313095 (v.1) Indigenous Australian Health and Culture 162
Note
Tutition Patterns
The tuition pattern below provides details of the types of classes and their duration. This is to be used as a guide only. For more precise information please check your unit outline.
Unit references, texts and outcomes
To ensure that the most up-to-date information about unit references, texts and outcomes appears, they will be provided in your unit outline prior to commencement.
| Area: | School of Nursing and Midwifery |
|---|---|
| Credits: | 25.0 |
| Contact Hours: | 4.0 |
| Lecture: | 1 x 1 Hours Weekly |
| Other: | 1 x 2 Hours Weekly |
| Tutorial: | 1 x 1 Hours Weekly |
| Prerequisite(s): |
300718 (v.4)
Sociocultural Perspectives on Health 131
or any previous version
OR Admission into 174499 (v.8) Bachelor of Science (Speech Pathology) or any previous version OR Admission into 167999 (v.7) Bachelor of Psychology or any previous version OR Admission into 310175 (v.3) Bachelor of Science (Psychology) or any previous version OR Admission into 188099 (v.4) Bachelor of Pharmacy or any previous version |
| Syllabus: | Diversity in Australia between and within Indigenous and non-indigenous Australians groups and populations. Social and cultural factors affecting diversity. Social policy and governance in regards to Indigenous populations and its impact on health. Cultural context of physical and mental health status. Global approaches to Indigenous health. Relevance of culture and society to professional practice, including factors influencing mental health and wellbeing. Ethical concepts of knowing versus understanding, culture, values, attitudes, beliefs. |
| Field of Education: | 061305 Indigenous Health |
| SOLT (Online) Definitions*: | Not Categorised *Extent to which this unit or thesis utilises online information |
| Result Type: | Grade/Mark |
Availability
Availability Information has not been provided by the respective School or Area. Prospective students should contact the School or Area listed above for further information.
