Course Code: HLT54115 Diploma of Nursing
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| Student name: | ||
| Student Number: | ||
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| Student Signature: | ||
| Trainer Name: | ||
| Trainer Signature: | ||
| Student Outcome: | Satisfactory | Not Satisfactory (resit required) |
| Result: | % | Date:________________________ |
| Reviewed by: | Date:________________________ | |
| Feedback: | ||
| Signed: | Student | Teacher |
Assessment Instructions
Achieving competency
All questions in this workbook WITH MARKS ALLOCATED TO THEM must be answered correctly to receive a satisfactory grade for this assessment. You must achieve a satisfactory result for each question in the workbook and include referencing as per STA requirements to achieve a satisfactory result for this assessment.
This workbook is to be completed both in class and in your own time using available reliable sources such as the course text books provided to you at orientation, credible internet sources such as the department of health and other text and online journals available to you through the online library service offered to all students and discussed at orientation.
It is important that you reference all sources of information that you use to obtain information used in your answers. Referencing must be included and failure to adhere to this requirement will result in a not satisfactory outcome for the assessment.
The workbook is available in the Student Portal. You will need to download the workbook and complete it then submit it through the Student Portal.
Plagiarism will result in an immediate Not yet Competent – all copied material MUST be referenced accordingly. See your Student Handbook for more information. ENSURE YOU SIGN THE PLAGIARISM / CHEATING DECLARATION ON THE FOLLOWING PAGE.
Reassessment
If you receive a Not Yet Satisfactory result for this Assessment Task, it will be due to you not satisfying the requirements of one, multiple or all aspects of the task. Your Assessor will provide you with feedback as to where you did not meet the requirement. You will have one other opportunity to resubmit your assessment work addressing the areas as identified in your assessor feedback.
Should the student wish to appeal any decision relating to outcome of this assessment task, the student should follow the Academic Grievance policy and procedure available in the Student Handbook and Skills Training Australia website.
Assessment Extension Request:
All assessments are due on the assessment due date as identified on the assessment task document and confirmed by your Trainer/Assessor on the first day of the unit.A medical certificate must be supplied if the student is unable to complete the assessment by the due date.
If you are unable, due to exceptional circumstances, to submit your assessment tasks on the required due date, you MUST submit a completed Assessment Extension Form to your Trainer/Assessor.
Extensions may be granted by your trainer under exceptional circumstances and will only be granted for a maximum of two (2) weeks.
Adjustment in assessment
Flexibility in assessment will be considered where the integrity of the assessment and learning outcome is maintained. For example, a written assessment may be administered as a verbal assessment and recorded by a STA staff member where a student has sustained an injury preventing them from writing. Any agreement for an adjustment to assessment must be documented in the space provided in the assessment task document (or in writing to the program manager in the event of an electronically submitted assessment task and placed in your student file).
| This cover sheet is to be completed by the student and assessor and used as a record to determine student competency in this assessment task. | Notes to assessor | |||
| The assessment process and tasks were fully explained | Yes / No | Ensure to explain this information to the class prior to commencement of the assessment. Answer any questions the students may have. Refer to procedure Complaints / Appeals Ensure students sign and understand these rules prior to commencing and prior to submission. Seek clarification with Course Coordinator if unclear. | ||
| I am aware which evidence will be collected and how | Yes / No | |||
| I am aware of the appeals process of an assessment decision (outlined in this document under Assessment Appeal) | Yes / No | |||
| I am aware of the consequences for plagiarism, cheating, or collusion (Outlined in this document under Reassessment Process, and Plagiarism, Collusion and Cheating.) | Yes / No | |||
| I am aware of the reassessment processes if deemed not yet satisfactory for this assessment task or not yet competent for the entire unit of competency (outlined in this document under Reassessment Process and Plagiarism, Collusion and Cheating) | Yes / No | |||
| I have discussed any additional educational support or reasonable adjustments I require in order to undertake this assessment with the student services coordinator and Trainer / Assessor if applicable (outlined in this document under Reasonable Adjustments) | Yes / No | |||
| I have access to all the required resources. | Yes / No | |||
| Cheating & Plagiarism Declaration | ||||
| Student declaration: In accordance with the STA’s Plagiarism, Collusion and Cheating Policy and Procedure, I hereby acknowledge that by signing this declaration I have not cheated, colluded in or plagiarised any work regarding the assessment tasks undertaken in this unit of competency, except where the work has been properly acknowledged. I understand the consequences for plagiarism, collusion or cheating and have sought clarification of these consequences with the Nursing Course Coordinator and/or trainer or assessor if unsure. | Ensure this is understood by the student. | |||
| Signature | Date | _____/____/_______ | ||
| CHCDIV001 Work with diverse people | |
| This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. This unit applies to all workers. | |
| ELEMENT | PERFORMANCE CRITERIA |
| Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element |
| 1. Reflect on own perspectives | 1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness |
| 2. Appreciate diversity and inclusiveness, and their benefits | 2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all |
| 3. Communicate with people from diverse backgrounds and situations | 3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs |
| 4. Promote understanding across diverse groups | 4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required |
| PERFORMANCE EVIDENCE |
| 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: undertaken a structured process to reflect on own perspectives on diversity recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:selected and used appropriate verbal and non-verbal communicationrecognised situations where misunderstandings may arise from diversity and formed appropriate responses. |
| Knowledge Evidence | |
| The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: | |
| · concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles · concepts and definitions of diversity · own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups · features of diversity in Australia and how this impacts on different areas of work and life: · political · social · economic · cultural · legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches: · discrimination: · age · disability · racial · sex · human rights: · Universal declaration of human rights · relationship between human needs and human rights · frameworks, approaches and instruments used in the workplace · rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out | · key areas of diversity and their characteristics, including: · culture, race, ethnicity · disability · religious or spiritual beliefs · gender, including transgender · intersex · generational · sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual · key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including: · social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people · own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services · potential needs of marginalised groups, including: · protective factors · physical, mental and emotional health issues/care needs · consideration of impacts of discrimination, trauma, exclusion and negative attitudes · resources that support individuals and organisations to embrace and respond to diversity · language and cultural interpreters · imagery · influences and changing practices in Australia and their impact on the diverse communities that make up Australian society · impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others |
| Assessment | Weight | Due | Performance Criteria Assessed | NMBA |
| Task 1 – Workbook / Class activities | 40% | 1.1, 1.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4 | 2.5, 2.5, 7.3, 1.6 | |
| Task 2 – Report – Transcultural Nursing | 60% | 1.3, 1.4, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4 | 2.4, 2.6, 7.3 | |
| Task 3 – PEP | S/US | 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4 | 2.5, 2.5, 7.3, 1.6 | |
| COMPETENCY | C/NYC |
Handouts required for this Resource:
- Article: Sensor, C. 2006. Culturally Competent Care in the Workplace.
- Community Profiles for Health Care Providers.
Please note: The space below is not indicative to the required length of the response; you are to ensure that you thoroughly answer the question.
Diversity in Australia
Australia has a unique history that has shaped the diversity of its peoples, their cultures and lifestyles today. Three major contributors to Australia’s demographic make-up are a diverse Indigenous population, a British colonial past and extensive immigration from many different countries and cultures. Today, Australia’s population of about 23.4 million is one of the most culturally and linguistically diverse populations in the world.
| Examine the following Face the Factsinfo-graphic on asylum seekers and refugees. Summarise the facts and figures | |||
| Trainer comments (if applicable): | S | NYS | |
| ☐ | ☐ | ||
| Examine the following Face the Factsinfo-graphic on disability rights. Summarise the facts and figures | |||
| Trainer comments (if applicable): | S | NYS | |
| ☐ | ☐ | ||
| Examine the following Face the Factsinfo-graphic on older Australians. Summarise the facts and figures | |||
| Trainer comments (if applicable): | S | NYS | |
| ☐ | ☐ | ||
| Examine the following Face the Factsinfo-graphic on lesbian, gay, bisexual, trans and intersex people. Summarise the facts and figures | |||
| Trainer comments (if applicable): | S | NYS | |
| ☐ | ☐ | ||
| What does it mean to be marginalised? Why are these communities so at risk of marginalisation? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| In this class….. | ||
| How many were born in Australia? | ||
| How many have parents who were born in Australia? | ||
| How many have grandparents who were born in Australia? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Top 10 countries of birth for Australia’s overseas-born population.
| Examine the following Face the Factsinfo-graphic on cultural diversity. Summarise the facts and figures | |||
| Trainer comments (if applicable): | S | NYS | |
| ☐ | ☐ | ||
Activity – Unconscious Bias
- https://www.youtube.com/watch?v=c-f2VJM4dps – 5.27 mins
Unconscious bias and casual racism?
Summary: This video explores the theory behind Hogrefe’s ‘Implicitly’ test. ‘Implicitly’ is a collection of tests which can be used to help uncover our unconscious biases and their likely impact on behaviour.
After watching the clip, answer these questions.
| What do you think is meant by the term ‘unconscious bias’? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| What are some biases we might have that we may not always be aware of? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| How often do you specify someone’s race when it is not necessarily relevant (for instance an Asian doctor or Indian lawyer)? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| How might doing this involve a form of bias or prejudice? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| Have you ever assumed that someone is good or bad at an activity (like athletics, mathematics, driving, or cooking) because of their race? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| How might doing this involve a form of bias or prejudice? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| Have you ever asked a person ‘Where are you really from?’ | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| How might doing this involve a form of bias or prejudice? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Video Clip – Unconscious Bias
- https://www.youtube.com/watch?v=NW5s_-Nl3JE – 3.58 mins
Video Clip – Discrimination
- https://www.abc.net.au/life/where-are-you-really-from-how-to-better-ask-race-question/10610346
- 4.35 mins
| Define discrimination | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Discrimination in hiring
| How many more applications does a person of the following ethnic origins have to submit before getting a job interview? | ||
| Chinese name: | ||
| Middle Eastern name: | ||
| Italian name: | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Stigma
| Define stigma | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| Why is there more stigma associated with disability, mental health conditions and other forms of diversity? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Culture
| What is culture? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| What is meant by the statement that ‘Culture is LEARNED, not genetically determined’? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| What are your cultural values around… | ||
| health | ||
| illness | ||
| wellness | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Many cultures exist in Australia.
Certain individuals may have difficulty resolving how their past experiences and/ or cultural beliefs about illness and disease affects them.
Nurses need to examine constantly whether they make assumptions that may influence their behaviour and attitudes towards people from a different cultural background.
Person / time orientation
| What does ‘Person/time orientation’ refer to, and how could this cause conflict in our dominant medical model? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| How might the following conflict with delivery of health services in Australia? | ||
| Complimentary & alternative medicine | ||
| Religious beliefs | ||
| Folk medicine | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
TRANSCULTURAL NURSING THEORY
Read Sensor, C. 2006. Culturally Competent Care in the Workplace.
| According to the article, Cultural Competence begins with what? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/4 |
| Define the following: | ||
| Ethnocentrism: the belief that one’s own way of life is better than others; | ||
| Bias and prejudice (the mental attitude attributing negative or positive characteristics to others); | ||
| Discrimination (acting on one’s prejudices); | ||
| Stereotyping (fixed, unchanging and usually negative attribution about groups of people); | ||
| Cultural imposition (forcing one’s own values, beliefs and way of life on others); | ||
| Cultural ignorance (lack of knowledge of the culture); | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| Summarise the seven (7) rules for Culturally Competent Communication in Health Care: | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/14 |
Video Clip – Madeleine Leininger Transcultural Nursing
Watch the video: https://www.youtube.com/watch?v=6U3n4UF_XGg
| Go to the following link: http://www.madeleine-leininger.com/cc/overview.pdf Summarise Madeleine Leininger’s Theory & tenets. | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/10 |
Video Clip – Incompetent VS competent cultural care
Watch the video: https://www.youtube.com/watch?v=Dx4Ia-jatNQ
| a) List the points that were delivered well: | ||
| b) List the points that were NOT delivered well: | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Cultural Safety
| Research Cultural Safety. Summarise what this term means. | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/5 |
| Cultural Behaviour – explain Bi-Culturalism & give an example. | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/3 |
Activity – Exploring community profiles
Learners are to work in pairs
Each pair is given a different ‘Community Profile’ – there are 18 to choose from.
Learners are to work through the ‘Responding to cultural diversity’ checklist questions.
You have 10 minutes to complete the task.
Each group is to present the culture they have researched and summarise their findings.
Activity – Exploring community profiles
Instructions: Use one of the Community Profiles from Queensland Health’s Community Profiles for Health Care Providers resource to answer the questions below.
| Responding to cultural diversity checklist: | ||
| Does the service user require a language interpreter? | ||
| Is it appropriate to use eye contact when working with the service user? | ||
| Is there any body language I should avoid? | ||
| What language should I use to address the service user? | ||
| Is the service user uncomfortable with working with staff of a certain gender? | ||
| Are there any religious practices that need to be accommodated when working with the service user? | ||
| What role does the family play in the service user’s culture? | ||
| How is disability typically viewed within the service user’s culture? | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
| Terms associated with diversity – fill in the following & give an example of each: | ||
| Race: | ||
| Racism: | ||
| Prejudice: | ||
| Stereotyping: | ||
| Discrimination: | ||
| Casual Racism: | ||
| Ethnocentrism: | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ | |
| ___/10 |
Activity – Responding to casual racism in the workplace
Work in groups of 3-4 people.
Read the scenario on the class slide.
Take 10 minutes to discuss strategies and write them down.
Have the groups share their ideas about how to combat casual racism in the workplace.
| Read this ‘How to tell someone they are racist’ article https://www.amnesty.org.au/tell-someone-love-theyre-racist/?utm_source=Campaign&utm_medium=email&utm_campaign=NL_20170224&utm_content=racist | ||
| Summarise the 7 points. | ||
| Trainer comments (if applicable): | S | NYS |
| ☐ | ☐ |
Video Clip – Racism – it stops with me.
Video Clip – “You can’t ask that” – Muslims
http://iview.abc.net.au/programs/you-cant-ask-that/LE1517H004S00#playing
CLASS DISCUSSION.
What did this video bring up for you?
Was there anyone on the video that did not fit the stereotype?
Why?
What did you learn that you did not know?
END OF DAY 1
AUDIT SUMMARY
| CHCDIV001 WORKBOOK – TASK 1 | MAXIMUM | ACTUAL |
| Trans cultural Nursing Theory | 4 | |
| 7 Rules for Culturally competent | 14 | |
| Madeleine Leininger Transcultural Nursing | 10 | |
| Cultural Safety | 5 | |
| Cultural Behaviour | 3 | |
| Terms associated with diversity | 7 | |
| Summarise the 7 points | 14 | |
| TOTAL(S) | 57 |
| Outcome | S ☐ | NS ☐ |
| Total: | /57 |