Outline

Overview

This unit of study explores contemporary Aboriginal and Torres Strait Islander health and the ways in which historical circumstances have had, and continue to have, an impact on the health of Aboriginal and Torres Strait Islander people. Students will explore the most significant social determinants of health as these relate to the health of Australian Aboriginal and Torres Strait Islander populations. The subject includes introduction to key terminology, concepts and skills that can enable students to engage in respectful and culturally safe health care with Aboriginal and Torres Strait Islander Australians. While the unit will focus primarily on the health of Australian Aboriginal and Torres Strait Islander people, it will also provide opportunity for comparison with the health of the Indigenous populations in other nations. The subject will provide an overview of and opportunity for critical discussion in relation to strategic planning in Indigenous health contexts. Students will have opportunity to focus specifically on Indigenous health programs, and to examine issues and control, planning, delivery and evaluation processes.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	NURS5002
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Reakeeta Smallwood, reakeeta.smallwood@sydney.edu.au
Tutor(s)	Belinda Clough, belinda.clough@sydney.edu.au
Tutor(s)	Reakeeta Smallwood, reakeeta.smallwood@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Assessment 3 Critical Reflection Critical reflection on Cultural Safety in nursing	40%	Formal exam period Due date: 11 Jun 2025 at 23:59	2000 words
Outcomes assessed:
Assignment	Assessment 1 Critical Reflection Critical reflection and perception analysis of Aboriginal peoples.	35%	Week 05 Due date: 26 Mar 2025 at 23:59	1300 words
Outcomes assessed:
Assignment	Assessment 2 Oral Presentation Explore one health area and associated community-led health initiative	25%	Week 11 Due date: 14 May 2025 at 23:59	6 mins 40 secs
Outcomes assessed:

Assessment summary

Assessment 1 – Critical reflection

Students are to reflect on their perceptive analysis from an in-class activity. By reflecting on their perception of Aboriginal people, their own biases, assumptions, judgements and beliefs, students build awaress of their own worldviews and how society has potentially shaped these veiws.

Assessment 2 – Oral Presentation

Students will have identify a self-determined health program in an Aboriginal community. Using a peck kucha style presentation students are encouraged to think creativiely whilst addressing the assessment requirements.

Assessment 3 – Critical Reflection

Students are to submit a written reflection on their understanding of cultural safety and its impact on their future nursing practice. These insights are informed by students revisitng the learning journey they been on in this UoS by revisitng their perceptive analysis from Assessment 1.

Please note: Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Mark range	Description
High distinction	85 - 100	Exceptional standard
Distinction	75 - 84	Very high standard
Credit	65 - 74	Good standard
Pass	50 - 64	Acceptable standard
Fail	0 - 49	Unsatisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Where an assignment is submitted late without an approved extension, a late penalty will apply. For every calendar day up to and including ten calendar days after the due date a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero marks will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit, Aboriginal and Torres Strait Islander peoples, culture, history and perceptions of health and wellbeing	Lecture and tutorial (4 hr)
Week 02	Aboriginal and Torres Strait Islanders peoples health, social and cultural determinants	Lecture and tutorial (4 hr)
Week 03	Closing the Gap campaign and self-determination	Lecture and tutorial (4 hr)
Week 04	Aboriginal Community Controlled Health Services	Lecture and tutorial (4 hr)
Week 05	Cultural safety	Lecture and tutorial (4 hr)
Week 06	Aboriginal health across the lifespan	Lecture (2 hr)
Week 11	Lived experiences	Lecture and tutorial (4 hr)
Week 12	Art and Health	Lecture and tutorial (4 hr)
Week 13	Reflection and application to nursing practice	Lecture and tutorial (4 hr)

Attendance and class requirements

Attendance: Attendance at lectures and tutorial class sessions is a requirement of the unit of study and students who are absent without good cause may not be eligible to achieve a minimum grade of PASS. The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more that 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study. It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner

Referencing guide: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See Canvas Reading List

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Search for, evaluate and discuss the strengths and positive contributions made by Aboriginal and Torres Strait Islander people, communities and services in Australia.
LO2. Identify important historical and policy factors that have influenced the health of Aboriginal and Torres Strait Islander people.
LO3. Discuss the current health status of Aboriginal and Torres Strait Islander people and how this compares with the health of non-Indigenous Australians and Indigenous populations internationally.
LO4. Critically discuss the importance of acknowledging different ways of understanding health conditions from Aboriginal, Torres Strait Islander and other diverse cultural perspectives and the implications this can have for healthcare.
LO5. Develop awareness of culturally sensitive modes of communicating and delivering healthcare in Aboriginal and Torres Strait Islander communities such as Aboriginal art.
LO6. Demonstrate knowledge of the need for nurses and other health professionals to be culturally competent practitioners, and a foundational understanding of how to work with Australian Aboriginal and Torres Strait Island peoples in culturally safe ways.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.3. Recognises that people are the experts in the experience of their life 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 7.1. Evaluates and monitors progress towards the expected goals and outcomes

Aboriginal and Torres Strait Islander Health Curriculum Framework -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Historical Context
1.1		Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N)
1.2		Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I)
1.3		Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP)
10		Population Health
10.1		Identify current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples and compare these to trends for non-Indigenous peoples in Australia over time (N)
10.2		Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I)
10.3		Establish key features of successful Aboriginal and Torres Strait Islander health surveillance and health policies and strategies for improving health care for Aboriginal and Torres Strait Islander peoples (ETP)
11.1		Examine own cultural worldview and values and describe implications for health care practice (N)
11.2		Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I)
11.3		Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP)
12		Cultural Self and Health Care 12
12.1		Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N)
12.2		Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I)
12.3		Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP)
13		Racism
13.1		Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N)
13.2		Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I)
14		White Privilege
14.1		Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N)
14.2		Examine one’s own positioning in terms of White Privilege and other social privileges (I)
14.3		Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP)
15		Equity and Human Rights
15.1		Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N)
15.2		Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I)
15.3		Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP)
16.1		Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N)
16.3		Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health (ETP)
17.1		Describe the role of individual leadership in effecting positive change within the health system and identify key leadership capabilities (N)
17.2		Illustrate strategies to develop personal and professional leadership qualities, including resilience to work with possible health system challenges in delivering culturally safe health care (I)
17.3		Advocate for equitable health care for Aboriginal and Torres Strait Islander clients (ETP)
2		Cultural Knowledge
2.1		Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N)
2.2		Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I)
2.3		Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP)
3		Diversity
3.1		Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N)
3.2		Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I)
3.3		Design strategies for delivering culturally safe health care with respect to individual, cultural and linguistic diversity (ETP)
4		Humility and Lifelong Learning
4.1		Articulate the concept of cultural humility as a process of lifelong learning (N)
4.2		Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I)
4.3		Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP)
5.1		Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N)
5.2		Analyse the strengths and limitations of key terms and definitions in the context of culturally safe health practice (I)
6.1		Describe the impact of effective verbal and non-verbal communication as well as miscommunication and how this links to health outcomes (N)
6.2		Analyse differences between own verbal and non-verbal communication and Aboriginal and Torres Strait Islander clients, and the implications for health care (I)
6.3		Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members (ETP)
7		Culturally Safe Communication 7
7.1		Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N)
7.2		Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I)
7.3		Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP)
8.1		Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N)
8.2		Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I)
8.3		Establish strategies to work in partnership with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and devise a plan to respectfully acquire cultural information (ETP)

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Standard 1: Thinks critically and analyses nursing practice
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3		Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
3.2		Provides the information and education required to enhance people’s control over health
3.3		Uses a lifelong learning approach for continuing professional development of self and others
3.6		Actively engages with the profession
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.3		Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
6.2		Practises within their scope of practice
7.1		Evaluates and monitors progress towards the expected goals and outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Student feedback was positive in 2024.Main feedback was associated with critical reflection skills, thus the first assessment, alike assessment 3 is a critical reflection tasks. Both Assessment 1 and Assessment 3 feed into each other asking students re-reflect on assessment 1 for their assessment 3. Within Assessment 1, by using activity from class, potentially limits the amount of AI use. Many complaints from co-learners re: preparing group assessment during semester normally whilst on placement. Thus, the assessment is now an individual presentation to be uploaded to Canvas. The format of the presentation is a Pecha Kucha style presentation, that has received positive student feedback within the literature. Here is the closing the loop comment from previous UoS Surveys: Thank you firstly for responding to the USS. Overall, your surveys highlighted that you were satisfied with our teaching and our ability to teach you core skills in the Aboriginal health and wellbeing space. Most of our constructive feedback was focused towards providing students with opportunity to have placements at Aboriginal Community Controlled Health Services. This is a limitation within our school at the moment and Reakeeta is actively working towards addressing this issue. Your feedback is so valued.

Additional information

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues, including Aboriginal and Torres Strait Islander peoples who have passed away. These topics are relevant to your learning in this unit of study and your knowledge and skill development for nursing practice. You will be advised before the information/topic is presented. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

NURS6033: Aboriginal and Torres Strait Islander Health

Semester 1, 2025 [Normal day] - Westmead, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links