To critically reflect on how your own culture, life experiences, worldview and dominant cultural paradigms, influences perceptions of, and interactions with, Aboriginal and Torres Strait Islander peoples in health care.

To critically reflect on how your own culture, life experiences, worldview and dominant cultural paradigms, influences perceptions of, and interactions with, Aboriginal and Torres Strait Islander peoples in health care.
Task description:
Part A
Create a concept map that identifies the key themes of one capability that has impacted on you in the First Peoples Health and Practice course (3121MED). Write a reflection describing how and
why this capability has had an impact on you.
Part B
Write a critical reflective essay on the concept map completed in Part A using the Critical Reflection Framework (Walker, Schultz & Sonn, 2014) provided in the ‘assessment resource’ folder.
This framework will assist you to address the following:
1. Define and discuss the capability and its key themes.
2. Reflect on how your own culture (life experiences and worldview) and your professional culture, influences your understanding of the capability. Further reflect on how this influences
your perceptions of and interactions with Australia’s First Peoples in health care.
3. Analyse the viewpoints and assumptions of others and the dominant cultural paradigm relating to the capability and how this influences your perceptions of and interactions with
Australia’s First Peoples in health care.
4. Discuss what you have learnt from this reflective process and how this might contribute to your lifelong learning within your discipline.
5. Reflect on what you have learnt from undertaking this Critical Reflection Process including the potential this process has to transform your practice within your discipline.
Critical reflection of an experience, situation or performance allows for deeper learning, insight and conscious decision making to improve and transform professional practice (Walker, Schultz &
Sonn, 2014). Critical reflection is identified in the Aboriginal and Torres Strait Islander Health Curriculum Framework as an important process to lifelong learning (Department of Health, 2014).
References
Department of Health. (2014). Aboriginal and Torres Strait Islander Health Curriculum Framework. Canberra, Australia: Commonwealth of Australia.
Walker, R., Schultz, C., & Sonn, C. (2014). Cultural Competence – Transforming Policy, Services, Programs and Practice. Dudgeon, P., Milroy, Walker, R. (Eds.). Working Together: Aboriginal and
Torres Strait Islander Mental Health and Wellbeing Principles and Practice (pp. 195 – 220)
Submission: – Part A is a non-graded compulsory submission (PASS/FAIL). Part A & B are to be submitted via TURNITIN as one document.
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MARKS CRITERIA 7 6 5 4 3
1 10 Depth of
capability
DEFINED
Defines and discusses the capability
and a minimum of five key themes,
with examples, in detail.
Defines and discusses the
capability and a minimum of four
key themes, with examples.
Defines and discusses the
capability and a minimum of three
key themes, with examples.
Defines and discusses the capability
with a minimum of two key themes.
Limited definition of the capability
with no discussion of key themes.
2 20 Depth of
REFLECTION
demonstrated
In-depth reflection and detailed
discussion on how both your own
culture and your professional culture
influences your understanding of the
capability, and how this
understanding influences your
perceptions of and interactions with
First Peoples in health care.
In-depth reflection and some
discussion on how both your own
culture and your professional
culture influences your
understanding of the capability,
and how this understanding
influences your perceptions of
and interactions with First
Peoples in health care.
Some reflection and some
discussion on how both your own
culture and your professional
culture influences your
understanding of the capability,
and how this understanding
influences your perceptions of and
interactions with First Peoples in
health care.
Limited reflection and limited discussion
on how both your own culture and your
professional culture influences your
understanding of the capability, and
how this understanding influences your
perceptions of and interactions with
First Peoples in health care.
Limited reflection and no discussion
on how both your own culture and
your professional culture influences
your understanding of the capability,
and how this understanding
influences your perceptions of and
interactions with First Peoples in
health care.
3 20 Depth of
ANALYSIS
demonstrated
In-depth analysis of a minimum of
five underlying issues, causes,
effects, viewpoints and assumptions
of others and the dominant cultural
paradigm including how these may
influence your perceptions of and
interactions with First Peoples in
health care.
In-depth analysis of a minimum
of four underlying issues, causes,
effects, viewpoints and
assumptions of others and the
dominant cultural paradigm
including how these may
influence your perceptions of
and interactions with First
Peoples in health care.
Some analysis of a minimum of
three underlying issues, causes,
effects, viewpoints and
assumptions of others and the
dominant cultural paradigm
including how these may influence
your perceptions of and
interactions with First Peoples in
health care.
Limited analysis of a minimum of two
underlying issues, causes, effects,
viewpoints and assumptions of others
and the dominant cultural paradigm
including how these may influence your
perceptions of and interactions with
First Peoples in health care.
Limited analysis and no discussion of
underlying issues, causes, effects
viewpoints and assumptions of
others and the dominant cultural
paradigm including how these may
influence your perceptions of and
interactions with First Peoples in
health care.
4 20 Depth of
LEARNING
demonstrated
In-depth understanding and detailed
discussion of lessons learnt from this
process and how this might
contribute to your lifelong learning in
your discipline.
In-depth understanding and
some discussion of lessons learnt
from this process and how this
might contribute to your lifelong
learning in your discipline.
Some understanding and some
discussion of lessons learnt from
this process and how this might
contribute to your lifelong learning
in your discipline.
Limited understanding and limited
discussion of lessons learnt from this
process and how this might contribute
to your lifelong learning in your
discipline.
Limited understanding and no
discussion of lessons learnt from this
process and how this might
contribute to your lifelong learning in
your discipline.
5 20 Reflects on
lessons learnt
from
undertaking
CRITICAL
REFLECTION
PROCESS
In-depth reflection and detailed
discussion on what you have learnt
from undertaking this critical
reflection process including the
potential to transform your practice
within your discipline.
In-depth reflection and some
discussion on what you have
learnt from undertaking this
critical reflection process
including the potential to
transform your practice within
your discipline.
Some reflection and some
discussion on what you have
learnt from undertaking this
critical reflection process including
the potential to transform your
practice within your discipline.
Limited reflection and limited discussion
on what you have learnt from
undertaking this critical reflection
process including the potential to
transform your practice within your
discipline.
Limited reflection and no discussion
on what you have learnt from
undertaking this critical reflection
process including the potential to
transform your practice within your
discipline.
6 10 Academic
writing
Adheres strictly to academic writing
standards. Correct terminology
when referring to Australia’s First
Peoples. A minimum of 12 peer
reviewed articles. Literature led by
First Peoples authors is identified.
Adheres mostly to academic
writing standards. Appropriate
terminology when referring to
Australia’s First Peoples. A
minimum of 10 peer reviewed
articles. Literature led by First
Peoples authors is identified.
Generally adheres to academic
writing standards. Generally
appropriate terminology when
referring to Australia’s First
Peoples. A minimum of 8 peer
reviewed articles
Limited adherence to academic writing
standards. Limited use of appropriate
terminology when referring to
Australia’s First Peoples. A minimum of
6 peer reviewed articles
Lack of adherence to academic
writing standards. Inappropriate
terminology when referring to
Australia’s First Peoples. 5 or less
peer reviewed articles
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