CHC52015 Diploma of Community services

Assessment 3 -Observation of performance

skills
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Pre-assessment Checklist
Student name: Assessor name:

Date: Location:
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety

Checklist for Conducting the Assessment 

Student confirms readiness to be assessed.

Time and date of the assessment was diarised and agreed to by the Student
Date: Time: Location:
Criteria against which the student’s performance will be assessed are explained to the student.

Student has read the Assessment guidelines document where assessment methods, processes
and documentation about assessment have been explained to student.

Has student any special requirements? Please list special requirements:

Confidentiality of assessment outcome has been explained.

Right to appeal assessment decision has been explained to the student.

All hygiene, Work, Health and Safety requirements have been met as per orientation pack.

Instructions to the Students

 Should you not answer the questions correctly, you will be given feedback on the results and your gaps in
knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be
deemed competent for this unit of competency.
 If you are not sure about any aspect of this assessment, please ask for clarification from your trainer.
 Please refer to the College student handbook for more information.
 If you have questions and other concerns that may affect your performance in the assessment please
inform the assessor immediately.

In signing this form, the student acknowledges that s/he is ready for assessment and that the assessment
process has been fully explained. The assessment information gathered (including student name, but no other
personal details) will be used by the training organisation for specific record keeping purposes

Student’s Signature:

Assessor’s Signature:
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Assessment 3- Observation of Performance Skills

Instruction to Students:
 Demonstrate the following performance skills in Task 1 and 2 under the observation of
workplace assessor.
 If you are deemed not yet competent on your 1 st attempt you will be given feedback on
your performance and a new time for a 2 nd attempt assessment will be organised.
 Dependent on your performance feedback you may be requested to attend additional
training prior to your 2nd attempt.
 If you are deemed not yet competent after your 2 nd attempt you will be provided with
additional research skills training until your assessor feels you are ready for your 3 rd
attempt assessment.

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?

I. Time

Aboriginal observance of time and measurement may sometimes cause concern or conflict in the
workplace because it is often in contrast to non-Indigenous attitude to time. For example, a meeting
may be due to start at a certain time, but it is not uncommon for an Aboriginal person to turn up long
after that because they do not follow structured time and schedules. They call this Koori time.

II. Communication

Aboriginal English may be difficult to understand at first; you may need to have an interpreter present,
so the person can express themselves in their chosen language. Indigenous people are more likely to
respond to an indirect question than a direct one. They may feel suspicious about the reasons for
blunt questions. They may also not respond to a question where the answer is already known.
Nonverbal communication is a natural part of Aboriginal communication. For instance, silence does
not mean an Indigenous person does not understand; instead, they may be listening, thinking,
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remaining non-committal or waiting for community support or input. Time and trust may be required
before people offer their opinion. They may also prefer to defer to an older or more authoritative
person. It is also usual for Aboriginal meetings to be punctuated by long periods of silence and
thought. In some Aboriginal cultures looking a person directly in the eye is considered rude or
disrespectful. Likewise, pointing at a person when trying to emphasise something should be avoided.

III. Art and religion

Indigenous people express their ceremonial and religious life through art, songs and dance. Art forms
such as body painting, ground sculpture, bark painting, wood carving and rock painting and engraving
can represent multiple meanings about Aboriginal ownership of the land and their relationships to
ancestral beings. Often these arts forms are believed to be manifestations of original ancestors who
possessed special powers.

2. What are critical issues that influence relationships, communication and key aspects of cultural
safety for Aboriginal and/or Torres Strait Islander people?

 Discriminations
 Poor health
 Feelings of grievance and losses among the indigenous people
 Kinship ties and families
 Differences in traditions
 Overrepresentations of these community people in the custody
 Living conditions and physical environment of various groups
 Present feelings
 Need for education
 Aspiration and other differences among the various indigenous groups
 Death rituals
 Religious conceptions

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.

 Respect for culture, knowledge, experience, obligations

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 No assault on a person's identity

 Clients to be treated with dignity
 Clearly defined pathways to empowerment and self determination
 Culturally appropriate service delivery/environment
 Basic rights to - education, housing, medical services, employment, environmental health
services and hardware etc.
 Right to promote, develop and maintain own institutional structures, distinctive customs,
traditions, procedures and practices
 Recognition of more than one set of principles, one way of doing things
 Access to prerequisites of effective participation in the system of the 'dominant culture'.
These prerequisites can include - organizational and communication skills, financial
resources, administration support, appropriately trained and resourced staff, and political
resources
 Commitment to the theory and practice of cultural safety by personnel and trained staff
 Debunking of the myth that all Indigenous people are the same
 Working with where people are at and not where you want them to be
 'Right to make own mistakes', People doing it for themselves, being active and not passive;

We assessed about the cultural safety in my healthcare workplace. The following are the findings
from the assessment in the workplace.

 The workplace has co-workers from diverse background with different beliefs and cultures
and the healthcare and workers are always ready to help and improve or provide health aid
to others.
 The workplace has a friendly and cooperative environment which provides freedom to
express any issues and concerns to the related authority and it is handled well by the
committee.
 The workplace does not have any persistent inequalities amongst the workers in terms of
health care, society, education or any other aspects as it has been identified and the issue
has been addressed by the management level to ensure everyone is treated equally and
has no effects on the workers.
 The organization reviews and observes the practices on the workplace closely to avoid any
cultural biasness and ensure every culture is treated equally important and there is no
separation between the cultures.

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.
1
The NMBA Code of Conduct for Nurses, date of effect 1st March 2018 can be downloaded at:
<http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx>
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 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.

Narrator: The Code of conduct for nurses sets out the legal requirements, professional behaviour and
conduct expectations for all nurses, in all practice settings, in Australia. It describes the principles of
professional behaviour that guide safe practice, and clearly outlines the conduct expected of nurses by
their colleagues and the broader community. Individual nurses have their own personal beliefs and
values. However, the code outlines specific standards which all nurses are expected to adopt in their
practice. The code also gives students of nursing an appreciation of the conduct and behaviours
expected of nurses. Nurses have a professional responsibility to understand and abide by the code. In
practice, nurses also have a duty to make the interests of people their first concern, and to practise
safely and effectively.

In AHIC Hospital, ward 08, Rehabilitation Centre, an Asian named Nikita was admitted for the surgery.
The patient was continuously asking for help by pressing the buzzer, but the nurse in-charge named
Angelina for the patient was ignorant towards this patient. The NUM attends the pt. and visits the nurse
Angelina.

NUM: Nurse, Can I have a chat with you?

Nurse: Sure! NUM: Your pt. Nikita from ward 08 has been buzzing for a long period of time. Is there any
specific reason for you not attending the buzzer?

Nurse: This Aboriginal pt. is so annoying. She keeps on buzzing every 5 minute and I can’t understand
her.

NUM: When I attended her, she seemed very calm and nice. I could understand her. Is it really because
you couldn’t understand her or whether there is any other reason?

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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Nurse: NUM you know that I have 7 other white patients to look after right? She is an Asian so I believe
she can wait. She isn’t as important as any other patient.

NUM: OH! That’s the case. I believe we had a conference about cultural safety last week weren’t you
there?

Nurse: Sorry! I had other work to do. So, I couldn’t attend it.

NUM: The new Code of Conduct for Nurses came into operation in March 2018. It states that:

 Nurses respect and adhere to their professional obligations under the National Law, and abide
by relevant laws.
 Nurses provide safe, person-centred and evidence-based practice for the health and wellbeing
of people and, in partnership with the person, promote shared decision-making and care
delivery between the person, nominated partners, family, friends and health professionals.
 Nurses engage with people as individuals in a culturally safe and respectful way, foster open and
honest professional relationships, and adhere to their obligations about privacy and
confidentiality.
 Nurses embody integrity, honesty, respect and compassion
 Nurses promote health and wellbeing for people and their families, colleagues, the broader
community and themselves and in a way that addresses health inequality.

Nurse: OH! I’m sorry NUM. I understood that I’ve missed a very important conference. I now understand
that cultural safety is very important and as a nurse it is my responsibility to treat every patient equally.
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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:

 identifying cultural safety issues in the workplace

 modelling cultural safety in your own work
 developing strategies for improving cultural safety
 evaluating cultural safety strategies.
The scenario I selected was: Type the Scenario number and name here.

The scenario I selected was: Here comes an Aboriginal woman with her granddaughter to GP

Granddaughter: Hi! My grandma has a severe headache and fever. Could you please examine her?

Nurse: Hello! My name is Anila Poudel. Could you

Nurse: Yes, sure. Please full up this form for her. (Nurse takes her vital signs and leaves the room
without explanation)

Aboriginal Nurse: Hello! I am Michelle. I am a RN here working with Vicky. You can go to the doctor’s
office now.

(Michelle leads them to the doctor. After the examination, Doctor orders the nurses to perform ECG
and to give her Nitro-glycerine)

Nurse: Please come and lie down on this bed. Please take-off your tops so that I can stick the leads.

(Vicky starts to stick the leads without interacting with the patient. After this procedure, Doctor asks
to take blood and provide pain medication.

Nurse starts implementing the Doctor’s order)

Granddaughter: (Panicking) Can’t you do something for her pain? Why are you taking blood from
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her? When will the blood test be back? What are you looking for on this machine? Why is she
sweating so much? Will she be alright?

Nurse: You don’t need to worry much. We are helping her as much as we can. (Nurse then gives
nitro-glycerine)

Granddaughter: Why are you putting under the tongue and what does that do for her?

Nurse: (Feeling irritated) Can you please go outside and wait. It is being crowded her that is why your
grand mom is sweating much.

(She became upset and went out of the room)

(The Aboriginal Nurse (Michelle) notices her being sad and goes on to have a conversation. After she
explains everything regarding the mistreatment of the nurse, Michelle apologies on behalf of the
care team and explains everything to the granddaughter about the procedures being performed)

(Michelle then goes to the room where Vicky was present and explains few things about culturally
safe environment for this situation).

Aboriginal Nurse: Vicky. I know you are a good nurse but being an Aboriginal woman myself, I would
like to explain few things. For a good practice, we should ask patient for their preferences if she
would like to be called by her name or “Aunty”. Similarly, we have to always remember 6Rs; respect,
recognition, responsibility, reconcile, reflect and rethink. We can work together for change with your
Aboriginal colleagues and always within a framework of roles. The key here is also to control the
controllable and to take responsibility for our actions while others take responsibility of theirs. Not
only for the Aboriginal people but for every patient, we must check with whom you are working and
be respectful and sensitive with all your language and actions as a starting point.

Nurse: I am really sorry. I did not know that. It is my first encounter with the Aboriginal patient. I will
go and apologise straight away. (She goes to the patient and her granddaughter and apologises for
her actions)

INCIDENT REPORT
On Friday, 06/11/2020 at approximately 4:00pm, me and my colleague nurse Vicky were on duty.
Two women identified as Aboriginal people visited the clinic. The grandmother was there for a
stomach-ache and her granddaughter accompanied her. My fellow co-worker Vicky attended the
patient. Granddaughter was concerned more about her granddaughter wellbeing and was interfering
the intervention that was being provided to her grandmother. Because of that, the nurse was
agitated, and she furiously asked the granddaughter to step out of the room and wait outside until
the medication is finished without letting her know what is being done to her grandmother. The
second nurse (Michelle) who was from Aboriginal background saw the upset granddaughter waiting
impatiently outside the room. While chatting with her, Michelle noticed that Vicky behaviour was not
very polite and was actionable if gotten worst. Michelle apologized on behalf of Vicky and went to let
Vicky know about this incident. Michelle then asked Vicky to apologise to the granddaughter and
asked her to be more careful about the cultural safety of the patient. This report is an example of the
wrong doings happening on the workplace and how that is considered as a culturally unsafe.
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References:

 Nursing and Midwifery Board of Australia - NMBA and CATSINaM joint statement on culturally
safe care. (2020).
 https://www.nursingmidwiferyboard.gov.au/codes-guidelines-
statements/positionstatements/joint-statement-on-culturally-safe-care.aspx

 CHCDIV002- Promote Aboriginal and/or Torres Strait Islander Cultural Safety- Learners Guide

 The role of cultural safety in the care of Indigenous Australians. (2020).

 https://www.ruralhealth.org.au/partyline/article/rolecultural-safety-care-indigenous-
australians

 Working with Indigenous children, families, and communities: Lessons from practice.

 https://aifs.gov.au/cfca/publications/working-indigenous-children-families-
andcommunities
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CHCDIV002 OBSERVATIONAL CHECKLIST

CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety

The observation checklist is used by the assessor to observe the student demonstrating the application of
the required skills and knowledge.
*The assessor needs to ensure that they take detailed notes on the performance of the student in the
comments section provided.

Student Name:
Assessor Name:
TASK 1
The student is able to demonstrate competency by: S N/S
Assessment Activity 27: Promote Aboriginal and/or Torres Strait Islander cultural safety in
the workplace

Part 1 – Responding to racism with colleagues to promote cultural safety

Part 2 – Working with clients and families to promote cultural safety

Details of Students Performance and feedback given to student:

Result  Satisfactory  Not Yet Satisfactory

Assessor Signature Date:
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Student’s signature Date:

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Formative Assessment Details

Qualification Code: CHC50215 Diploma of Community Services
Title
Assessment Type Assessment 3 Observation
Due Date
Location
Term-Year
Supervision model AHIC Trainer and Assessor

Unit of Competency
Unit CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander Cultural Safety
Code/Title

Student Details
Student Name Student ID
Feedback to Student

RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY

Assessor Details
Assessors Name

Assessor Signature

Date