ASSESSMENT TASK 4 - Critical Reflective Essay Learning Outcomes Assessed: 1,2,3,4,5 Due Date: Wednesday 26th May, 2021 by 11:59pm Weight: 50% (marked out of 100) Length: 2000 words (excluding concept...

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ASSESSMENT TASK 4 - Critical Reflective Essay Learning Outcomes Assessed: 1,2,3,4,5 Due Date: Wednesday 26th May, 2021 by 11:59pm Weight: 50% (marked out of 100) Length: 2000 words (excluding concept map and reference list, includes in text citations) Submission: - . Parts A & B are to be submitted via TURNITIN as one document. Task aim: To critically reflect on how your own culture, life experiences, worldview and dominant cultural paradigms, influences your perceptions of, and interactions with, Aboriginal and Torres Strait Islander peoples in health care. Task rationale: Critical reflection of an experience, situation or performance allows for deeper learning, insight and conscious decision making to improve and transform professional practice (Walker, Schultz & Sonn, 2014). Critical reflection is identified in the Aboriginal and Torres Strait Islander Health Curriculum Framework as an important process to lifelong learning (Department of Health, 2014). References Department of Health. (2014). Aboriginal and Torres Strait Islander health curriculum framework. Canberra, Australia: Commonwealth of Australia. Walker, R., Schultz, C., & Sonn, C. (2014). Cultural Competence – Transforming Policy, Services, Programs and Practice. Dudgeon, P., Milroy, Walker, R. (Eds.). Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice (pp. 195 – 220) Task description: Part A Create a detailed concept map that explores a subject that has resonated with you in the First Peoples Health and Practice course (3121MED). To assist you, you should ask yourself: 1. What has resonated with me the most in this course? 2. What are the key concepts within this subject that stood out tome? 3. How did these concepts make me feel and/or how did I react when I heard this? 4. Why did I feel or react this way? 5. Continue to ask yourself ‘why’ to unpack each concept in detail, from your personal, professional and the dominant cultural lens. Part B Using the concept map completed in Part A as a guide, write a 2000 word critical reflective essay, applying the following critical reflection framework: 1. Define and discuss a question that you would like to know more about that has come from your critical thinking in your concept map. 2. Reflect on how your own culture as well as your professional culture, influence your understanding of this question and how this shapes your perceptions of and interactions with First Peoples. 3. Analyse the perspectives of others including dominant structures to explore the underlying causes and effects relating to your question. 4. Discuss what you have learnt from this critical reflective process and how this learning influences your perceptions of, and interactions with, Australia’s First Peoples in the health care setting. 5. Discuss how your future practice may be transformed as part of this process. Tips: • Refer to the ‘Research and Writing tips’ as well as the Griffith Health Writing and Referencing Guide for tips about writing and reading in a critical way. • Please use APA 7th formatting for referencing as well as times new roman font, 12 pt font size, 1.5 line spacing. • Please refer to the mini lecture located in Assessment 4 folder to assist you with getting started and formulating a question from your concept map. https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/essay-writing/Specific-essay-writing-tasks/critical-evaluation-tasks https://sites.google.com/a/griffith.edu.au/griffith-health-writing-and-referencing-guide/ Criteria -/ 100 Exemplary Excellent Above Average Satisfactory Unsatisfactory 1 5% Concept Map Highly detailed concept map; insightful exploration of the subject and key concepts; deep questioning and explicit thought process. 5 marks Detailed concept map; indepth exploration of the subject and key concepts; deep questioning and clear thought process. 4 marks Some detail provided in concept map; some exploration of the topic and key concepts; sound questioning and thought process. 3 marks Basic concept map with some exploration of key concepts; basic questioning and thought process. 2.5 marks Limited to no concept map submitted 0-2 marks 2 10% Depth that subject DEFINED Insightful definition and discussion of the reflective question, supported by reputable evidence found in scholarly literature. 8.5 - 10 marks Indepth definition and discussion of the reflective question, supported mostly by reputable evidence found in scholarly literature. 7.5 – 8 marks Detailed definition and discussion of the reflective question, with some support from relevant literature. 6.5 – 7 marks Describes the reflective question, basic details are supported by literature. 5 – 6 marks Poor definition and discussion of the reflective question with limited or no support by literature. 0-4 marks 3 20% Depth of REFLECTION demonstrated Insightful reflection on how your own culture and professional culture influences your understanding of the question including your perceptions of and interactions with First People. Uses exemplary evidence of scholarly literature; shows explicit links between how your personal and professional cultures influence your understanding of the question. 17 - 20 marks Indepth reflection on how your own culture and professional culture influences your understanding of the question. Uses detailed evidence of scholarly literature; shows strong links between how your personal and professional cultures influence your understanding of the question. Detailed reflection on how your own culture and professional culture influences your understanding of the question. Uses evidence of some scholarly literature; shows some links between how your personal and professional cultures influence your understanding of the question. Basic reflection on how your own culture and professional culture influences your understanding of the question with reference to the literature. 10 – 12 marks Limited reflection on how your own culture and professional culture influences your understanding of the question with minimal reference to the literature. 0-9 marks 15 – 16 marks 13 – 14 marks 4 20% Depth of ANALYSIS demonstrated Insightful analysis of the underlying issues, causes and effects from varying perspectives including the dominant cultural paradigm. Uses exemplary evidence of scholarly literature; shows explicit links between how the dominant cultural paradigm influences your understanding of the question. Indepth analysis of the underlying issues, causes and effects from varying perspectives including the dominant cultural paradigm. Uses detailed evidence of scholarly literature; shows strong links between how the dominant cultural paradigm influences your understanding of the question. Detailed analysis of the underlying issues, causes and effects from varying perspectives including the dominant cultural paradigm. Uses evidence of some scholarly literature; shows some links between how the dominant cultural paradigm influences your understanding of the question. Basic analysis of the underlying issues, causes and effects from the dominant cultural paradigm, with reference to the literature. 10 – 12 marks Limited analysis of the underlying issues, causes and effects from the dominant cultural paradigm, with minimal reference to the literature. 0-9 marks 17 – 20 marks 15 – 16 marks 13 – 14 marks 5 20% Depth of LEARNING Demonstrated Insightful reflection and discussion about what you have learnt from undertaking this critical reflection process, including how this may influence your perceptions of and interactions with First Peoples in the healthcare setting. 17 – 20 marks Indepth reflection and discussion about what you have learnt from undertaking this critical reflection process, including how this may influence your perceptions of and interactions with First Peoples in the healthcare setting. 15 – 16 marks Detailed reflection and discussion about what you have learnt from undertaking this critical reflection process, including how this may influence your perceptions of and interactions with First Peoples in the healthcare setting. 13 – 14 marks Basic reflection and discussion about what you have learnt from undertaking this critical reflection process, including how this may influence your perceptions of and interactions with First Peoples in the healthcare setting. 10 – 12 marks Limited reflection and discussion about what you have learnt from undertaking this critical reflection process, including how this may influence your perceptions of and interactions with First Peoples in the healthcare setting. 0-9 marks 6 15% Reflect on TRANFORMATION to your professional practice Insightful discussion on how your health professional practice may be transformed after undertaking this critical reflective process. Detailed examples are provided. 13 – 15 marks Indepth discussion on how your health professional practice may be transformed after undertaking this critical reflective process. Detailed examples are provided. 11 – 12 marks Detailed discussion on how your health professional practice may be transformed after undertaking this critical reflective process. Some examples are provided. 9 – 10 marks Basic discussion on how your health professional practice may be transformed after undertaking this critical reflective process. Minimal examples are provided. 8 - 9 marks Limited discussion on how your health professional practice may be transformed after undertaking this critical reflective process. Examples are minimal or not provided. 0-7 marks 7 10% Academic writing Adheres strictly to academic writing standards. Correct terminology when referring to Australia's First Peoples. A minimum of 12 peer reviewed articles. Literature led by First Peoples authors is included. Adheres mostly to academic writing standards. Appropriate terminology when referring to Australia's First Peoples. A minimum of 10 peer reviewed articles. Literature led by First Peoples authors is included. 7.5 – 8 marks Generally adheres to academic writing standards. Generally appropriate terminology when referring to Australia’s First Peoples. A minimum of 8 peer reviewed articles. 6.5
Answered 1 days AfterMay 22, 20213121MEDGriffith University

Answer To: ASSESSMENT TASK 4 - Critical Reflective Essay Learning Outcomes Assessed: 1,2,3,4,5 Due Date:...

Asif answered on May 23 2021
139 Votes
Running Head: CRITICAL REFLECTIVE ESSAY         1
CRITICAL REFLECTIVE ESSAY         2
CRITICAL REFLECTIVE ESSAY
Table of Contents
Parts A    3
Part B    4
References    9
Parts A
Concept Map
Part B
1. Define and discuss a question that you would like to know more about that has come from your critical thinking in your concept map.
Critical thinking is always an artistic form of approa
ch towards expression and that reflects in the connections, experience and the basic concept of thinking. I felt that few questions are always around my concept map and one of them is very frequent in terms of critical analysis. The question that comes on the surface every time I have a deep thought about this specific topic is, the moral education for the aboriginal people and Torres Islander peoples to enhance their health care system and what kind of moral education should be provided or how it can be implicated with the certain people, those are the key concerns (Kendall et al. 2020). Although several crucial steps have been taken and also there are some ongoing projects that aim at the deficiency of specific moral education needs among the aboriginal and Torres island people. Healthcare system progress and protocol improvisation are the biggest challenges for the Australian government since the 1970s, in spite of working for the improvement in the healthcare sector still, the progress graph has been inconsistent and slow. It is clear that the traditional and a steady progression approach will not work significantly due to lack of commitments and that is a full-fledged course of action. Possibilities of a long term effect is only imagined if the government increases funding for the specific zone of development. The concept map has been introduced here to define the cultural aspect of the Torres Islanders and how it is different from our perspective.
2. Reflect on how your own cultures as well as your professional culture, influence your understanding of this question and how this shapes your perceptions of and interactions with First Peoples.
The health care system of aboriginal people in the Torres Strait Islander is in an indigenous system. According to Davy(et al. 2017) an indigenous system of health is not advanced but is the natural medicine system. In this medical system, the medicines are formed by the extraction from natural products, mainly many parts of trees and some other things. I have felt that their health care system is very old and there does not have a proper diagnosing process, advanced medical equipment and proper treatment by interaction with them. Sometimes it may work for some diseases but when the diseases become more critical then this process can not work anymore. I believe that this is the main cause of their short lives than other Australians. I have seen that some people between them experience poor health and also die in a younger stage than the non-indigenous Australians. In this health care system of Torres Strait Islander, there are many gaps like the improper process of training, lack of properly verified medicines, lack of practices etc. Actually, in the aboriginal peoples, health care education is learned by heredity or by some peoples between them so they are not properly educated in this matter. Their Health care system is also influenced by their culture and their experiences. Since they are not interested in communicating with other outsider people, they do not know the new advanced medicines and procedures of treatment. Their knowledge is limited in some fixed concepts and fixed ingredients of medicine which are available in their areas only. I think that their culture is also tied up in their hands. The non-indigenous health care system is totally different from the indigenous health care...
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