is difficult to identify assumptions because we think of

them as true, or pay little attention to the way we think. This may not be an easy task, but it can be valuable to

identify preconceptions that you didn’t realise you had.

Write them down below:

Type of person you feel

uncomfortable around.

Aboriginal Men

How are they different from you?

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Why do you think you feel

uncomfortable around them?

Do you think you feel this way as a

result of the impact of the diverse

practices or personal experiences?

List some similarities between

yourself and this group of people.

What are some methods that you could use to understand these people better and feel more comfortable

around them? What could you do?

Q 15. Answer the following questions to evaluate the extent to which cultural safety is integrated in own work

and workplace.

a) Considering cultural safety, what is the reason for (each particular) service to exist in an organisation?

What is the purpose of the organisation? Why do individuals work there?

b) Explain cultural safety, explain what does cultural safety actually mean in own work and in

workplace/organisation?

c) Explain its importance in relationship between service providers and Indigenous people and evaluate how

it is integrated into your own work and workplace.

Q16. Develop, document and explain the analytical framework/ways to support the delivery of services and

programs that are culturally safe and encourage increased participation.

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ASSESSMENT TASK 2 – CASE STUDY

Instructions for

completion

Read the case study provided and answer the questions that follow

Assessment requirements may be hand written or typed

If hand written, the writing must be legible and in pen NOT pencil


skills

Use of APA referencing must be used where original sources other than your

own have been used – to avoid plagiarism


competency on each piece of paper you attach to this assessment document

Submit to your trainer/assessor by the due date

Due Date

The trainer/assessor inform you of the due date

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Case Study

Jane is a nurse practitioner working on a night shift on a Friday. Alinta, a 35 year old woman comes to visit her

at the clinic.

Alinta enters the clinic. She looks different. She looks shy.

The receptionist is sitting behind the desk and watching Friends; a comedy show on her laptop. She sees Alinta

approach the desk but does not look at her and the conversation follows like this:

Alinta: Can I see the GP please, I have a back ache.

Receptionist: Fill in the form and hand it over to me. The pen is on the desk. Hahahaha (‘laughs at a joke from

Friends’)

Alinta fills in the form and gives it to the receptionist.

Receptionist: The GP is out. But Jane, the Nurse Practitioner is here. She can take care of your problems. I’ll

call her. Take a seat.

Alinta: But I want to see a GP. I have met him before.

Receptionist: Like I said, he is out. Jane is very good at what she does. Don’t you want to see her? You have

Medicare. It’s free anyway.

Alinta: I am sorry. I will come later.

Alinta leaves the clinic.

Use the “Effective Communication with Aboriginal and Torres Strait Islander People” (QLD Government QLD

Health) https://www.health.qld.gov.au/deadly_ears/docs/hp-res-comeffect.pdf or handout provided by your

tutor to reflect on the above conversation.

a. List what happened in the conversation that may not have been culturally competent?

https://www.health.qld.gov.au/deadly_ears/docs/hp-res-comeffect.pdf

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b. Re-write the above conversation to be more culturally competent.

Receptionist

Alinta

Receptionist

Alinta

Receptionist

Alinta

Receptionist

Alinta

Receptionist

Alinta

c. Jane over hears the conversation and identifies a critical issue that the receptionist did not communicate

properly with the patient. Assuming you are Jane, what communication techniques and work practices would

you use that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people.

d. There is another Aboriginal colleague working in the clinic as a Pharmacist. Would you like to take his help

in making the clinic a more culturally safe place to be? What could he be additionally consulted for?

e. You decide to develop the following strategy for improved cultural safety. All of the following strategies are

correct, except:

Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait

Islander people and their communities

Identify and utilize resources to promote partnerships

Devise and document ways to support the delivery of services and programs that are culturally

safe and everyone would participate automatically.

Integrate strategies that encourage self-determination and community control in services and programs

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F. Which other interpreters and colleagues as cultural brokers (Aboriginal and /or Torres Islander) can you

engage with, according to the situation needs?

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ASSESSMENT TASK 3 – PROJECT PART A

Instructions for

completion

Read each part of the written assessment outlined below and follow the

instructions and questions

All parts of the written assessment must be completed and submitted to the

trainer/assessor for marking


skills


competency on each piece of paper you submit for assessment

Due Date

The trainer/assessor will provide a date and time for this assessment

Project- Part A

A proposal to the management.

You are working as a Nurse in Rockhampton, Queensland. You notice that your hospital co-workers show less

empathy towards patients of Aboriginal and Torres Islander descent. Some of the patients do not speak fluent

English and your colleagues poke fun at them. There are 3 interpreters available however, they remain busy most

of the time. Often, it becomes difficult to explain the doctor’s orders in the absence of interpreters. You decide

to write a strategic proposal to the management of the hospital to promote cultural safety and competency in the

Hospital in a period of 3 months and methods to evaluate the outcome.

Make sure you include the following in your proposal:

Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait

Islander people

Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people

Use communication techniques and work practices that show respect for the cultural differences of

Aboriginal and/or Torres Strait Islander people

Evaluate the extent to which cultural safety is integrated in own work and workplace.

Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers,

according to situation needs

Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander

people and their communities

Identify and utilise resources to promote partnerships

Reflect awareness of own and other cultures in work practices.

For Evaluating the program make sure you ;

o Agree outcomes against which cultural safety strategies can be measured

o Involve Aboriginal and/or Torres Strait Islander people in evaluations

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o Evaluate programs and services against desired outcomes

o Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres

Strait Islander people

Instructions:

1. The proposal should contain :

a. A Problem Statement : 50 words

b. How you identified the problem : 100 words

c. Proposed strategies : 500 words

d. Expected Outcomes : 250 words

e. Evaluation of the Outcomes :250 words

f. Conclusion : 100 words

2. Word limit for the paper is 1250 words.

3. It should be in Times New Roman. Size 12. Spacing 1.5

4. Use formal language.

5. Citation is not required as this is a proposal paper.

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Project- Part A Evaluation Checklist

Student’s

Name

The student has included/ demonstrated the following Satisfactory Unsatisfactory

Presented the proposal in the instructed format O O

Has respected the word limit O O

Used formal language. O O

Identified critical issues that influence relationships and communication

with Aboriginal and/or Torres Strait Islander people O O

Established key aspects of cultural safety in consultation with Aboriginal

and/or Torres Strait Islander people O O

Evaluated the extent to which cultural safety is integrated in own work

and workplace O O

Used communication techniques and work practices that show respect for

the cultural differences of Aboriginal and/or Torres Strait Islander people O O

Engaged with Aboriginal and/or Torres Strait Islander interpreters and

colleagues as cultural brokers, according to situation needs O O

Support the development of effective partnerships between staff,

Aboriginal and/or Torres Strait Islander people and their communities O O

Identify and utilise resources to promote partnerships O O

Agree outcomes against which cultural safety strategies can be measured O O

Involve Aboriginal and/or Torres Strait Islander people in evaluations O O

Evaluate programs and services against desired outcomes O O

Revise strategies based on evaluation with appropriate engagement of

Aboriginal and/or Torres Strait Islander people O O

Assessor’s general comments/observations:

Assessor’s

Name

Assessor’s

Signature

Date Outcome

(Please circle)

S

(Satisfactory)

NS

(Not Satisfactory)

Student’s

Name

Student’s Signature

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Project – Part B

Aboriginal and Torres Islander History.

For this assignment, you are expected to demonstrate understanding and knowledge of the Aboriginal and Torres

Islander culture and write a 1500 word essay. You are expected to cite and represent your sources of

information properly.

Make sure you include the following in your Essay:

Diverse culture and history

Historical, social, political and economic factors affecting Aboriginal and/or Torres Strait Islander people and

their engagement with community services and health systems including:

Politics and how the impact of European settlement brought about socio-economic issues in regards to loss

of land and cultural heritage

Values of law and kinship

Racism and discrimination

Past and present power relations.

Own culture, western systems and structures how these impact on Aboriginal and/or Torres Strait islander

people and their engagement with services

Factors that contribute to Aboriginal and/or Torres Strait islander ill health and common diseases

experienced by these groups of people

Impact of racial trauma on individuals ‘decision-making, communicating, understanding and retaining

information

Propose ways to involve Aboriginal and/or Torres Strait islander people in the planning and delivery of

services and programs

Instructions:

1. The proposal should contain :

a. Introduction in 150 words

b. Body in 700 words

c. Conclusion in 50-100 words

2. Word limit for the paper is 950 words.

3. It should be in Times New Roman. Size 12. Spacing 1.5

4. Use formal language.

5. APA/MLA/Harvard format of referencing is compulsory.

For details on citation, refer http://guides.lib.monash.edu/citing-referencing

http://guides.lib.monash.edu/citing-referencing

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Project Part B- Evaluation Checklist

Student’s

Name

The student has included/ demonstrated the following Satisfactory Unsatisfactory

Presented the proposal in the instructed format O O

Has respected the word limit O O

Used formal language. O O

Explored Aboriginal and Torres Strait Islander Culture and history

O O

Understood the politics and how the impact of European settlement

brought about socio-economic issues, loss of land and cultural heritage. O O

Stated values of law and kinship.

O O

Understood racism and discrimination

O O

Understood past and present power relations O O

Explored own culture, western systems and structures how these impact

on Aboriginal and/or Torres strait islander people and their engagement

with services

O O

Identified factors that contribute to Aboriginal and/or Torres strait

islander ill health and common diseases experienced by these groups of

people

O O

Explained impact of racial trauma on individuals ‘decision-making,

communicating, understanding and retaining information

O O

Proposed ways to involve Aboriginal and/or Torres strait islander people

in the planning and delivery of services and programs

O O

O O


Assessor’s

Name

Assessor’s

Signature

Date Outcome

(Please circle)

S

(Satisfactory)

NS

(Not Satisfactory)

Student’s

Name


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ASSESSMENT TASK 4 – PROFESSIONAL PRACTICE

EXPERIENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria

of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that

the candidate has:

Promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace

Researched culture and history, the impact of European settlement, loss of land and culture and the

importance of law and kinship

Evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may

be clients or colleagues.

Throughout this unit, you will be expected to show your competency of the elements through performance. List

of observations are listed in Professional Practice Booklet. Your performance will be observed by your

trainer/clinical instructor regarding your skills and performance related to this unit of competency during clinical

placement related to this unit of competency.

You will be assessed on the basis of satisfactory/unsatisfactory response for these task listed in observation

checklist in your clinical placement work book of this unit. Please refer to Professional Practice Experience

Booklet.

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Assessment Task 4 – Professional Practice Experience

It is critical that the candidate demonstrate the ability to effectively do the task

outlined in elements and performance criteria of this unit:

You will be assessed on the basis of satisfactory/unsatisfactory response for

each task

Tick appropriate column

as per students

assessment:

S= Satisfactory

NS=Not satisfactory

S NS

Promoted Aboriginal and/or Torres Strait Islander cultural safety in the

context of at least 1 workplace e.g. but not limited to: make a

poster/pamphlet, promote/engage via communication/education, participate in

related continuous improvement

Researched culture and history, the impact of European settlement, loss of

land and culture and the importance of law and kinship

Evaluated ways to improve communication with Aboriginal and/or Torres

Strait Islander peoples who may be clients or colleagues.


Assessor’s

Name

Assessor’s

Signature

Date Outcome

(Please circle)

S

(Satisfactory)

NS

(Not Satisfactory)

Student’s

Name


CHCDIV002 Promote Aboriginal and/or Torres Strait Islander ...€¦ · Student Assessment HLT54115...

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Transcript of CHCDIV002 Promote Aboriginal and/or Torres Strait Islander ...€¦ · Student Assessment HLT54115...