NUR1204: Aboriginal and Torres Strait Islander Health Assessment

Assessed Course Learning Outcomes

1. Examine historical Acts and contemporary policies that have impacted the health of Aboriginal and Torres Strait Islander peoples.

2. Explain the process of self-determination through the lens of Aboriginal Community Controlled Health Services (ACCHOs) development and examine Aboriginal and Torres Strait Islander Models of Care in delivering culturally safe healthcare.

3. Apply understanding of cultural safety and contextual knowledge and skills to deliver culturally safe healthcare for Aboriginal and Torres Strait Islander peoples and culturally safe healthcare systems.

Rationale

Aboriginal and Torres Strait Islander peoples have historically experienced disproportionately poorer health outcomes due to healthcare systems that do not always support culturally safe care. Culturally safe systems and culturally competent professionals improve access and engagement, ultimately supporting better health outcomes. Understanding personal values, beliefs, and biases enables healthcare workers to provide care in culturally respectful ways.

Aboriginal Community Controlled Health Organisations (ACCHOs) are central to providing culturally safe healthcare, grounded in self-determination and comprehensive primary healthcare models.

Task Instructions

Originality and AI Statement 

Write a brief statement at the beginning of your assessment declaring originality and describing how AI tools were used for structure checking (not content generation).

Introduction

Include:

• The region and state/territory where you live (e.g., Darling Downs, QLD; Sydney, NSW; Pilbara, WA).

• Traditional owners of your area (up to three groups).

• Percentage of Aboriginal and/or Torres Strait Islander population in your region.

• Additional regional facts (non-health related information acceptable).

State or Territory Level

In the earlier identified state/territory:

• Examine the history and development of ACCHOs or Aboriginal Medical Services.

• Explain self-determination and how it shapes the establishment and operations of these organisations.

• Outline how ACCHOs contribute to culturally safe service provision.

ACCHOs / AMS in Your Region

For your previously identified region:

• Identify specific ACCHOs or AMS providers.

• For each provider identified, examine one culturally safe activity, program, or service (e.g., if three ACCHOs are listed, discuss three services).

• Explain why a model of cultural safety underpins these activities or services.

Notes:

• Satellite clinics may be included (e.g., Goolburri Toowoomba – Aged Care; Goolburri Dalby – Deadly Ears Program).

• If very few services exist, expand region appropriately (e.g., Toowoomba → Darling Downs).

• Do not include hospitals, NACCHO, or non-Indigenous NDIS providers.

• Do not discuss scholarships or grants.

Culturally Safe Healthcare System 

Discuss:

• Programs or activities used by your state/territory health system to deliver culturally safe healthcare.

• How culturally safe practices improve access and engagement for Aboriginal and Torres Strait Islander peoples.

Note:

Focus on mainstream/state health systems not ACCHOs.

Additional Instructions

Scholarly Resources Requirement

Minimum six (6) scholarly resources, which may include:

• ACCHO/AMS websites

• Government websites

• Peer-reviewed articles

Acceptable AI Use Level

Level 1: AI-Assisted Structure Checking

• AI may be used only to check structure, grammar, coherence, and flow.

• AI cannot generate new content.

• You must state the AI tools used and provide the prompts as required.

• Keep drafts before and after AI use for academic integrity checks.

Academic Integrity

Students must adhere to UniSQ’s policies on Academic Integrity and avoid misconduct. Completion of mandatory academic integrity training is required.

Relevant Resources

• NACCHO (National Aboriginal Community Controlled Health Organisation)

• Australian Indigenous HealthInfoNet – Map of Aboriginal and Torres Strait Islander health/medical services

• UniSQ Study Support services (referencing, writing, AI guidelines, plagiarism guidance)

Assessment Marking Criteria

 

Refer to the assessment rubric for detailed marking guidance.

Submission Information

• Submit your assessment using CADMUS.

• Write directly into CADMUS and save regularly.

Brief Summary of Assessment Requirements

This assessment (NUR1204 : Assessment 2) requires a 1,050-word essay (±10%) that demonstrates understanding of Aboriginal and Torres Strait Islander health systems, with a specific focus on Aboriginal Community Controlled Health Organisations (ACCHOs) and culturally safe healthcare provision.

Key elements to cover:

• Originality / AI statement at the start (describe any AI tools used only for structure/grammar checking).

• Introduction (≈100 words, first person): identify your region and state/territory; name up to three traditional owner groups closest to where you live; state the Aboriginal and/or Torres Strait Islander population percentage for the region; add two regional facts.

• State/Territory level analysis (≈200 words, third person): examine the history and development of ACCHOs/AMS in your state/territory; explain how self-determination shaped their formation and service provision; outline how ACCHOs underpin culturally safe care.

• Regional ACCHOs/AMS (≈500 words, third person): identify specific local ACCHOs or AMS providers; for each provider describe one concrete activity, program, or service that delivers culturally safe comprehensive primary care; explain why a cultural safety model underpins these services. (If few providers exist, expand the regional boundary but document this in the introduction.)

• Culturally safe healthcare system (≈250 words, third person): describe state/territory mainstream health system programs or activities aimed at cultural safety (not ACCHOs); analyse how these approaches improve access and engagement for Aboriginal and Torres Strait Islander peoples.

• Referencing / resources: minimum six scholarly sources (peer-reviewed articles, ACCHO/AMS websites, government sources).

• Formatting & submission: write directly into CADMUS; adhere to UniSQ academic integrity and AI use policy; include in-text citations and a reference list (APA style).

Assessment weighting emphasises the content and critical examination (80%) and structure/originality/referencing (20%).

How the Academic Mentor Guided the Student

The mentor used a scaffolded, evidence-based approach to help the student meet the brief and demonstrate learning outcomes.

Step 1 : Clarify scope and evidence requirements

• Reviewed the assessment brief with the student and clarified word limits and marking weightings.

• Agreed on the region to analyse and confirmed allowable scope (e.g., expand region if few ACCHOs exist).

• Provided a checklist of required information (indigenous groups, population %, ACCHOs to profile, state programs, 6+ scholarly sources).

Step 2 : Develop the introduction (first person)

• Co-wrote a succinct introduction framework: how to state location, traditional owners and regional facts without revealing personal address.

• Guided the student to reliable sources for population percentages (ABS, healthinfo databases) and how to cite them.

Step 3 : State/Territory historical analysis and self-determination

• Reviewed key historical milestones (e.g., origins of ACCHOs, policy shifts that enabled community control) and suggested authoritative sources (government/sector reports and peer-reviewed articles).

• Helped the student draft a paragraph linking self-determination theory to ACCHO governance, using specific examples where possible.

Step 4 : Identify and profile regional ACCHOs/AMS providers

• Supported the student to locate local ACCHOs via HealthInfoNet/NACCHO and each organisation’s website.

• Advised selection of 3–4 providers and coached the student to extract one concrete program/activity per provider (e.g., outreach clinics, child ear programs, cultural continuity services).

• Emphasised describing service implementation and cultural safety features (community governance, workforce composition, culturally-aligned care practices).

Step 5 : Explain cultural safety in the mainstream health system

• Guided analysis of state health initiatives (e.g., Aboriginal Liaison Officers, cultural competence training, targeted outreach or telehealth programs) and how these complement ACCHOs.

• Coached student to evaluate how these system-level strategies affect access, trust and care engagement.

Step 6 : Source selection, evidence appraisal and referencing

• Reviewed and provided feedback on shortlisted academic and policy sources to ensure at least six scholarly references and a balanced evidence base.

• Checked in-text citations and APA formatting; advised on credibility appraisal of websites and grey literature.

Step 7 : Draft review, coherence and AI use compliance

• Examined the draft for logical flow and alignment with marking criteria.

• Where needed, used permitted AI tools (structure/grammar only) to check cohesion and corrected phrasing manually; recorded the prompts used (as required).

• Performed final editing for clarity, word count compliance and academic tone.

Step 8 : Submission readiness and reflective checking

• Ensured CADMUS entry, saved drafts, and confirmed inclusion of originality/AI usage statement.

• Ran a final checklist mapped to rubric criteria (introduction, state/territory examination, regional ACCHO analysis, culturally safe system, referencing and originality).

Final Outcome and Learning Objectives Achieved

Outcome: The student submitted a coherent, evidence-based 1,050-word essay that: (1) contextualised regional Aboriginal and Torres Strait Islander demographics and Traditional Owners; (2) critically reviewed the historical emergence of ACCHOs and the role of self-determination at the state level; (3) profiled local ACCHO/AMS providers and analysed specific culturally safe programs; and (4) evaluated mainstream health system cultural safety initiatives and their impact on access and engagement.

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