Abstract
Introduction and rationale
Minimum competency standards specify that new graduate occupational therapists will practice in a culturally safe professional manner. The recently released Aboriginal and Torres Strait Islander (ATSI) Health Curriculum Framework supports higher education providers to implement ATSI health curricula across their health professional training programs. The framework provides the basis for building locally informed curricula and implementation plans whilst also specifying engagement with and reflection of the needs and priorities of ATSI people.
Objectives
The objective of this practice note paper was to describe the journey, process and outcomes of one Australian occupational therapy education provider in developing collaborative partnerships with local ATSI services to develop their locally informed curriculum.
Method
A case study demonstration of the curriculum material developed as well as a reflective narrative outline of the journey from initial consultation with a broad range of ATSI services and the establishment of the collaborative partnership with two of these; a gathering place and the city council Indigenous family health worker.
Results
The process and resultant curriculum material were consistent with the eight principles underlying the ATSI framework which include; respectful partnerships and collaboration; transformative learning and critical reflexivity; learning is from and with ATSI people, not about; holistic health services; and strengths based approaches.
Conclusion
This paper provided an innovative and timely case study that can be used to inform occupational therapy educators as they begin to modify or develop learning materials to support the implementation of the ATSI health curricula within their courses.
Minimum competency standards specify that new graduate occupational therapists will practice in a culturally safe professional manner. The recently released Aboriginal and Torres Strait Islander (ATSI) Health Curriculum Framework supports higher education providers to implement ATSI health curricula across their health professional training programs. The framework provides the basis for building locally informed curricula and implementation plans whilst also specifying engagement with and reflection of the needs and priorities of ATSI people.
Objectives
The objective of this practice note paper was to describe the journey, process and outcomes of one Australian occupational therapy education provider in developing collaborative partnerships with local ATSI services to develop their locally informed curriculum.
Method
A case study demonstration of the curriculum material developed as well as a reflective narrative outline of the journey from initial consultation with a broad range of ATSI services and the establishment of the collaborative partnership with two of these; a gathering place and the city council Indigenous family health worker.
Results
The process and resultant curriculum material were consistent with the eight principles underlying the ATSI framework which include; respectful partnerships and collaboration; transformative learning and critical reflexivity; learning is from and with ATSI people, not about; holistic health services; and strengths based approaches.
Conclusion
This paper provided an innovative and timely case study that can be used to inform occupational therapy educators as they begin to modify or develop learning materials to support the implementation of the ATSI health curricula within their courses.
| Original language | English |
|---|---|
| Pages (from-to) | 5 |
| Number of pages | 1 |
| Journal | Australian Occupational Therapy Journal |
| Volume | 64 |
| Issue number | S2 |
| DOIs | |
| Publication status | Published - 2017 |
| Event | Occupational Therapy Australia National Conference and Exhibition 2017: Partnership, Inclusion and Innovation - Perth Convention and Exhibition Centre, Perth, Australia Duration: 19 Jul 2017 → 21 Jul 2017 Conference number: 27th https://onlinelibrary.wiley.com/toc/14401630/2017/64/S2 |