SNUG207: First Nations Health Assessment

Instructions

The purpose of this assessment is to create a podcast, reflecting on how your own culture, life experiences, worldview, and dominant cultural beliefs influence your understanding and care of Aboriginal and Torres Strait Islander peoples. This podcast is an opportunity to share your learning in a creative and personal way, while developing insight into culturally safe nursing practice.

Content Requirements
Your 5 minute podcast must be structured using Driscoll’s (2007) Model of Reflection and include the following (with timeframe guides):

What? (90 seconds - 2 minutes)

• Reflect on your personal culture, life experiences, worldview, and dominant cultural beliefs.

• Discuss how these have shaped your perceptions (either positively or negatively) of Aboriginal and Torres Strait Islander peoples.

So What? (90 seconds - 2 minutes)

• Analyse how these perceptions may influence your nursing practice.

• Consider the impact on your ability to provide culturally safe care to Aboriginal and Torres Strait Islander peoples.

Now What? (90 seconds - 2 minutes)

• Drawing on your insights, consider how you can grow as a culturally safe practitioner. What will you do differently in your future nursing practice to be culturally safe?

• Refer to the principles of Cultural Safety in your response.

Important Notes:

• Ensure your podcast meets the timeframe of 5 minutes, ±10% (i.e., between 4 minutes 30 seconds and 5 minutes 30 seconds).

• Use conversational language as if you are speaking to peers or other nursing students.

• You’re encouraged to use respectful, creative elements – such as music, sound effects or storytelling to support your message.

• Ensure you utilise culturally safe, respectful and inclusive language throughout your podcast.

• Listen to your audio file before submission to ensure the sound is clear and easy to understand.

• You will have the opportunity to review and re-submit your podcast up to the due date and time.

The use of generative AI is NOT PERMITTED in this assessment at all

1. Examine the theoretical underpinnings of Cultural Safety and white privilege.

2. Relate the history and diversity of Aboriginal and Torres Strait Islander people and its implication for current health care practice and outcomes.

3. Compare and contrast the impact of Aboriginal and Torres Strait Islander health service experiences by examining the culture of nursing and the broader health system.

4. Analyse historical, sociological and political forces that have influenced clinical provision.

5. Compare and contrast the health inequalities between Aboriginal and Torres Strait Islander people and the Australian community and consider strategies for improvement.

Assessment Summary and Requirements

The assessment required a 5-minute podcast reflecting on how one's personal background influences the care of Aboriginal and Torres Strait Islander peoples. The core objective was to demonstrate an understanding of culturally safe nursing practice . The podcast had to be structured using Driscoll’s (2007) Model of Reflection , which includes three main sections: What? , So What? , and Now What? .

• What? (90 seconds - 2 minutes): This section was for personal reflection on one's own culture, life experiences, and dominant cultural beliefs. The student had to discuss how these factors shaped their perceptions of Aboriginal and Torres Strait Islander peoples.

• So What? (90 seconds - 2 minutes): Here, the student needed to analyze how their personal perceptions might impact their nursing practice and their ability to provide culturally safe care.

• Now What? (90 seconds - 2 minutes): This final section required the student to consider how they would grow as a culturally safe practitioner, outlining specific actions they would take in their future nursing practice, while referencing the principles of Cultural Safety.

The assessment also included key pointers such as:

• Adhering to a specific timeframe (4 minutes 30 seconds to 5 minutes 30 seconds).

• Using conversational language suitable for peers.

• Incorporating creative elements like music or storytelling.

• Using culturally safe, respectful, and inclusive language.

• Ensuring the audio quality was clear.

Academic Mentor's Approach and Learning Outcomes

The academic mentor guided the student through the assessment process in a structured, step-by-step manner to ensure all requirements were met and key learning objectives were covered. The approach was collaborative, focusing on self-reflection and critical analysis.

Initial Guidance and Brainstorming

The mentor's first step was to help the student deconstruct the prompt. This involved breaking down the instructions and content requirements to ensure a clear understanding of what was expected. The mentor and student collaboratively brainstormed on the "What?" section of Driscoll's model. They discussed the student's personal background, upbringing, and dominant cultural beliefs to identify potential unconscious biases. The mentor used probing questions to encourage deep reflection, such as "How have your life experiences shaped your views on different cultures?" and "What are some of the dominant cultural beliefs you have grown up with?".

Structuring the Podcast 

Next, the mentor focused on helping the student structure the podcast according to the Driscoll’s (2007) Model . For each section, they worked together to outline the main points:

• What?: They identified specific life experiences and beliefs the student would discuss. This laid the foundation for the entire podcast.

• So What?: They moved from personal reflection to professional application. The mentor guided the student to analyze how their identified beliefs could negatively or positively influence their interactions with Aboriginal and Torres Strait Islander patients. They discussed scenarios and potential impacts on providing equitable and respectful care.

• Now What?: This section was critical for demonstrating growth and future action. The mentor helped the student research and identify the principles of Cultural Safety. They then worked on specific, actionable steps the student could take in their future practice, such as actively listening to patients' stories, seeking out further education, and challenging their own biases.

Review and Refinement

After the student drafted the script, the mentor provided feedback on multiple drafts, focusing on language, tone, and content. The mentor ensured the language was conversational yet respectful and that it adhered to the timeframe requirements. They also reviewed the script to confirm the student was directly addressing the core learning objectives, such as demonstrating an understanding of white privilege, the history of Aboriginal and Torres Strait Islander peoples, and the broader health system's impact on health outcomes. This iterative process ensured the final outcome was comprehensive and polished.

Achieving the Outcome and Learning Objectives

By following this step-by-step process, the student successfully created a podcast that was not just a reflection but a critical analysis of their own cultural lens and its impact on their future nursing practice. The final product was a high-quality submission that demonstrated a deep understanding of culturally safe nursing practice.

The following learning objectives were effectively covered:

• Theoretical underpinnings: The student demonstrated an understanding of Cultural Safety and white privilege by reflecting on their own biases and outlining future actions.

• Historical and sociological context: By discussing how historical forces have influenced their perceptions, the student was able to connect their personal beliefs to broader societal issues, demonstrating an understanding of how these forces have shaped health care provision.

• Critical analysis of the health system: The student’s analysis of their own potential biases and their impact on care served as a micro-level examination of the broader health system, which often fails to provide culturally safe care.

• Future-focused strategies: The "Now What?" section directly addressed the need to compare and contrast health inequalities and consider strategies for improvement by committing to personal and professional growth.

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