ANFPP Annual National Conference, 2017

ANFPP Annual National Conference, 2017
Knowledge, Innovation, Strengths and Solutions Australian Nurse-Family Partnership Program (ANFPP) National Workforce Development Study Informing the Way Ahead Project Traditional Owners Indigenous Leadership Leadership Group Pat Anderson Mark Anderson CEO’s ATSI people here today and Thank you for your patience as we continue to try to figure out how to do this better for our people

Acknowledgments Workforce Development Study Working Party
Wuchopperen Health Service Wellington Aboriginal Corporation Health Service Central Australian Aboriginal Congress National Partnership Centre CaFS CRANAplus Griffith University First Peoples Health Unit Team

Disclaimer Aboriginal and Torres Strait Islander communities are not all the same. However, there are core values and principles that remain common across Aboriginal and Torres Strait Islander communities

Background Difficulty in recruiting to the Nurse Supervisor role;
High staff turnover Nurse Home Visitors (NHV) and Nurse Supervisors (NS); Less turnover of the FPW role (lack of information as to why); Lack of understanding of the Family Partnership Worker (FPW) role.

Aims To gather baseline data to inform ANFPP workforce recruitment, retention and education strategies and Identify workforce characteristics and future data collection needs. Participants within the IAHS sites included Indigenous and non-Indigenous staff in the roles of Program Manager (PM), Nurse Supervisor (NS), NHV and FPW. Initial data collected identified the need to examine structural and higher-level factors affecting the implementation of the ANFPP, that in turn may have influenced the retention of the program’s staff. To explore these factors a snowball approach was concurrently used to identify IHS staff from higher, structural level positions, such as Chief Executive Officers (CEOs) and Human Resource Managers (HRMs). This approach was also used to identify participants from the entire ANFPP program structure (outlined in Appendix 1) that played a significant role in shaping the implementation of the ANFPP and therefore the potential factors influencing ANFPP workforce retention.

Researchers Phase One was a literature review conducted by CRANAplus (CRANAplus, 2016) and presented in a separate report; and Phase Two is the current presentation conducted by Griffith University First Peoples Health Unit Participants within the IAHS sites included Indigenous and non-Indigenous staff in the roles of Program Manager (PM), Nurse Supervisor (NS), NHV and FPW. Initial data collected identified the need to examine structural and higher-level factors affecting the implementation of the ANFPP, that in turn may have influenced the retention of the program’s staff. To explore these factors a snowball approach was concurrently used to identify IHS staff from higher, structural level positions, such as Chief Executive Officers (CEOs) and Human Resource Managers (HRMs). This approach was also used to identify participants from the entire ANFPP program structure (outlined in Appendix 1) that played a significant role in shaping the implementation of the ANFPP and therefore the potential factors influencing ANFPP workforce retention.

Conception, design, and conduct:-
Values and Ethics - Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research, 2003 Conception, design, and conduct:- Spirit and Integrity Reciprocity Respect Equality Survival and Protection Responsibility Lowitja Institute’s approach to research for Aboriginal and Torres Strait Islander people namely, the five key research principles: Beneficence, Leadership, Engagement, Workforce development, and Measurement of health impacts (Lowitja Institute, 2016). Research must be conducted in an ethical and culturally safe and appropriate manner so as to protect the health, safety and well-being of Aboriginal and Torres Strait Islander Peoples and their communities.

Workforce development Measurement of health impacts
Lowitja Institute: Australia's National Institute for Aboriginal and Torres Strait Islander Health Research Approach to research for Aboriginal and Torres Strait Islander people:- Beneficence Leadership Engagement Workforce development Measurement of health impacts (Lowitja Institute, 2016) Research must be conducted in an ethical and culturally safe and appropriate manner so as to protect the health, safety and well-being of Aboriginal and Torres Strait Islander Peoples and their communities.

Research Process First Peoples-led (conception, design, and conduct of research) Concurrent mixed-methods design Qualitative and quantitative data was collected and analysed simultaneously Integrated in interpretation Results Discussion Recommendations Priorities aimed to gather baseline data to inform ANFPP workforce recruitment, retention and education strategies, and identify ANFPP workforce characteristics and future data collection needs. The project was comprised of two phases. Phase One was a literature review conducted by CRANAplus (CRANAplus, 2016) and presented in a separate report. Phase Two is the current data collection, which will inform the review of the ANFPP National Workforce Development Education Strategy

Indigenous Australian Healthcare
National Aboriginal Health Strategy, 1989 National Aboriginal and Torres Strait Islander Health Plan National Aboriginal and Torres Strait Islander Health Plan, 2016 National Framework for Health Services for Aboriginal and Torres Strait Islander Children and Families, 2016 National Aboriginal and Torres Strait Islander Health Workforce Strategic Framework 2016–2023 Aboriginal and Torres Strait Islander Health Curriculum Framework, 2016 1989 National Aboriginal Health Strategy (NAHS) Resource -

Aboriginal and Community Controlled Health Services (ACCHS) Has its genesis in Aboriginal peoples’ right to self-determination. Comprehensive Primary Health Care (CPHC) Has always been a continuing integral aspect of our Aboriginal life, and is an Aboriginal cultural construct in the spirit of self-reliance and self-determination.

Overview 3 Sites n36 Interviews 1:1 Interviews 2 focus groups
14 LIMESurveys 43 Recommendations 3 Priority Areas

Participants n8 FPW’s n7 NHV’s n3 NS’s n9 Indigenous
Initial data collected identified the need to examine higher-level factors:- Chief Executive Officers Human Resource Managers NPC CaFs Initial data collected identified the need to examine structural and higher-level factors affecting the implementation of the ANFPP, that in turn may have influenced the retention of the program’s staff. To explore these factors a snowball approach was concurrently used to identify IHS staff from higher, structural level positions, such as Chief Executive Officers (CEOs) and Human Resource Managers (HRMs). This approach was also used to identify participants from the entire ANFPP program structure (outlined in Appendix 1) that played a significant role in shaping the implementation of the ANFPP and therefore the potential factors influencing ANFPP workforce retention.

Interview Questions “What are the positive aspects of your role?”
“What are the challenging aspects of your role?” “What are some of the ways you have support in the program personally, culturally, professionally and clinically?” and “What is the significance of the FPW role for the ANFPP?”

Qualitative Data Analysis
Transcribed verbatim NVivo Version 11. Thematic analysis Research team worked collectively on selected interviews and defined overarching themes and sub-themes: A single member of the research team continued to code all qualitative date: Research team intermittently re-convened to cross-check and neutralise the assumptions and biases and to assist in the validity and trustworthiness of data: and After the completion of the coding, a core group of the research team convened to produce six overarching themes (Key Focus Areas) that reflected the completed coding structure.

Key Focus Areas Indigenous Australian Healthcare (IAH)
Family Partnership Worker Recruitment ANFPP Education Program Retention Support 3 Priority Areas Blooms Taxonomy – levels 1 Remember and 2 Understand

Priority 1 Integrating and aligning the ANFPP with Indigenous Australian Healthcare 1. 2. Key Focus Area 2 - Family Partnership Worker 3. Key Focus Area 3 - ANFPP Education Program

Integrating and aligning the ANFPP with the broader Indigenous Health Service NPC Responsibility
1.2 The ANFPP and IAHS apply the Cultural Respect Framework for Aboriginal and Torres Strait Islander Health and the National Aboriginal and Torres Strait Islander Health Plan ( ), including alignment with the ANFPP Cultural Respect Framework; 4.5 In accordance with the ATSIHCF, a discrete ‘Cultural Capability’ unit be trialed in the ANFPP education package and be undertaken by all ANFPP and IAHS site staff and be embedded within continuous professional development structures, for example, performance management plans of ANFPP and IAHS staff; and 4.7 Promote and monitor the uptake of Reflective Practice as a core model element in all aspects of the ANFPP education package and program. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Integrating and aligning the ANFPP with the broader Indigenous Health Service Shared responsibility between NPC and implementing organisation 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care; 3.1 ANFPP program and recruitment structures and processes recognise and build upon local IAHS training, support and pathways for the recruitment of a local Indigenous workforce into local ANFPP IAHS positions including priority for Indigenous NHV and NS roles, for example, supporting FPW to undertake nursing qualifications for NHV roles and supporting Indigenous NHV into NS roles; and 6.2 Support from the implementing IAHS sites be sought for the ANFPP through alignment and application of ANFPP and IHS communication and engagement strategies, for example that focus on joint objectives, such as the model of client-centered care . 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Integrating and aligning the ANFPP with the broader Indigenous Health Service NPC not responsible (requires National discussion and leadership) 1.1 The name of the ANFPP, be adapted to the ‘Family Partnership Program’ (FPP) to reflect the joint ANFPP and IAH context values of a client centered model of care, in conjunction with consideration of the licensing requirements such as the need to identify the NFP logo on program materials. This recommendation would also provide benefits for facilitating partnerships and engagement with the IAH context more generally; 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016); 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016). 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role
Priority 2 Clarifying and Strengthening the Family Partnership Worker Role 1. 2. Key Focus Area 2 - Family Partnership Worker 3. Key Focus Area 3 - ANFPP Education Program

Clarifying and Strengthening the Family Partnership Worker Role NPC Responsibility
3.2 Liaise with the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) to seek guidance for supporting FPW to undertake nursing qualifications and for supporting Indigenous NHV into NS roles; 5.2 The contribution and equal value of each role to the NHV and FPW partnership be formalised throughout the ANFPP, for example, through established processes of communication to occur between the NHV and FPW before a visit to determine the role that each partner will play and after a visit to reflect and establish learnings for future visits; and 6.1 NPC strengthen current support mechanisms for ANFPP roles by integrating cross-cultural communication techniques into the ANFPP education package and training, particularly for NHV and FPW and other program structures, such as the formalisation of informal and formal communication processes between NHV and FPW before and after a site visit . 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role NPC shared responsibility with implementing organisation 5.3 Cultural mentoring and support be formalised into ANFPP and IAHS structures, for example, be formalised as a part of the FPW role (linked to Recommendation 2.5) and be included in ANFPP education and training (link to Recommendation 4.2) and other support structures to assist FPWs to undertake this role. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role NPC not responsible (requires National discussion and leadership) 2.1 The NFP program fidelities, model elements 5-15 and 18 (University of Colorado, 2016) be strengthened with the contribution of the FPW role, for example, element 5 could be adapted to “Client is visited according to their preferences and IAHS organisational policies” and could include being “visited one-to-one with one NHV or one FPW, or both the NHV and FPW”; and 2.2 The impact of the NFP program fidelities strengthened with the contribution of the FPW role to form a significant focus of a national research agenda including the formulation of indicators and methodology for determining the specific impact of the FPW role on ANFPP program effectiveness and workforce retention. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role NPC not responsible (requires National discussion and leadership) 2.3 In collaboration with the FPW at each IAHS site, the broad scope of activities of the FPW role accommodating flexibility based on a client and IAHS organisational policies and procedures be formalised into ANFPP program structures, for example a review of the ANFPP Home Visiting Guidelines (University of Colorado, 2014) be conducted to allow flexibility in home visiting according to client's needs; and 2.4 The diversity of application of the FPW role in the IAHS sites be accommodated in research designs to determine the full effectiveness of the ANFPP, for example, experimental research designs could measure the effectiveness of the ANFPP in different IAHS sites attributing program outcomes to different applications of the FPW role in each site. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role NPC not responsible (requires National discussion and leadership) 2.5 The ANFPP seek advice and guidance from the National Aboriginal and Torres Strait Islander Health Worker Association (NATSIHWA) regarding the qualifications for FPW to ensure that they align with IAH context and IAHS organisational requirements and for example, contribute to local IAHS site support structures and pathways already in place to build a local Indigenous workforce; and 2.6 The ANFPP additionally seek advice and guidance from NATSIHWA in processes of defining the broad scope of activities of the FPW role to be formalised into ANFPP program structures, for example a workshop of FPW with NATSIHWA could translate the ANFPP program structures into the FPW role at each site and contribute to a newly developed FPW role description. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Clarifying and Strengthening the Family Partnership Worker Role NPC not responsible (requires National discussion and leadership) 5.1 More flexibility be promoted at the IAHS site to respond to client needs, balanced with the program needs and IAHS policies and procedures, for example, the consideration of home visiting conducted by the NHV and/or the FPW as determined by the client ; and 5.2 The contribution and equal value of each role to the NHV and FPW partnership be formalised throughout the ANFPP, for example, through established processes of communication to occur between the NHV and FPW before a visit to determine the role that each partner will play and after a visit to reflect and establish learnings for future visits. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Review of the ANFPP Education Program
Priority 3 Review of the ANFPP Education Program 1. 2. Key Focus Area 2 - Family Partnership Worker 3. Key Focus Area 3 - ANFPP Education Program

Review of the ANFPP Education Program through an Indigenous Health Lens NPC Responsibility
1.2 The ANFPP and IAHS apply the Cultural Respect Framework for Aboriginal and Torres Strait Islander Health and the National Aboriginal and Torres Strait Islander Health Plan ( ), including alignment with the ANFPP Cultural Respect Framework; 4.3 ANFPP and IAHS sites apply the ATSIHCF to the ANFPP education package and other ANFPP and IAHS program and organisational structures and integrate this framework with the broader application of the Cultural Respect Framework , National Aboriginal and Torres Strait Islander Health Plan ( ) and ANFPP Cultural Respect Framework; and 4.7 Promote and monitor the uptake of RP as a core model element in all aspects of the ANFPP education package and program. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Review of the ANFPP Education Program through an Indigenous Health Lens NPC Responsibility
4.5 In accordance with the ATSIHCF, a discrete ‘Cultural Capability’ unit be trialed in the ANFPP education package and be undertaken by all ANFPP and IAHS site staff and be embedded within continuous professional development structures, for example, performance management plans of ANFPP and ANFPP IAHS staff; 5.4 Delineate formal RP practices from other forms of informal peer support and debriefing practice in all aspects of the ANFPP education package and program; and 6.1 NPC strengthen current support mechanisms for ANFPP roles by integrating cross-cultural communication techniques into the ANFPP education package and training, particularly for NHV and FPW and other program structures, such as the formalisation of informal and formal communication processes between NHV and FPW before and after a site visit. 1.4 Promote a commitment to Indigenous health workforce development and priority of increasing Indigenous Nurses in the ANFPP through integrating this commitment and priority in a review of the ANFPP Workforce Development Plan (ANFPP, 2016a) 1.5 ANFPP program fidelities (University of Colorado, 2016) be strengthened with Indigenous values, leadership, workforce and research as a part of the NFP Model Elements Review Process (University of Colorado, 2016). 1.6 The impact of the application of the ANFPP program fidelities with Indigenous values, leadership, workforce and research to form the basis of a national research agenda including the formulation of indicators and a methodology for determining the impact of the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016) on ANFPP effectiveness and workforce retention. 1.7 Review existing arrangements between partners to assist in the development of deeper partnerships and engagement between the ANFPP and IAH and IAHS internal and external partners at all governing levels including between the CaFHS and ANFPP NPC with NACCHO and the Indigenous Health and Health Workforce sectors (National Programme Delivery, Deputy Secretary, Commonwealth Government), and between CaFHS and ANFPP NPC and the IAHS. 1.8 Review existing arrangements between partners to assist in the development of clearer communication pathways include identifying one central point of contact within the NPC for each IAHS as opposed to a different contact for a different matter; clearer communication pathways within ANFPP and the IHS regarding the sharing of data collection and monitoring processes and the continuation of the ANFPP annual conference and monthly communities of practice meetings. 1.9 Promote Community Board and IAHS site organisational commitment through alignment of ANFPP and IAHS communication and engagement strategies that focus on joint objectives, such as the model of client-centered care. 1.10 To use an organisational ‘site readiness’ tool (Department of Health, 2014) to assess Community Board and IAHS readiness including commitment to deliver the ANFPP, and similarly to also consider the use of these tools for ANFPP readiness to apply the Cultural Respect Frameworks (ANFPP, 2016b; Commonwealth of Australia, 2016).

Review of Unit 1 ANFPP Education Program
1. 2. Key Focus Area 2 - Family Partnership Worker 3. Key Focus Area 3 - ANFPP Education Program

Review includes: Resources Content Delivery methods
Assessments activities Facilitator guides Blooms Taxonomy – levels 1 Remember and 2 Understand

Services Recommendation towards contextualisation:- Australian Healthcare Context; Australian Nursing Context; and Indigenous Australian Healthcare Context.

Services Review and map current Indigenous Health curriculum;
Develop an integrated approach to Indigenous health curriculum; Develop an Indigenous Health discrete module/unit; Develop and validate a valid cultural capability assessment tool; and Provide advice and direction for revised unit 1 materials to be available in a flexible learning environment.

Phase 1: Establishment COMPLETE
Project Plan Communication Plan

Methods Desktop review unit 1 training manual
Review unit 1 power point Observe unit 1 training delivery Roundtable review of unit 1 Project team meetings Literature review Ontario's education website on Moodle for NFP CaNE pilot project ANFPP Moodle Blooms Taxonomy – levels 1 Remember and 2 Understand

Review includes: Resources Content Delivery methods
Assessments activities Facilitator guides Blooms Taxonomy – levels 1 Remember and 2 Understand

Key Curriculum Design Principles
Alignment / interdependence Strategy (deliberate) Assessment

Revised Learning Goals day 1
Understand the ANFPP structure within the Australian Indigenous healthcare context Discuss the evolution of NFP and the evidence base and justification to the relevance in Australian Indigenous healthcare context Develop an understanding of the model elements and how they relate to your practice in ANFPP in Australian Indigenous healthcare context Understand the adaptation of NFP to ANFPP in Australian indigenous healthcare context Resource - curriculum-framework Resource - Resource - aboriginal-and-torres-strait-islander-people Resource - Resource - Resource -

Revised Learning Goals day 1 Continued…
Examine and describe national safety and quality standards to improve care for Aboriginal and Torres Islander peoples (Australian Healthcare context) Examine and describe relevant ANMAC registered nurse accreditation standards as they relate to ANFPP and Australian Indigenous Healthcare Context Examine and describe the Indigenous health policy context Examine and describe cultural capabilities in order to provide culturally safe healthcare in Australian indigenous health contexts Development of a continuing professional development plan Resource - curriculum-framework Resource - Resource - aboriginal-and-torres-strait-islander-people Resource - Resource - Resource -

History of adaptations from NFP to ANFPP
Section 1: History and Evidence Project question 1. How is this topic relevant for Indigenous children and families? History of adaptations from NFP to ANFPP ANFPP is delivered to women pregnant with an Aboriginal and/or Torres Strait Islander child in the target region; (NFHSATSICF, 2016) The addition of the Family Partnership Worker position; (NFHSATSICF, 2016) Inclusion of multiparous women under specific circumstances; (NFHSATSICF, 2016) and, The adaptation of NFP materials and staff education to address the unique Australian Indigenous Nursing context and the health system in Australian jurisdictions. (ATSIHCF, 2016)

Section 1: History and Evidence Project question 2
Section 1: History and Evidence Project question 2. What could be included in the current education program to better demonstrate the relevance of this topic to Indigenous healthcare? Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history that may impact on children and families; (ATSIHCF, 2016). Acknowledge the Indigenous health history including advocacy and leadership of ANFPP since its inception. Acknowledge the relationships with implementing organisations governance and leadership. The Community Reference Group (CRG) Relationships - Engaging boards of ACCHs and other State and Territory Executive Leadership to gain program support, advocacy and guidance.

Section 1: History and Evidence Project question 1. How is this topic relevant for Indigenous families? National Framework for Health Services for Aboriginal and Torres Strait Islander Children and Families states that evidence-based child and family health services are delivered to Indigenous people (NFHATSICF, 2016).

Section 1: History and Evidence Project question 2. Continued….
Evidence RCT Limitations Culture; Unique historical, social and political history of Acknowledge Aboriginal and Torres Strait Islander peoples’; Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing (ATSIHCF, 2016); and Researchers must be aware of the history and the continuing potential for research to encroach on Indigenous values (NHMRC, 2003).

Section 1: History and Evidence Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Inclusion of a discrete CME acknowledging the importance of culture to health and wellbeing for Aboriginal and Torres Strait Islander children and families (NFHSATSICF, 2016); Role of the IHW is embedded across all 18 CME’s where appropriate (NFHSATSICF, 2016); and CME’s are responsive to the needs of implementing organisations (NFHSATSICF, 2016).

Section 2: Excellence in ANFPP Nursing Practice Project question 1
Section 2: Excellence in ANFPP Nursing Practice Project question 1. How is this topic relevant for Indigenous families? ANFPP Competency Model Includes the FPW; FPW competencies include cultural safety; and Necessary for assessing performance and for aligning personal learning plans (NMBA, 2016). “Cultural safety in Indigenous health nursing is the responsibility of the entire program” (Consultation, 2017)

Section 2: Excellence in ANFPP Nursing Practice Project question 2
Section 2: Excellence in ANFPP Nursing Practice Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? ANFPP Competency Model Education program should adheres to education design principles and utilise Blooms Taxonomy to define and distinguish different levels thinking, learning, and understanding; Requires a discrete cultural safety competency for NHV (NMBA, 2016); Inclusion of a competency that acknowledges Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing (ATSIHCF, 2016); Requires a competency that demonstrates the need for NHV understanding and use of the FPW role; Cultural safety underpinning all competencies for all ANFPP team members where appropriate; and Consider utilising the term capability as opposed to competency (ATSIHCF, 2016).

Section 3: Therapeutic Relationships Project question 1
Section 3: Therapeutic Relationships Project question 1. How is this topic relevant for Indigenous families? Indigenous families have complex systems of family relationships (NFHSATSICF, 2016); Acknowledge the unique role of FPW in facilitating and maintaining therapeutic relationships; and ANFPP is a relational based program and Indigenous cultures are relational. “getting to know not just the mum, knowing the family, knowing the dog…its being respectful to developing therapeutic relationships with our mob” (Consultations, 2017)

Section 3: Therapeutic Relationships Project question 2 What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in that may impact on initiating and maintaining therapeutic relationships (ATSIHCF, 2016; NFHSATSICF, 2016); Historical relationship between IHW and Registered Nurses; Historical relationship between Registered Nurses and Indigenous communities; and An evidenced based curriculum(AHMAC, 2016; ATSIHCF, 2016; NFHSATSICF, 2016; NMBA, 2016).

Section 4: Underpinning Theories
Project question 1. How is this topic relevant for Indigenous families? Attachment Theory Human Ecology Theory Self-Efficacy Theory Theoretically relevant “overlay social, cultural and structural determinants of health…to strengthen theories to Indigenous health” (Consultations, 2017)

Section 4: Underpinning Theories
Project question 2 .What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Attachment Theory Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history that impact on the appropriate application of theories (ATSIHCF, 2016), i.e. Stolen Generation. Human Ecology Theory Aligns with Indigenous Health understanding of Social and Cultural Determinants of Health (NFHSATSICF, 2016). Self-Efficacy Theory Aligns with Indigenous Health understandings of self-determination (NFHSATSICF, 2016).

“Initial home visit to include extended family”
Section 5: Strategies for Initiating Successful Home Visiting Project question 1. How is this topic relevant for Indigenous families? Home visiting including the FPW is important to comprehensive and holistic assessments (NFHATSICF, 2016); and Allows for IHW to be involved in the planning and delivery of Home Visit (NFHATSICF, 2016). “Initial home visit to include extended family” (Consultations, 2017) Allows home visiting staff to gain an understanding of the child and families circumstance , their kinship networks, their individual needs, expectations and preferences.

Section 5: Strategies for Initiating Successful Home Visiting Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Integrating ANFPP engagement with implementing organisations engagement strategy; Acknowledging and recognizing the critical value of the FPW in “initiating” successful home visiting; and Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history that may impact on initiating successful home visiting (ATSIHCF, 2016; NFHSATSICF, 2016). “Establishing trust and understanding in the home takes time and potentially multiple visits for Indigenous women and families to share personal circumstances” (Consultations, 2017) Key to successful home visiting, the National Framework for Health Services for Aboriginal and Torres Strait Islander Children and Families recommends approaches that support building and maintaining a culturally competent workforce by:

Section 6: Structure of the Home Visit Project question 1
Section 6: Structure of the Home Visit Project question 1. How is this topic relevant for Indigenous families? Enables a systematic and comprehensive approach to child and family health (NFHSATSICF, 2016); and Regular monitoring and review of implementation as measured against performance indicators (NFHSATSICF, 2016). “…allows for predictability, consistency and respite…” (Consultations, 2017) Seven distinct segments Greeting Issues and concerns Review and report Assessment Planned guidance Summary Goal setting and negotiation for next visit

Section 6: Structure of the Home Visit Project question 2
Section 6: Structure of the Home Visit Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Integrating Home Visit structure with implementing organisations outreach services and referral pathways (NFHSATSICF, 2016); Acknowledging and recognising the critical value of the FPW in the structured home visit; Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history that may impact on structured home visiting (ATSIHCF, 2016; NFHSATSICF, 2016); and Language tailored to the preferences of Indigenous children and families (ATSIHCF, 2016; NFHSATSICF, 2016). and ensures Reference – National Framework for Health Services for Aboriginal and Torres Strait Islander Children and Families and program modelling which encourages cross-cultural engagement, sharing and learning (two-way) as a core component of home visiting structure;

Section 6: Home Visit Guidelines Project question 1
Section 6: Home Visit Guidelines Project question 1. How is this topic relevant for Indigenous families? Structured links to the domains; and Provide flexibility to meet the clients needs. “find language that is respectful to the community and Aboriginal workers” (Consultations, 2017) Seven distinct segments Greeting Issues and concerns Review and report Assessment Planned guidance Summary Goal setting and negotiation for next visit

Section 6: Home Visit Guidelines Project question 2
Section 6: Home Visit Guidelines Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing that may impact on adhering to the home visiting guidelines (ATSIHCF, 2016; NFHSATSICF, 2016); Home Visiting guidelines to integrated and/or align with implementing organization (NFHSATSICF, 2016); and Home visiting guidelines to be culturally responsive (NFHSATSICF, 2016). “Strengthen alignment between program delivery and comprehensive primary health care (Consultation, 2017)

Section 7: Information Gathering and Reporting Project question 1
Section 7: Information Gathering and Reporting Project question 1. How is this topic relevant for Indigenous families? Improved perinatal data collection through including the Indigenous status of the baby, antenatal care and risk factors during pregnancy is a national data priority (AIHW, 2011); and Policy makers, researchers and community organisations rely on data to understand and improve the health of Indigenous children and families (NATSIHP, 2016). Reference – NHMRC Ethical Guidelines for Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research Reference - Interpretive guide for Aboriginal and Torres Strait Islander health services - Reference - Administrative record keeping guidelines for health professionals National Digital Health Strategy -

Section 7: Information Gathering and Reporting Project question 2
Section 7: Information Gathering and Reporting Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Integrate information gathering and reporting with implementing organisation systems and mechanisms for information gathering and reporting of data to support evidence-based (NATSIHP, 2016); Adherence to the National Aboriginal and Torres Strait Islander Data Principles, 2006; and Data collectors must be aware of the history and the continuing potential for data to encroach on Indigenous values (NHMRC, 2003). ll

Section 8: Content Domains Project question 1
Section 8: Content Domains Project question 1. How is this topic relevant for Indigenous families? Align with the social and cultural determinants of health and recognise their potential impact on Indigenous children and families (NFHSATSICF, 2016); and Facilitates access to clinical and public health resources needed to improve and maintain health, as well as having strategies in place to influence social determinants of health (NFHSATSICF, 2016). “Progress in specific domains creates a ripple effect in other areas, much like the social determinants approach” (Consultation, 2017)

Section 8: Content Domains Project question 2
Section 8: Content Domains Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Acknowledge and recognize the social and cultural determinants of health and their potential impact on Indigenous children and families (NATSIHP, 2016; NFHSATSICF, 2016); Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing that may impact on domain areas (NFHSATSICF, 2016; ATSIHCF, 2016); Needs to identify strategies to influence cultural determinants of health (NFHSATSICF, 2016); Provide prevalence rates of Aboriginal and Torres Strait Islander Children and Families for each domain to demonstrate higher levels of disadvantage and “vulnerability”

Section 9: Motivational Interviewing Project question 1
Section 9: Motivational Interviewing Project question 1. How is this topic relevant for Indigenous families? Enables a systematic and comprehensive approach to enabling change in Indigenous children and families (NFHSATSICF, 2016); Facilitates self-determination and empowerment (NFHSATSICF, 2016); Maintains the therapeutic relationship; Supports self efficacy; and Aligns with client centred principle “only a small change is necessary”.

Section 9: Motivational Interviewing Project question 2
Section 9: Motivational Interviewing Project question 2. What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? “consider the fractured lives of men and fathers in the spirit of motivational interviewing including the impacts of intergenerational trauma and perinatal and post natal depression for fathers” (Consultation, 2017) Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history that may impact on enabling change (NFHSATSICF, 2016; ATSIHCF, 2016); Acknowledge and recognize the social and cultural determinants of health and their potential impact on enabling change (NATSIHP, 2016; NFHSATSICF, 2016); and If appropriate, encouraging fathers to be more prominent in the program may improve health outcomes for children and families (NFHSATSICF, 2016). Resource -

Section 10: Reflective Practice Project question 1
Section 10: Reflective Practice Project question 1. How is this topic relevant for Indigenous families? Critical self-reflection and the ability to identify and challenge one’s own cultural assumptions, values and beliefs (ATSIHCF, 2016); Acknowledge Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing in the context of history (ATSIHCF, 2016; NFHSATSICF, 2016); and Acknowledge and recognize the social and cultural determinants of health (NATSIHP, 2016; NFHSATSICF, 2016). “involving Indigenous Managers in the reflective practice can support cultural safety within the program” (Consultation, 2017)

Section 10: Reflective Practice Project question 2
Section 10: Reflective Practice Project question 2.What could be included in the current education materials to better demonstrate the relevance of this topic to Indigenous healthcare? Inclusion of the importance of culture to health and wellbeing for Aboriginal and Torres Strait Islander children and families in reflective practice (NFHSATSICF, 2016); and Aligning with ATSIHCF critical reflection model (ATSIHCF, 2016).

Phase 2: Part 2 Review, map and develop
24th June 2017 DRAFT Educational materials; DRAFT discrete Indigenous Health Education module/unit; Developed and validated cultural capability assessment tool; and Recommendations to enable revised Unit 1 to be available in a flexible learning environment.

Indigenous Health in ANFPP
Discrete Unit Indigenous Health in ANFPP

Phase 3: Project completion
30th September 2017 Submit FINAL Educational materials :- online environment Face to face delivery

It is intended that the outcomes of this review will be incorporated into a revised unit 1 and inform the development of subsequent units and other projects

Reference list Australian Government. (2016). National Framework for Health Services for Aboriginal and Torres Strait Islander Children and Families. Retrieved from Australian Health Ministers’ Advisory Council. (2016). Cultural Respect Framework for Aboriginal and Torres Strait Islander Health Retrieved from Australian Health Ministers’ Advisory Council. (2016). National Aboriginal and Torres Strait Islander Health Workforce Strategic Framework Retrieved from ab Australian Institute for Health and Welfare. (2011). NAGATSIHID Strategic Plan Retrieved from Australian Institute for Health and Welfare. (2010). National best practice guidelines for collecting Indigenous status in health data sets. Retrieved from Griffith Institute for Higher Education. (2012). Learning, Teaching and higher Education Research: Curriculum Design. Retrieved from Department of Health. (2016). Aboriginal and Torres Strait Islander Health Curriculum Framework. Retrieved from framework Department of Health. (2016). National Aboriginal and Torres Strait Islander Health Plan Retrieved from National Health and Medical Research Council. (2003). Values and Ethics - Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research. Retrieved from

ANFPP Annual National Conference, 2017

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