The document discusses strategies to increase Aboriginal and Torres Strait Islander representation in the Australian health workforce. It outlines national and state frameworks and strategies, as well as barriers to training such as remoteness, cultural issues, and lack of support. Central Queensland University's programs for Aboriginal health qualifications are summarized, including tailored delivery methods, partnerships with Indigenous organizations, and plans for articulation to further studies. The university aims to address issues of access, cultural safety, and community engagement.
Adolescent Friendly Health Service is a service provided by health institutions that focuses on the welfare of adolescents (10-19 years of age) through the guidance on how to maximize the use of health care services in the adolescents.
Samundratar Health Post, Nuwakot is providing AFHS with its limited resources given.
Christine Tashobya (PhD student) presents the Fellowship Programme in Health System Management (FPHSM) geared towards providing on the spot specific training in Health District Management for district executive officers. The FPHSM aims to contribute to strengthening of health systems by improving the management capacity and leadership skills of health professionals at middle to senior levels.
Adolescent Friendly Health Service is a service provided by health institutions that focuses on the welfare of adolescents (10-19 years of age) through the guidance on how to maximize the use of health care services in the adolescents.
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HOW TO BECOME A REGISTERED NURSE IN NEW ZEALAND !!Nivedita Khasria
Registered nurses work independently and in collaboration with other health professionals, families, whānau, Māori and Pacific health care providers, and communities. They practise in a wide range of places including hospitals, communities, primary health organisations, patients’ homes, and aged residential care. They also perform general nursing functions, and delegate to and direct enrolled nurses, healthcare assistants and others
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
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Registered nurses work independently and in collaboration with other health professionals, families, whānau, Māori and Pacific health care providers, and communities. They practise in a wide range of places including hospitals, communities, primary health organisations, patients’ homes, and aged residential care. They also perform general nursing functions, and delegate to and direct enrolled nurses, healthcare assistants and others
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Catalysts for Social Action is an Indian NGO that works towards creating and ensuring a brighter future for every child under institutional care.
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WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
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Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
Similar to NACCHO 2018 National Conference – Investing in What Works (20)
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According to Chris Mouchabhani, Managing Partner at M Capital Group, “Despite all economic scenarios that one may consider, beyond overall economic shocks, medical technology should remain one of the most promising and robust sectors over the short to medium term and well beyond 2028.”
There is a movement towards home-based care for the elderly, next generation scanning and MRI devices, wearable technology, artificial intelligence incorporation, and online connectivity. Experts also see a focus on predictive, preventive, personalized, participatory, and precision medicine, with rising levels of integration of home care and technological innovation.
The average cost of treatment has been rising across the board, creating additional financial burdens to governments, healthcare providers and insurance companies. According to MCG, cost-per-inpatient-stay in the United States alone rose on average annually by over 13% between 2014 to 2021, leading MedTech to focus research efforts on optimized medical equipment at lower price points, whilst emphasizing portability and ease of use. Namely, 46% of the 1,008 medical technology companies in the 2021 MedTech Innovator (“MTI”) database are focusing on prevention, wellness, detection, or diagnosis, signaling a clear push for preventive care to also tackle costs.
In addition, there has also been a lasting impact on consumer and medical demand for home care, supported by the pandemic. Lockdowns, closure of care facilities, and healthcare systems subjected to capacity pressure, accelerated demand away from traditional inpatient care. Now, outpatient care solutions are driving industry production, with nearly 70% of recent diagnostics start-up companies producing products in areas such as ambulatory clinics, at-home care, and self-administered diagnostics.
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NACCHO 2018 National Conference – Investing in What Works
1. ‘Investing in what works’
Closing the gap- Supporting the future of Aboriginal/Torres Strait
Islander People in the health work force
‘We respectfully acknowledge the Traditional Owners of the land on
which we work and learn, and pay respect to the First Nations
Peoples and their Elders, past, present and future.’
Aboriginal and Torres Strait Islander people are advised when viewing this
presentation that it may contain names, images, voices, and videos of people
who may have since passed away.
2.
3.
4. ‘Increasing the size of the Aboriginal and Torres Strait Islander health
force is fundamental to closing the gap in Indigenous life expectancy’
(Aboriginal Torres Strait Islander Health Workforce Working Group Annual Report 2015)
6. • National Aboriginal and Torres Strait Islander Health Workforce Strategic Framework
2016-2023 (prepared for the Australian Health Ministers’ Advisory Council (AHMAC);
• Cultural Respect Framework 2016 – 2026 for Aboriginal and Torres Strait Islander
Health prepared for the Australian Health Ministers’ Advisory Council (AHMAC) by the
National Aboriginal and Torres Strait Islander Health Standing Committee (NATSIHSC);
• •National Aboriginal and Torres Strait Islander Health Plan 2013 – 2023 and 2013 –
2023 Implementation Plan for the National Aboriginal and Torres Strait Islander
Health Plan;
• Aboriginal and Torres Strait Islander Health Performance Framework 2017;
State and territory government Aboriginal and Torres Strait Islander health workforce plans
• National Strategic Framework for Chronic Conditions (COAG Health Council, 2017).
• The Universities Australia Indigenous Strategy 2017-2020 (to substantially increase the
intake and retention of Aboriginal and Torres Strait Islander students and graduates);
• The Aboriginal and Torres Strait Islander Health Curriculum Framework (2015);
State and Territory strategies supporting workforce strategy include:
7. The National Aboriginal and Torres Strait Islander
Health Workforce Strategic Framework (2016‐2023)
Key Strategies
• Improve recruitment and retention of Aboriginal and Torres Strait Islander health
professionals in clinical and non-clinical roles across all health disciplines
• Improve the skills and capacity of the Aboriginal and Torres Strait Islander health workforce
in clinical and non-clinical roles across all health disciplines
• Health and related sectors be supported to provide culturally-safe and responsive
workplace environments for the Aboriginal and Torres Strait Islander workforce.
• Increase the number of Aboriginal and Torres Strait Islander students studying for
qualifications in health.
• Improve completion/graduation and employment rates for Aboriginal and Torres Strait
Islander health students.
• Improve information for health workforce planning and policy development.
8. Barriers to Training
• People often have difficulty accessing training and education
services to develop the necessary skills.
• A lack of appropriately identified and trained onsite
preceptors and/or mentors also appears to restrict and
inhibit the ongoing workplace education and training of
many remote Aboriginal and Torres Strait Islander students
• Inadequate academic support and culturally unsafe training.
• Quality and consistency of Health worker training
• Large drop out rates due to all these barriers
9. Source: Department of Prime Minister and Cabinet, Aboriginal and Torres Strait Islander
Health Performance Framework 2014. Table 3.20
,
11. CQU delivery of Aboriginal/Torres Strait Islander
Primary Health Care Qualifications
CQU have and continue to develop
partnerships with Aboriginal and
Torres Strait Islander organisations
at local, regional and national level
in planning and implementing
activities to increase the number
of Aboriginal and Torres Strait
Islander students studying for
qualifications in Primary Health
Care and health related disciplines
For example we have done clinical placements with Bidgerdii
a Community Health Service in Rockhampton
12. Major issues identified during CQU Industry and
Community consultation
• Remoteness of students
• Lack of interest due to no exposure to courses
• Lack of internet or intermittent internet service /Access to computers
• Language, literacy and numeracy skills
• Cultural safety
• Irrelevant electives in the course
Bad experiences with previous Registered Training Organisations
using a “tick and flick” approach to courses and not good quality
training and support
Acceptance of educators
Delivery contains no local content
13. Recommendations from Industry/Community
consultation
• Expose school students to VETis courses in Primary Health
Care
• Specific elective units that are relevant to industry/area of
work and location
• Interview students before enrolment acceptance
• Contextualise to suit students ways of learning
• Regular visits to keep retention of students
• Make resources in hard copy for students without internet
access
• The use of phone apps as these students should all have
phones
• Cluster Units where possible
• Be culturally aware and safe
• Have quality mentors in place
14. Central Queensland University has developed a program of study for the
Aboriginal/Torres Strait Islander Primary Health Care qualifications.
• Cert 11 Aboriginal/Torres Strait Islander Primary health Care-
To be done in schools when funding is released via VETiss.
CQU will put on scope when funding granted
•
• Cert 111 Aboriginal/Torres Strait Islander Primary health
Care Currently offered since 2015
•
• Cert IV Aboriginal/Torres Strait islander primary health Care
• ETA for enrolments April 2019
•
• Cert IV Aboriginal/Torres Strait Islander Primary Health Care
Practice – Currently in development for registration and
Aboriginal/Torres Strait Islander Practice Board accreditation
ETA for enrolments April 2019
15. CQU Delivery
• Specific elective units that are relevant to industry/area of work
and location
Units developed are requested from industry and align
with Close the gap initiatives
• Interview students before enrolment acceptance
Students will be interviewed to ensure commitment and
understanding of course requirements and support
available to them
• Make resources in hard copy for students without internet
access
Delivery will be mixed mode with face to face, online and hard copy
Learning guides and workbooks for students with unreliable internet
access
16. CQU Delivery
Be culturally safe, contextualise to suit students ways of
learning and and have quality mentors in place
These qualifications will be developed, delivered and reviewed by
Indigenous staff with support from non-Indigenous staff.
Opportunity for Staff in communities to be trained and employed by
CQU to assist in delivery and assessment. Train local staff.
• Cluster Units where possible
CQU has clustered relevant units for ease of delivery and student
learning
• Expose school students to VETis courses in Primary Health
Care
CQU plans to take Cert II PHC into schools when funding is released
• The use of phone apps as students should all have phones
CQU is currently liaising with digital services to look at app
development
17. CQU Staff
CQUniversity Office of Indigenous Engagement
(OIE)
‘We operate in a strong,
cultural, powerful and united
way, causing social disruption
through brave and
challenging conversations
and engagement, to inspire
new and innovative ways of
thinking and being.’’
19. ‘Aboriginal Health Workers form a distinct professional group that brings
its own set of expertise and skills to a multidisciplinary health care team’
(Ridoutt, L., Pilbeam, V., & Lee, K. (2010). Aboriginal health worker profession review: Final report..
Darwin: Northern Territory Department of Health & Families
20. For students wishing to progress to other health
disciplines :
• CQU will offer articulation form Certificate III
Primary Health Care to Certificate IV Practice
through to Diploma of Nursing
• The plan for 2019/2020 is to develop
articulation with CQU from Cert IV PHC
Practice directly to the Bachelor of Nursing
21.
22. The Future
Continuous quality improvement for course
• Regular engagement with industry/community to
ensure smooth running of courses
• Regular contact with students to support and
maximise successful outcomes
• Offer other qualifications as per industry/community
requests.
24. CQU Contacts
PHC Teacher
Name: Wendy Turner
Email: w.turner@cqu.edu.au
Business Development Enquiries
Name: Marzieh Nowrouz Tafreshi
Email: m.nowrouztafreshi@cqu.edu.au
University Enquiries
Call: 13 27 86
Or visit: https://www.cqu.edu.au/
25. References
• Alford K, 2015, A cost-effective approach to closing the gap in health, education and
employment: investing in Aboriginal and Torres Strait Islander nursing education, training
and employment, Congress of Aboriginal and Torres Strait Islander Nurses and Midwives
(CATSINaM), Canberra.
• Al-Natour, R., Fredericks, B., Bargallie, D., Marrie, H. and Bond, C. 2016. Great Guide to
Indigenisation of the Curriculum. Office of Indigenous Engagement, CQUniversity:
Rockhampton, Australia.
• Australian Indigenous HealthInfoNet (2018) Overview of Australian Aboriginal and Torres
Strait Islander health status, 2017. Perth, WA: Australian Indigenous HealthInfoNet
• Australia Health Ministers Advisory Council. (2011, November). Health Workforce Strategic
Framework National Aboriginal and Torres Strait Islander 2011–2015. Retrieved from Australia
Health Ministers Advisory Council:
https://www.health.nsw.gov.au/workforce/aboriginal/Documents/natsihwsf-2011-2015.pdf
• Australian Government Department of Education and Training. (2012, July). Review of Higher
Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report.
Retrieved from Australian Government Department of Education and Training:
https://iher.education.gov.au/
• Australian Government. (2013, July). National Aboriginal and Torres Strait Islander Health Plan
2013 - 2023. Retrieved from Closing the Gap:
http://www.health.gov.au/internet/main/publishing.nsf/content/B92E980680486C3BCA257BF0001
BAF01/$File/health-plan.pdf
26. References
• Australian Government Department of Health and Aging. (2012). Retrieved from Aboriginal &
Torres Strait Islander Health Performance Framework:
http://www.health.gov.au/internet/main/Publishing.nsf/Content/F766FC3D8A697685CA257BF000
1C96E8/$File/hpf-2012.pdf
• Australian Government Department of the Prime Minister and Cabinet. (2014, August). Indigenous
Jobs and Training Review. Retrieved from Australian Government Department of the Prime
Minister and Cabinet: https://www.pmc.gov.au/indigenous-affairs/employment/indigenous-jobs-
and-training-review
• Australian Health Ministers Advisory Council. (2017, February ). National Aboriginal and Torres
Strait Islander Health force Strategic Framework. Retrieved from Australian Health Ministers
Advisory Council:
https://www.health.gov.au/internet/main/publishing.nsf/Content/4A716747859075FFCA257BF000
1C9608/$File/National-Aboriginal-and-Torres-Strait-Islander-Health-Workforce-Strategic-
Framework.pdf
• Bromfield, L., Higgins, J. R., Higgins, D., & Richardson, N. (2007, September). Why is there a
shortage of Aboriginal and Torres Strait Islander Carers? Retrieved from Australian Government
Australian Institute of Family Studies : https://aifs.gov.au/cfca/publications/why-there-shortage-
aboriginal-and-torres-strait-isla
• Council of Australian Governments. (2009, July). COAG Meeting Communiqué, 2 July 2009.
Retrieved from Council of Australian Governments: http://www.coag.gov.au/meeting-
outcomes/coag-meeting-communiqu%C3%A9-2-july-2009
27. References
• Gwynne K, Lincoln M. Developing the rural health workforce to improve Australian aboriginal and Torres
Strait islander health outcomes: a systematic review. Aust Health Rev. 2017;41:234–8.
• Health Workforce Australia (2011). Growing our future: the Aboriginal and Torres Strait Islander health
worker project final report. Adelaide: Health Workforce Australia.
• Holland, C. (2015). Close the Gap . California: The Close the Gap Campaign Steering.
Workforce Development Strategy 2018-2010 Indigenous Allied Health Australia
• Hudson S: Charlatan training: how aboriginal health workers are being short-changed.
2012. http://www.cis.org.au/app/uploads/2015/07/pm127.pdf. Accessed 8 June 2017.
• Indigenous Allied Health Australia Workforce Development Strategy 2018 - 2020
• Mason, J. (2013, April). Review of Australian Government Health Workforce Programs. Retrieved from
Review of Australian Government Health Workforce Programs:
http://www.health.gov.au/internet/main/publishing.nsf/Content/D26858F4B68834EACA257BF0001A8DD
C/$File/Review%20of%20Health%20Workforce%20programs.pdf
• The Indigenous Nursing Education Working Group. 2002. ‘gettin em n keepin em’. Report to the
Commonwealth Department of Health and Ageing Office for Aboriginal and Torres Strait Islander
Health (OATSIH)
28. Acknowledgements
Thank you to friends and family in Yurruwi, North East Arnhem Land for
permission to use photos and video.
ABC television for use of Stateline Clip
Editor's Notes
Acknowledge country
Introduce myself , Teacher CQU, Remote Nurse,
Thankyou for having me
Warning re photos
This year’s NAIDOC theme was ‘Because of her I can. This theme really resonated with me as it was because of one woman in particular and her colleagues that inspired me to work in Indigenous Health as a Remote Area Nurse and Teacher of Indigenous Primary Health Care
I wouldn't be standing here right now if it wasn’t for this amazing woman and AHW . In honour of her I would like to show this short video
Thankyou to Beryls family for allowing me to show this video
Research shows that ATSI health force important
As NATISHWA reports Aboriginal and/or Torres Strait Islander Health Workers and Health Practitioners are critical to achievement of better health outcomes for their people. Aboriginal and Torres Strait Islander people need access to culturally safe preventive health and treatment services to experience health equity.
(NATISHWA)
It is the goal of Central Queensland University to provide training and to ensure an increase in Indigenous Primary Health Care workers to ensure their valuable work continues.
There are various strategies Nationally that support ATSI workforce development,
This Guides national Aboriginal and Torres Strait Islander health workforce policy and planning.
The Framework aims to contribute to the achievement of equitable health outcomes for Aboriginal and Torres Strait Islander people through building a strong and supported health workforce that has appropriate clinical and non-clinical skills to provide culturally‑safe and responsive health care
So what are the barriers for Indigenous people wanting to receive training as PHC workers?
While the number of Indigenous students enrolling in tertiary health-related courses increased between 2001 and 2012, there was little improvement in the number of students who completed their studies.
Increasing the representation of Aboriginal people in the health workforce requires explicit pathways and strategies in schools and universities for Aboriginal people to gain and/or upgrade their qualifications.
As a University we looked at what we could do to support policy, research, and industry feedback. We have spent two years engaging with industry to find out what will work
Our research with Industry and community has shown a common theme
Recommendations and needs from industry/community also showed a common theme
Central Queensland University has developed a program of study for the Aboriginal/Torres Strait Islander Primary Health Care qualifications
Based on the consultations and recommendations we have developed a program that industry/community require
CQU is committed to Indigenous opportunities and has supports in place to facilitate this
Office Ind eng engages with university staff, students, members of the general public and industry (including non-government, government and corporate entities) to provide support, opportunities and improve outcomes for Aboriginal and Torres Strait Islander people and communities
Provide support to all Aboriginal and Torres Strait Islander students
They provide advice about a number of services on offer to Aboriginal and Torres Strait Islander students including: Indigenous Advancement Strategy (IAS) – tutoring support, scholarships, cadetships, basic course information and more.
Central Queensland University acknowledge that
However, some students wish to continue their education and professional journey
.(The Diploma of Nursing currently articulates to the Bachelor of Nursing.)
By providing a culturally safe, supportive learning environment and developing relationships with our students, they will have
the confidence to progress to any career they wish
Student/industry feedback, what is working, how can we improve?
EG- Cert ¾ Individual support, community services, Health services assistant
NDIS etc
And like everyone CQU is looking to a healthier future for all