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1. Compare and explain the social, cultural and environmental determinants of health; with a focus on First Nations peoples amongst other underrepresented groups.

2. Describe, compare and explain health status across local and global populations with reference to underrepresented groups including First Nations Peoples of Australia.

3. Identify historical and cultural factors which contribute to the context of First Nations Peoples health care issues.

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1. Compare and explain the social, cultural and environmental determinants of health; with a focus on First Nations peoples amongst other underrepresented groups.

2. Describe, compare and explain health status across local and global populations with reference to underrepresented groups including First Nations Peoples of Australia.

3. Identify historical and cultural factors which contribute to the context of First Nations Peoples health care issues.

5. Describe the impact of contemporary society and culture on the health of First Nations peoples.

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Gain an RMIT Cred to showcase your new skill to your networks and future employers

Contribute to your own reconciliation journey

Be equipped with skills to engage in conversations around bias

Recognise the role you can play in enabling change

Obtain expertise that will help you excel in group assignments, at your part-time job, placements, and throughout your life.

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This week, once you have engaged with all the learning materials you should have a deeper understanding of the impact of bias and the associated power and privilege that occurs if your bias sits with the majority.

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This week, once you have engaged with all the learning materials you should have a basic awareness of the concepts of world view bias, colonisation and what it means in the context of Australian First Nations Peoples and other underrepresented groups. Additionally, you will be introduced to culturally intelligent terminology and nomenclature.

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Once you have completed Part B and engaged in all the activities you will have an introductory understanding of First Nations considerations and the impact of colonisation.

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Module 2 Part A Social, Cultural and Environmental Determinants of Health

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Module 2 Part A Social, Cultural and Environmental Determinants of Health

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Welcome to a new Module! This module explores the concepts of social, cultural and environmental determinants of health. These concepts are a key leaning outcome for this course overall and understanding how these determinants of health impact individuals is a key part of assessments 3 and 4.

This first part of the module will help you to understand what they are, and part b will use racism as an example of a determinant of health.

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Module 1 Part B First Nations Cultural Competence, The Basics

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Module 1 Part B First Nations Cultural Competence, The Basics

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In part B we will focus on introducing First Nations peoples, perspectives and key historical events, especially colonisation and its impact.

This week is the first lectorial of the course, please see your timetable for your session (there are two session times, the content for both sessions is the same.

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This course is entirely online, the majority of the learning is done in Canvas by working through the modules at your own pace.  The syllabus gives you a guide as to how long the different modules should take you to complete but you decide how fast you move through.

Module 1 part A is first week of a four part module about worldview, culture, bias and First Nations considerations.  In Part A you will be provided with a variety of resources here in Canvas to help you to explore questions like "What has influenced the way you see the world?" "How does your view impact your experience? The experience of others?" "Is your own worldview represented in the everyday?" "How does that representation influence your experience of the world and the experience of those with a different view?"

Below are pre-learning activities that you should complete before attending the workshop on Thursday March 2nd.  You should also make yourself familiar with the Welcome Video and the "Need to know" video on that page too.

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Module C Part B Rural and Remote Living, Living with a Disability

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Module C Part B Rural and Remote Living, Living with a Disability

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This week, part b, we are exploring the impact of living in rural and remote areas and the under-represented group of people with a disability. You will be presented with the concepts and then how these groups and the determinants of health impact these groups will be explored.  In each module we continue to explore the impact on Australia's First People's in relation to the weekly theme.  We will look at the intersection of the underrepresented group and being an Indigenous Australian.

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Module 2 Part B  Racism as a Determinant of Health

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Module 2 Part B  Racism as a Determinant of Health

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Module 2 part B extends on the concepts you were introduced to in the First Module and uses racism as an example of a determinant of health.  In this module, the ways in which racism can impact health will be explored looking at all levels of society, from the individual through to broader societal levels.  In this module you will meet Alara, Natalie and Jaimie, all First Nations people who describe how racism has influenced their lives.

Please be aware that this module contains concepts and issues that may be distressing, use your best judgement when engaging with the content and please seek support from Student Services as needed.

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Module D Part C is the final week of content in PUBH1425!  In this part we reflect on what you have learnt this semester.  At this point we hope that you can see how your skills and knowledge have grown over the semester and how you are able to apply the critical thinking and analytical skills to all aspects of health care and social systems.

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Module C Part C Migrants, Refugees and Asylum Seekers

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Module C Part C Migrants, Refugees and Asylum Seekers

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This week, part c, we are exploring the under-represented groups of migrants, refugees and asylum seekers. . You will be presented with the concepts and then how the determinants of health impact these groups.

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In Part C (week 3 if you are following along the semester calendar).  We go deeper into the concept of bias and its impact. There are videos on psychological theories around bias, an activity for you to try and see the bias in the media.

This week is a workshop week and your first assessment is due! You need to be thinking about if you need an extension, your assessment should at least be in draft form. Do you know how to reference your sources? Do you have academic integrity?

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Module D Part A Research with Underrepresented Groups

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Module D Part A Research with Underrepresented Groups

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We are in the final Module of the semester! This week is the first part of the module where we explore research with underrepresented groups.  It may be that you already have some knowledge of the research process and ethics. If not, this is the first but also a very brief introduction to this topic. The research process is an important and vital part of academia, the extent to which you learn about this process in an undergraduate degree will depend on your discipline.

This part of the course we are introducing you to the topics in order to understand the considerations of how to conduct ethical research in underrepresented groups.   This understanding builds on what we have already covered in terms of colonisation, recognition of power and privilege and the impact of dominant cultures.  We will also explore concepts around respectful and authentic research and considerations around when and why and how research should be conducted with underrepresented groups.

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Module 1 Part D Truth telling: Racism and Reconciliation Microcredential

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Module 1 Part D Truth telling: Racism and Reconciliation Microcredential

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Deepen your understanding of indigeneity in Australia and the importance of Australian Aboriginal and Torres Strait Islander peoples, as the traditional owners of this country.

This micro-credential is designed to help you on your reconciliation journey, deepen your understanding of unconscious biases and racism and reflect on the role you can play to enable change. It will help you recognise the causes of bias and the damaging impacts racism has on our society and equip you with skills to engage in courageous conversations, and with this knowledge, you will reflect on the role you can play to enable change within the major societal issues we face.

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Module D Part B Application and Revision of What you have Learnt

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Module D Part B Application and Revision of What you have Learnt

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Module D Part B covers the last two weeks of semester.  In this module you will be given activities and content that will ask you to apply what you have learnt this semester.   This learning covers all aspects of the course; bias and world view, culture, inclusion, social/cultural and environmental determinants of health.

In this module you will see a series of videos from Adrienne Lipscombe who is a First Nations woman and a mental health practitioner in a First Nations health service. Her insights provide an amazing overview of the concepts we have covered in this semester, with the addition of her personal perspective of being Mob.

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Module C Part A Underrepresented Groups: LGBTQIA+

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Module C Part A Underrepresented Groups: LGBTQIA+

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So, we are half way through the course and into our third module! In this module we will build on the concepts you have learnt in the previous modules with a specific focus on different under-represented groups. This week, part a, the group we are exploring is Lesbian, Gay, Bi-sexual, Transgender, Intersex, Queer/Questioning, Asexual + (LGBTQIA+). For each of the under-represented groups you will be presented with the concepts and then how these groups and the determinants of health impact these groups will be explored.  In each module we continue to explore the impact on Australia's First People's in relation to the weekly theme.  We will look at the intersection of the underrepresented group and being an Indigenous Australian.

Generally speaking the content in Module 3 should be a little less dense than previous modules as Module 1 and 2 provide you with the base information to apply to these groups. You may find you need to revisit modules 1 and 2 to refresh your understanding of these concepts as we proceed.  Hopefully this means that you may find the remainder of the semester a bit lighter for you!

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Not as clear here

Week 5 Workshop 1 hour
? Collaborate or Teams

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Week 2 Lectorial Online Collaborate Ultra - 2 hours
* Rules of Engagement, Bias, Colonisation and Reflection

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Week 1 Workshop Online - Microsoft Teams 2 hours
* Meet your peers, learn about assessments.

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?? Lectorial/Workshop not clear

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Not as clear here - link?

Week 6 Online Workshop 1 hour
? Collaborate Ultra or Teams

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Not as clear here

Week 12 Lectorial Online 2 hour
? Collaborate or Teams

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Not as clear

Week 9 Interactive Workshop Online 1 hour
?? Collaborate or Teams

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Week 1 Workshop Online Microsoft Teams 2 hours
* Meet your peers, learn about assessments, ask questions, vent!

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Not as clear here

Week 10 Lectorial 2 hours
?? Collaborate Ultra

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Not as clear here

Week 11 Lectorial ? hours
? collaborate or teams

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Not as clear here

Week 7 Interactive Workshop 1 hour
? Collaborate Ultra or Teams

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This course contributes to Program Learning Outcomes (PLOs) for:
BP154 Bachelor of Psychology
BP231 Bachelor of Biomedical Science
BP311 Bachelor of Pharmaceutical Sciences

Upon successful completion of this course you will be able to:

1. Compare and explain the social, cultural and environmental determinants of health with a focus on First Nations peoples amongst other underrepresented groups;

2. Describe, compare and explain health status across local and global populations with reference to under represented groups including First Nations Peoples of Australia;

3. Identify historical and cultural factors which contribute to the context of First Nations Peoples health care issues;

4. Demonstrate cultural sensitivity in several aspects of First Nations health practices and culturally appropriate research in First Nations populations;

5. Describe the impact of contemporary society and culture on the health of First Nations peoples;

6. Identify key health issues that First Nations Australians experience in 21st century Australia.

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In this course, you will learn about the social, cultural and environmental determinants of health and their impact on under-represented groups, with a focus on Australian First Nations Peoples. You will learn principles of safe and high quality health care delivery, and cultural safety in all aspects of health care practice. You will also learn how contemporary society and its culture and historical context contributes to health care issues experienced by under-represented groups and First Nations Peoples.

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Assessment 1 Personalised Acknowledgment of Country and Reflection

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Assessment 1 Personalised Acknowledgment of Country and Reflection

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Weighting - 10%
Due Date - March 17th Week 3
Word Count - 400 words +/- 10%
Learning Outcomes Assessed - CLO3, CLO4, CLO5

Overview
In Module 1 of this course, we introduce the history of colonisation in Australia and we explain what an Acknowledgement of Country is and why it is important. The purpose of Assessment 1 is for you to demonstrate your understanding of an Acknowledgment of Country, to develop an understanding of the significance of Country, and how it applies to you. As part of this assessment, you will investigate the Traditional Owners of the land you live, study or work on. You will explore the “What Country am I on map” (insert Hyperlink) and how it is connected to you place of residence and/or study.

Task
Follow the steps below to get started on this assessment task:

You need to submit a 400-word (written or spoken) personalised Acknowledgement of Country that includes:

1. a) An Acknowledgement of the Country that you live and/or study on.

2. b) An Acknowledgment of Ancestors, Elders past and present and emerging

3. c) An Acknowledgement of Traditional Owners of the land

4. d) A recognition of the ‘story’ of the land

5. e) A personal reflection on connection to Country, your Reconciliation journey to date, and a commitment to how you will continue to uphold the concepts of reconciliation.

If you are not studying onshore in Australia your acknowledgement of Country should be written for the RMIT campus you are attached to the most (city or Bundoora campus). If you are a First Nations person and a Welcome to Country is appropriate, you may submit a Welcome to Country as an alternative. Please contact the course coordinator if you wish to discuss.

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20 points

No Overview provided
Due Date not clear - April 6th? Week 6

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Assessment 3 Reflection on a Place of Significance

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Assessment 3 Reflection on a Place of Significance

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Weighting - 30%
Due Date - May 5 Week 9
Learning Outcomes - CLO3 CLO4, CLO5

Overview
An essential component of this course is to help you to reflect and understand what you know of the world and how you came to know it. We want you to  think about your own culture and how that sits within the greater context of Australian society.  We want you to tell some of your story in this assessment.

In this assessment you will write or record (video or audio) a 1200-word (or equivalent in audio-visual) piece. This will consist of two main elements: a geographical place of cultural significance to you this, and, a First Nations place of significance that is close to your place of significance.

Task
A reflection on a place of significance.

The reflection piece that encompasses cultural/social or familial place of significance to you.  Once identifying and describing your place and its significance you will then make a comparison of the location in relation to First Nations Peoples and coloniser history. You are required to;

1. a) pick a local geographical place of cultural/social/family significance for you.

2. b) reflect on why the place has cultural/personal significance and support that reflection with evidence.

3. c) choose and explore a First Nations geographical location that is close to your personal location of significance.

4. d) describe the First Nations place of significance.

5. e) provide a brief summary of the history of the First Nations place of significance in terms of First Nations history and coloniser history.

6. f) compare the similarities and differences of your personal place of significance and the First Nations place of significance.

7. g) reflect on what you have learned from this comparison in terms of your perspective and how your perception of the location has changed.

8. h) apply the 8 First Nations pedagogies
Links to an external site. to your reflection and learning: story-sharing, learning maps, non-verbal, symbols and images, land links, non-linear, deconstruct/reconstruct and community links.

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Assessment 4 Life History and Determinants of Health

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Assessment 4 Life History and Determinants of Health

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Weighting - 40%
Due Date - June 2nd, Week 13
Word Count  - 2500 words  ?? confusing instructions
Learning Outcomes - CLO1-6

Overview
In the last modules of this course we have explored the social, cultural and environmental determinants of health. That is, we have looked at external life factors that influence a person’s health and wellbeing. In this group assessment, we ask you to conduct an interview with a person and then reflect on a social/cultural/environmental factor that has influenced their health. You then need to explore that factor (for example low socioeconomic status, rural or remote location, being a refugee or asylum seeker amongst others), and how that determinant of health impacts both First Nations Peoples and the broader population. In addition to describing the determinant of health in the context of First Nations and the broader population, you must provide current evidence and critical thinking about its impact on health. Finally, briefly discuss any preventative measures that have been taken to minimise the impact of this determinant of health. This reflection will enable to students to apply their understanding of the determinant of health to individual experience and broader health populations.

Tasks
You have been allocated to a group in Canvas (see instructions on how to find your group here -insert hyperlink).

1. As a group, you need to find a person to interview about their life history. You must obtain informed consent from that person to record and share their life history. This is done with respect and through obtaining a written consent form from the participant. In addition to the consent form, you also need to write/record a brief statement that explains why consent is important for all data collection AND with reference to particular considerations for First Nations Peoples.

2. You will interview your chosen person about their life story with a particular focus on their health. Within that interview, you need to identify and explore the impact of a social/cultural/environmental factor that has impacted their life/health. Examples of a suitable social/cultural/environmental determinants of health are:

Income and social protection

Access to clean water and effective sanitation

Exposure to extreme weather conditions,

Air pollution

Exposure to second hand smoke

Education

Unemployment and job insecurity

Working life conditions

Food insecurity

Housing, basic amenities and the environment

Early childhood development

Social inclusion and non-discrimination

Structural conflict

Access to affordable health services of decent quality.

Connectedness to community

Discrimination

Exposure to violence and other social stressors

Values and beliefs in family and wider culture

1. Interview presentation: As a group, the interview (or parts of it) can be presented in any format you choose. This may be a video, PowerPoint, podcast, poster, collage, website). The sections of the interview that you include must reflect the person’s experience and how the determinant of health has impacted their life. Ensure you include endeavour to provide a sensitive and authentic portrayal of that person’s story.

2. Write/record a critical discussion, supported by current evidence, that explores how that determinant of health impacts the broader population. Include discussion on what, if any, impact this determinant of health has impacted First Nations Peoples of Australia.

3. As a group, write a 500-700 word abstract that describes the key message from your interview and how the determinant of health has had an impact (positive or negative) on your interviewee and the broader population, including First Nations Peoples. You also need to make a comment on how you will apply the key message from the interview to your future health careers (a group reflection). This abstract should include a photo of the person you interviewed (if appropriate, or an equivalent, eg. their place of residence, a meaningful object of theirs), a brief quote that changed your thinking about health/life/social determinant of health. This will be uploaded to Padlet, so other students can view your work.

4. Ensure all group member’s names are accurately captured on all submitted documents.