ASSIGNMENT COVER SHEET ADMIN USE ONLY

RECEIVED AT
DATE: / /
HLT54115 DIPLOMA OF NURSING
UNIT NAME: CHCDIV002 - PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY

Student Name: (FULL NAME) Student ID: (ID NO.)

Postal Address: (ADDRESS)

Email: (EMAIL)

Contact Numbers - home: (HOME) work: (WORK) Mobile: (MOBILE)

Facilitating Lecturers: (NAME/S)

ASSIGNMENT FORMAT PLAGIARISM POLICY

It is highly recommended that all assignment Plagiarism is defined as copying of sections of any
submissions be typed. All handwritten assignment published work without acknowledging the source.
submissions must be written in black or blue pen, Cheating is defined as:
with neat presentation.

 Keep a copy of your assignment for your  Handing in someone else’s work as your own (with,
reference, either a photocopy or electronic copy. or without the original author’s knowledge).
 Leave space for assessor’s comments.  Allowing someone else to hand up your work as his
or her own.
 If the assessor has indicated that you need to
resubmit, then please return your previous  Several people writing one exercise and handing up
attempt with your new assignment. multiple copies all represented (implicitly) as
individual work.
 Using any part of someone else’s work without the
proper acknowledgement.

PLEASE SIGN
I UNDERSTAND AND ACKNOWLEDGE THE ABOVE PLAGIARISM POLICY AND DECLARE THAT THE ATTACHED
ASSIGNMENT IS MY OWN AND ORIGINAL WORK. ALL NON-ORIGINAL WORK HAS BEEN APPROPRIATELY
REFERENCED, USED AND RECORDED WITHIN RTO REFERENCING GUIDELINES. (IF EMAILING THIS DOCUMENT IT IS
ASSUMED YOU ARE AGREEING TO THIS STATEMENT.)
Student Signature
ASSESSMENT ACTIVITIES TO RECORD IN THIS DOCUMENT
Please see the ‘Assessment requirements’ section of your Learner Guide (pages 4-6). It describes:

 the Assessment Activities that are undertaken in the workshop and ARE NOT recorded in this Student
Assessment Document
 the Assessment Activities that you must complete in your personal study time and ARE recorded in this
Student Assessment Document.

This is the reason why the numbering of Assessment Activities in this Student Assessment Document is not
in immediate sequential order (e.g. 1, 2, 3, 4 etc). The numbers match the order in your Learner Guide, so
you can link them to the material in the Learner Guide that will help you complete them.

GENERAL INSTRUCTIONS
Within each Assessment Activity you need to complete in this document, space has been left between the
questions for you to start typing in your answers. As this is a Word document, you can type in as much as
you need to respond to the question. If you need guidance on the length of your response, please speak to
your Facilitators.

First, highlight the ‘Type your response here’ line so when you type, this is immediately overtyped and then
you continue with writing your response.

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 1:
WHAT HAVE I LEARNED ABOUT ABORIGINAL AND TORRES
STRAIT ISLANDER AUSTRALIANS?
Write your responses to these four questions. You will reflect on them later in this unit:

1. WHAT STORIES HAVE YOU LEARNED ABOUT ABORIGINAL AND/OR TORRES STRAIT ISLANDER
AUSTRALIANS?

(Type your response here)

2. BASED ON THESE STORIES, WHAT ASSUMPTIONS DO YOU OFTEN MAKE ABOUT ABORIGINAL AND/OR
TORRES STRAIT ISLANDER AUSTRALIANS?

(Type your response here)

3. DO THESE ASSUMPTIONS SHAPE WHAT YOU DO IN YOUR PRACTICE AS A STUDENT IN NURSING OR

AS A NURSE? HOW DOES THIS HAPPEN?

(Type your response here)

4. IF YOU LEARNED THAT SOME OR MANY OF THESE ASSUMPTIONS WERE INCORRECT, HOW WILLING
ARE YOU TO CHALLENGE THESE ASSUMPTIONS AND CHANGE YOUR NURSING PRACTICE?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 2:
REMEMBER YOUR FIRST CONTACT WITH AN ABORIGINAL
AND/OR TORRES STRAIT ISLANDER PERSON
Through this exercise we help you start identifying and considering your level of exposure to Aboriginal
and/or Torres Strait Islander Australians, their lives and contexts, and identify some of your attitudes as
well as any myths and preconceptions. In answering, please be honest with yourself. It is your individual
experience and interpretation (positive and/or negative) that are important in this exercise. If you have not
had an interpersonal experience, then you can use your first introduction to an Aboriginal and/or Torres
Strait Islander person via the media, books or your education.

1. WHAT WAS THE FIRST EXPERIENCE YOU REMEMBER HAVING WITH AN ABORIGINAL AND/OR TORRES
STRAIT ISLANDER PERSON? WRITE A BRIEF DESCRIPTION TO SHARE:

(Type your response here)

2. WHAT EXPERIENCES HAVE YOU HAD SINCE?

(Type your response here)

3. HOW HAVE THESE EXPERIENCES SHAPED YOUR CURRENT BELIEFS AND ATTITUDES ABOUT
ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 11:

RESEARCH YOUR LOCAL AREA – PART 1
Research your local area to find out what happened to Aboriginal nations during the colonisation and
invasion era – consider your local area as well as your state/territory.

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 13:

RESEARCH YOUR LOCAL AREA – PART 2
Using the links provided in the Learner Guide and your own searching, research your state/territory to find
out:

1. WHAT IS THE NAME OF THE PROTECTION ACT/LAWS IN YOUR STATE?

(Type your response here)

2. WHAT RESTRICTIONS DID THEY PLACE ON THE LIVES OF ABORIGINAL AND/OR TORRES STRAIT
ISLANDER PEOPLES?

(Type your response here)

3. WHAT WERE THE NAMES OF RESERVES OR MISSIONS AND WHERE WERE THEY?

(Type your response here)

4. IF YOU ARE NON-INDIGENOUS, DID ANY MEMBERS OF YOUR FAMILY SINCE ARRIVING IN AUSTRALIA
LIVE NEAR THESE LOCATIONS?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 16:

ACTIVISTS FROM YOUR JURISDICTION AND/OR REGIONAL
AREA DURING THE PROTECTION AND SEGREGATION, AND
ASSIMILATION ERAS
Research who were prominent Aboriginal and/or Torres Strait Islander Australians from your jurisdiction
and/or regional area who worked hard to challenge policies, laws and practices during the protection and
segregation, and assimilation eras. There are many, many more than the few acknowledged in this section.

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 17:

ACTIVISTS FROM YOUR JURISDICTION AND/OR REGIONAL
AREA SINCE THE EARLY 1970S
Research who were and are prominent Aboriginal and/or Torres Strait Islander Australians from your
jurisdiction and/or regional area who worked hard to challenge policies, laws and practices over the past 50
years, e.g. since the early 1970s.

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 18:

CULTURAL RECOGNITION, PRIDE, MAINTENANCE AND
RECOVERY YOUR JURISDICTION AND/OR REGIONAL AREA
Research the activities, programs and events that support Aboriginal and/or Torres Strait Islander
Australians’ cultural recognition, pride, maintenance and recovery in your jurisdiction and/or area.

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 19:

WHAT IS THE ABORIGINAL NAME FOR THE AREA IN WHICH
YOU LIVE OR HAVE LIVED AND WHAT LANGUAGE WAS OR
IS SPOKEN?
PART 1: UNDERTAKE RESEARCH
Identify your home location either now or where you grew up and name the nation on which you live. If
possible also identify the local language group, which in some cases may be the same.

(Type your response here)

PART 2: ‘WELCOME TO COUNTRY’ AND ‘ACKNOWLEDGMENT OF COUNTRY’

You have two options for completing Part 2.

OPTION 1: EXPLAIN DIFFERENCES BETWEEN ‘WELCOME TO COUNTRY’ AND ‘ACKNOWLEDGMENT OF

COUNTRY’

1. Research why ‘Welcome to Country’ and ‘Acknowledgement of Country’ are done, how they are
different and who can undertake a ‘Welcome to Country’ compared with an ‘Acknowledgement of
Country’.

2. Write a brief explanation about:

 how they differ

 who can do a ‘Welcome to Country’ and who can do ‘Acknowledgement of Country’
 comment on the significance of this protocol and why this is relevant to know.

(Type your response here)

OPTION 2: PRESENT AND RECORD A ‘WELCOME TO COUNTRY’ OR AN ‘ACKNOWLEDGMENT OF COUNTRY’

1. Research why ‘Welcome to Country’ and ‘Acknowledgement of Country’ are done, how they are
different and who can undertake a ‘Welcome to Country’ compared with an ‘Acknowledgement of
Country’.

2. Record a short video of a ‘Welcome to Country’ or an ‘Acknowledgment of Country’, depending on

which one is suitable for you to undertake. Do this as a simulation of the procedure for opening a
meeting in the workplace. It should be no more than two minutes long.

You need to submit the video to your assessor by email or SMS.

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 22:

WHAT DOES THIS MEAN FOR ME AND MY NURSING ROLE?
1. IDENTIFY YOUR MOST IMPORTANT LEARNINGS FROM THE MATERIAL IN ‘SECTION 5: THE CURRENT
SITUATION FOR ABORIGINAL AND/OR TORRES STRAIT ISLANDER AUSTRALIANS’ HEALTH AND
WELLBEING - WHY CULTURAL SAFETY IS CRITICAL’ OF THE LEARNER GUIDE?

(Type your response here)

2. WHAT DO THESE LEARNINGS MEAN FOR YOUR ROLE AS AN ENROLLED NURSE?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 23:

WHAT DOES CULTURAL SAFETY MEAN TO ME?
Reflect on your discussion of these three questions in the workshop and write your personal responses
here.

1. WHAT DOES CULTURAL SAFETY MEAN TO YOU PERSONALLY? YOU MAY BE WRITING THIS AS A
WHITE AUSTRALIAN, A NON-WHITE NON-INDIGENOUS AUSTRALIAN, OR AS AN ABORIGINAL AND/OR
TORRES STRAIT ISLANDER AUSTRALIAN, SO EACH PERSON’S ANSWERS WILL BE A LITTLE DIFFERENT.

This is a nursing practice powerful of an individual, bunch or a family from one more culture controlled by
the individual, bunch or the family. Social security is an idea that recommends that a climate which is
socially, profoundly, truly and sincerely alright for people, where there is no assault,denial or challenge of
somebody's capacity of their personality for sure they need. Socially security is about a common regard,
shared information, shared significance and experience of learning together. Socially security includes
activities that perceive and regard the social characters of the other individual, and securely address their
issues, privileges and assumptions. Opposite, socially perilous practices are those practices intended to
decrease, undermine or belittle the social character and prosperity of a person.

2. AS AN EN WORKING WITH ABORIGINAL AND/OR TORRES STRAIT ISLANDER AUSTRALIAN PATIENTS

OR CLIENTS IN HEALTH SERVICES, EVALUATE WHAT YOU THINK YOU SHOULD DO SO THEY FEEL
CULTURALLY SAFE?

In working with the local area of Aboriginal and Torres Strait Islander, you should accompany the
understanding from them or assent that they permit you to enter to their local area. You need to set up
affinity or trust. To start with, you should regard their way of life. This way they'll have a sense of security
with you. Great correspondence is imperative in setting up compatibility so you should know the
fundamental of their customary dialects to stay away from correspondence hindrances. It is significant that
they realize your aims to help them.

3. AS AN EN WORKING WITH ABORIGINAL AND/OR TORRES STRAIT ISLANDER AUSTRALIAN

COLLEAGUES IN HEALTH SERVICES, EVALUATE WHAT YOU THINK YOU SHOULD DO SO THEY FEEL
CULTURALLY SAFE?

In working with associates in wellbeing administrations, you ought to have cooperation in your gathering.
Permit your associates to offer their viewpoints and ideas liberated from judgment or dismissal in a work
project. Acknowledge and regard you partners' way of life, individual customs and propensities.

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 24: WHERE AM I AT NOW?

REFLECTING ON EARLIER ACTIVITIES
1. FOR ACTIVITY 1 IN SECTION 1.1 OF THE LEARNER GUIDE (RECORDED IN THIS STUDENT ASSESSMENT
DOCUMENT), YOU DESCRIBED THE STORIES YOU HAD LEARNED AND ASSUMPTIONS THEY LED YOU
TO MAKE ABOUT ABORIGINAL AND/OR TORRES STRAIT ISLANDER AUSTRALIANS, AND THEN
CONSIDERED WHETHER YOU WOULD CHANGE THESE IF YOU LEARNED THAT ANY OF THESE STORIES
AND ASSUMPTIONS WERE INCORRECT. RE-READ YOUR ANSWERS.

 Has this unit helped you identify any stories and assumptions you have made about Aboriginal
and/or Torres Strait Islander Australians are incorrect?
 If yes, what stories and assumptions do you need to change? If no, why is this the case?

(Type your response here)

2. FOR ACTIVITY 2 IN SECTION 1.2 OF THE LEARNER GUIDE (RECORDED IN THIS STUDENT ASSESSMENT
DOCUMENT), YOU RECALLED YOUR FIRST CONTACT WITH AN ABORIGINAL AND/OR TORRES STRAIT
ISLANDER PERSON AND CONSIDERED WHETHER THESE EXPERIENCES SHAPED YOUR CURRENT
BELIEFS AND ATTITUDES ABOUT ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE. RE-READ
YOUR ANSWERS.

 Has this unit helped you identify any beliefs and attitudes you have held that you want to
change?
 If yes, what do you need to change? If no, why is this the case?

(Type your response here)

3. FOR ACTIVITY 10 IN SECTION 2.3 OF THE LEARNER GUIDE (RECORDED IN THE LEARNER GUIDE DURING
THE WORKSHOP), YOU STARTED IDENTIFYING WHAT WHITE PRIVILEGE MEANS IN YOUR LIFE. YOU
DID THIS BASED ON YOUR CULTURAL IDENTITY – AS A WHITE AUSTRALIAN, OR FOR WHITE
AUSTRALIANS IF YOU ARE AN ABORIGINAL AND/OR TORRES STRAIT ISLANDER AUSTRALIAN, OR FOR
WHITE AUSTRALIANS IF YOU ARE A NON-INDIGENOUS NON-WHITE AUSTRALIAN. RE-READ THE
ANSWERS YOU WROTE IN YOUR LEARNER GUIDE DURING THE WORKSHOP.

 Has this unit helped you to understand white privilege better?

 If yes, what do you now understand? If no, why is this the case and what else can you do to
strengthen your understanding?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 25:

CULTURAL PROTOCOL RESOURCES IN YOUR AREA
Research your local area, region or jurisdiction to identify and engage with available resources that provide
guidance on communicating effectively and appropriately with local Aboriginal and /or Torres Strait
Islander peoples. Your Unit Facilitator may also provide you with some direction on this.

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 26:

EVALUATE HOW ABORIGINAL AND TORRES STRAIT
ISLANDER PEOPLE WILL EXPERIENCE YOU?
Reflect on your discussion of these three questions in the workshop and write your personal responses
here.

1. HOW WOULD YOU LIKE ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE YOU WORK WITH
TO EXPERIENCE YOU?

(Type your response here)

2. HOW WOULD YOU KNOW THAT THIS WAS OCCURRING?

(Type your response here)

3. IF AN ABORIGINAL AND/OR TORRES STRAIT ISLANDER PATIENT/CLIENT SHARED THEIR EXPERIENCE

OF YOU WITH ONE OF THEIR FAMILY MEMBERS, WHAT DO YOU HOPE THEY WOULD SAY?

(Type your response here)

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

ASSESSMENT ACTIVITY 27:

PROMOTE ABORIGINAL AND/OR TORRES STRAIT
ISLANDER CULTURAL SAFETY IN THE WORKPLACE
GENERAL INSTRUCTIONS
You will discuss Assessment Activity 27 with the facilitators towards the end of the workshop. You may
also have an opportunity to participate in roles plays to start practising how you would respond. Writing up
your personal response takes place after the workshop and must be submitted via email to your Assessor
in the Student Assessment Document.

Write your responses to Part 1 and Part 2 as if you are writing a report for your workplace Supervisor on
events that occurred in your workplace. Follow this outline:

Start by briefly describing the situation and events.

Next, identify:

1. WHAT ARE POSSIBLE CULTURAL FACTORS THAT MAY IMPACT ON SERVICE DELIVERY TO ABORIGINAL
AND/OR TORRES STRAIT ISLANDER CLIENTS?

2. WHAT ARE CRITICAL ISSUES THAT INFLUENCE RELATIONSHIPS, COMMUNICATION AND KEY ASPECTS
OF CULTURAL SAFETY FOR ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE?

3. FINALLY, EVALUATE THE EXTENT TO WHICH CULTURAL SAFETY CAN BE INTEGRATED, OR BETTER
INTEGRATED, IN YOUR OWN WORK AND WORKPLACE. RECOMMEND CHANGES FOR YOUR WORK
AND YOUR WORKPLACE, DRAWING ON THE OZ PRINCIPLE.

Throughout this, ensure you reflect on these three aspects and address them in your written response:

 your awareness of your own and other cultures in work practices

 how you involve Aboriginal and/or Torres Strait Islander Australians in service delivery
 and how you identify and respond to racism at individual and systemic levels.

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

PART 1 – RESPONDING TO RACISM WITH COLLEAGUES TO PROMOTE

CULTURAL SAFETY
 Step 1: The new Code of Conduct for Nurses came into operation in March 2018. 1 Download and read
this document (you may need to do this for other units in your Diploma). CATSINaM provided the
description of cultural safety that the NMBA used in the Glossary of this document.

 Step 2: Now read Luke Pearson’s article “The Truth Behind the Nursing Code of Conduct Lie”. 2

 Step 3: Read Janine Mohamed’s article “Cultural safety matters – the conversation we need to keep
having”.3

 Step 4: Working in small groups in a simulated work environment, prepare a role play where one nurse
appears to be only informed by the inaccurate media story that “According to how the code is written,
the white nurse should come in and say, ‘before I deal with you, I have to acknowledge to you that I
have certain privileges that you don’t have’”.

 Step 5: Demonstrate how you can respond to this situation as a colleague using the OZ Principle.

 Step 6: Write your analysis of the situation and how you responded as if you are writing a report for
your workplace supervisor on events that occurred in your workplace and for which you must provide
recommendations.

 Step 7: Follow the outline described in the general instructions above.

(Type your response here)

1
The NMBA Code of Conduct for Nurses, date of effect 1 st March 2018 can be downloaded at:
<http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx>
2
https://indigenousx.com.au/the-truth-behind-the-nursing-code-of-conduct-lie
3
https://indigenousx.com.au/janine-mohamed-cultural-safety-matters

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CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety: Student Assessment Document

PART 2 – WORKING WITH CLIENTS AND FAMILIES TO PROMOTE CULTURAL

SAFETY
Select one of the scenario options listed for Assessment Activity 27 Part 2 in the Learner Guide.

 Step 1: Working in a small group in a simulated work environment, prepare a role play for the scenario
you select.

 Step 2: Demonstrate how you can respond to this situation using the OZ Principle - what you would do
to promote the cultural safety of the Aboriginal and/or Torres Strait Islander clients and/or family
members?

 Step 3: Write your response as if you are writing a report for your workplace supervisor on events
that occurred in your workplace for which you must make recommendations. Some aspects that you
could consider include:

o identifying cultural safety issues in the workplace

o modelling cultural safety in your own work
o developing strategies for improving cultural safety
o evaluating cultural safety strategies.

The scenario I selected was: (Type the scenario number and name here)

(Type your response to the scenario here)

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