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Need 1500 words.
Nursing Assignment- Bachelors of Nursing
There are two reflections for submission in this assessment. Each reflection has a word limit of 750 words (+ or – 10%). In-text references and the end text reference list are not included in the word count.
30% of total marks (Part A 10%, Part B 20%)
Part A: Complete in week 2, and submit with Part B
This assessment aims to develop your critical reflective thinking through critiquing and reflecting over your own values and attitudes in relation to the delivery of culturally safe care. Please refer to the marking rubric.
Reflection Part A (complete week 2, submit with Part B, 750 words)
Using the Gibbs Reflective Cycle critically reflect over your worldview and culture and how these have influenced your perceptions of Aboriginal people.
Your reflection does not need an introduction nor conclusion. Referencing as per Adelaide Academic Manual (Harvard style ONLY). This assessment is marked online and therefore no paper copy will be accepted. Marks will be released online.
Click on the following examples of critical reflective writing; Pam and Janet
Assignment description
Reflection Part B ( 750 words)
Using the Gibbs Reflective Cycle Reflecting critically reflect over;
• what you have learned personally and professionally about caring for Aboriginal people and cultural safety;
• your attitudes and beliefs towards Aboriginal People before commencing the course and what these are now and
• identify any additional learning needs going into the future, particularly when you are practicing as a nurse.
Reflections B does not need an introduction nor conclusion. Referencing as per Adelaide Academic Manual (Harvard style ONLY). This reflection needs to be submitted via Turnitin. This assessment is marked online and therefore no paper copy will be accepted. Marks will be released online.
Supporting material for your understanding:
Example 1 for Part A:
Description: I had never considered who Aboriginal people were until I arrived in Perth Australia. I had heard that they represented the oldest culture in the world. I had seen pictures on travel magazines in the UK advertising holidays in Australia and I had come to the conclusion that Aboriginal people were held in very high regard. That was as much as I knew. Having been in Australia a few weeks it began to dawn on me that that this was not the case. It was when I was in the playground having taken my son to school that the stark reality hit me. I asked a question about why Aboriginal languages weren’t taught in my son’s school. As a result of asking that question I was ostracised in the playground and my son was never asked to his class mates parties.
Feelings: When this happened I felt confused as I thought it was a reasonable question to ask as the school was teaching Italian as a language and I did not see the relevance of this. My perception of how I thought Aboriginal people were regarded in Australian society was not shared by these parents. One parent told me ‘I’d get over it’. I wasn’t quite sure about what she meant, what was I getting over?
Evaluation: I think I should have confronted the parents in the playground and asked them why they held the attitudes that they did or maybe have taken it up with the Head Teacher but I think I was a bit shell shocked or was this culture shock (Kim, 2017).
Analysis: What was bad: On reflection I think I should have questioned these parents’ attitudes and confronted this overt racism and maybe spoke to the head teacher to obtain their view about teaching a local Aboriginal language. This would have helped me to identify the origins of what I felt was deeply engraved prejudice towards Aboriginal people, but I didn’t. Maybe because I wanted to fit in and be part of the mothers group (Baumeister, 2012). One of the positive things that emerged from this was that for the first time I became aware of some of the discriminatory attitudes that existed in society towards Aboriginal people and I did educate myself about why these attitudes existed. I read about Australian history, past government policies and began to understand about the origins of the inequity that exists in Australian society (Eckermann, 2010).
Conclusion: I realise that my cultural perceptions with regards to Aboriginal people did not represent the day to day reality that Aboriginal people face. They were idealised by holiday brochures but this did not represent reality. Having educated myself about the colonial history, the inequity/inequality and racism that Aboriginal Australians face, I now feel more equipped to tackle the prejudice towards them when I witness it from a more informed position.
Action plan: Develop some confidence both personally and professionally that will enable me to engage with people who display racist views, not in a confrontational manner but in a way that promotes understanding.
Baumeister, R. F. (2012). Need-to-belong theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (p. 121–140). Sage Publications Ltd.
Eckermann, A.K., Dowd, T., Chong, E., Gray, R. and Nixon, L., 2010. Binan Goonj: bridging cultures in Aboriginal health. Elsevier Australia.
Kim, Y.Y., 2017. Cross-cultural adaptation. In Oxford Research Encyclopedia of Communication
Example 2 for Part A:
Critical Reflection Part A – Janet Kelly example
I come from an Anglo background. My dad is of English and Welsh descent and my Mum from German descent. I grew up on Kangaroo Island with a strong sense of family and community, and a deep connection to the sea. I was brought up to listen to people, be respectful to my elders, to work hard, go to church on Sundays and to give everyone a fair go.
Many tourists came to the island from many different countries and places and shared stories about where they came from, and what they did there. We listened to them with interest and wonder, sharing stories and experiences. It was like reading books but interactive. We also had other visitors. Sometimes ‘important policy and Government people’ from Adelaide came to the island and told us what they thought we needed to do, and what our priorities should be – we thought this was disrespectful and often ill informed. They spent money on feasibility studies of things that we could have given them answers to, and then there was no money left to fix the problem.
I then went to Sri Lanka as an exchange student between my final two years of high school and learned about colonisation, racism and what it was like to be a visible minority, although, I was treated well as a minority. I then started nursing and met many Aboriginal patients in the hospital. I introduced myself and listened to their stories while providing care.
I was shocked to realise that my background, knowledge and perceptions of Australia and living as an Australian were not universal, and that many events had occurred in Australia that I did not know. The referendum occurred in 1967 and Aboriginal people were legally recognised as people in Australia – that was the year I was born. That shocked me. I read up on the Maralinga atomic bomb and what happened to Aboriginal people after I nursed a young Aboriginal woman from Ceduna who died late one night. This history all felt so wrong, unheard and unheeded (Menzies 2019).
I learned that my ancestors on my mum’s side were German Lutheran missionaries in Aboriginal missions, and I wonder how well they had treated Aboriginal people. Had they been kind, or had they forced them into positions they did not want to be in. I feel somewhat uncomfortable about this family connection and wondered if these relatives looked back, would they see their work as being overall good, or would they question the greater missionary mechanism that they were part of. Did they play a crucial helping role, in amongst the mechanisms of colonisation?
Critical evaluation
I reflect upon my own nursing care, whether I am providing good care, and how would I know? How might the care I provide might be viewed now and in twenty or fifty years time – by myself and the Aboriginal people receiving care? Is the heath system similar or different to the missionary system, and are safety checks in place? I reflect on my role within ‘the health system’ and how much control I personally have within this? Am I ensuring that Aboriginal people have as much choice as possible, and am I really being respectful to them as individuals and as a community?
Analysis and conclusion
The more I read, the more I watch the videos in this course, the more I understand that my own worldview and experiences are not the same as other peoples – Indigenous and non-indigenous. I understand that I have a choice about what I do about trying to interact respectfully and care well for Aboriginal people. I remember how as Islanders we were sceptical of ‘experts’ coming to tell us how to do things better, and I see colonisation as a huge pattern of this, with unequal power and control forcing people to do what others think is best . I realise that I have a level of understanding about some concepts such as connection to country, to land and water. The island still calls me home, but I perceive that this is still a little different to Indigenous people’s deep spiritual connection to Country over millennia. But I can understand a little, and listen – when people say they really need to go home, back to County, I can try to support that and find out how it can happen (Conway et al 2018).
Action plan
I remind myself the need to be always learning and listening respectfully. I am coming to understand that I will only ever know half of what is needed in any health care encounter – the other person, or their family or carer, knows the other half. I will continue to read books such as Yatdjuligin (Best and Fredericks 2018) to better understand how to work respectfully with Aboriginal peoples.
Best, O & Fredericks, B 2018, Yatdjuligin Aboriginal and Torres Strait Islander Nursing and Midwifery Care Aboriginal and Torres Strait Islander nursing and midwifery care , 2nd edn, Cambridge University Press, Cambridge, United Kingdom.
Conway, J, Lawn, S, Crail, S & McDonald, S 2018, ‘Indigenous patient experiences of returning to country: a qualitative evaluation on the Country Health SA Dialysis bus. (Report)’, BMC Health Services Research, vol. 18, no. 1, p. 101.
Menzies, K 2019, ‘Understanding the Australian Aboriginal experience of collective, historical and intergenerational trauma’, International Social Work, vol. 62, no. 6, pp. 1522–1534.

Using the Gibbs Reflective Cycle critically reflect over your worldview and culture and how these have influenced your perceptions of Aboriginal people.
This assignment needs to be written in the first person.
• Description: Describe your worldview and culture. How have these influenced your perceptions of Aboriginal people.
• Feelings: How do you feel about this?
• Critical Evaluation: Why do you feel this way? How did you know what you (think) you knew? Was your response to the issue due to an experience and/or limited consideration or understanding of the issue?
• Analysis and conclusion: What sense can you make of this? Is what you thought/knew all there is to know about the issue? What do you know now that you did not know before? Have any of the historical, political, cultural, ethical and environmental factors that you have learnt about influenced your attitudes and beliefs about Aboriginal and Torres Strait Islander peoples? If so how? (references)
• Action plan: Did you gain any new insights/knowledge about yourself and Aboriginal people? Is there new knowledge which could inform your understanding of yourself, of Aboriginal people, of Australian society? What have you learned? How might this new knowledge influence your behaviour as a future registered nurse? (reference).

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