Angela Phillips. Dip. Ad Ed., B. Ed., M. Ad Ed. Lecturer. Angela was an Enrolled Nurse Aide at Greenwich Hospital. She completed her Nursing training at St Vincent's Hospital. Angela Has worked in Emergency at St Vincent’s and Westmead Hospital. Angela has taught at Tranby Aboriginal College, and has strong ties to the Aboriginal community. Angela has worked for WSU, ACU, and commenced working at UTS in the Faculty of Health in 2000. She was part of a team that won the Australian Awards for University Teaching 2017 – Citation for outstanding contributions to student learning. Her PhD is on Aboriginal & Torres Strait Islander content in Undergraduate Nursing Curriculum. Angela currently works as an RN.
Congress of Aboriginal and Torres Strait Islander Nurses and Midwives .(CATSINaM)
Food Anaphylactic Children's Training support group. (FACTS)
Australian Indigenous Health - UG & PG
Medical/ Surgical Nursing - UG
Family and Community Health - UG
Primary Health Care - UG
Diabetes Education and Management - UG
Clinical Teaching - UG
Power, TJ, Virdun, C, Gorman, E, Doab, A, Smith, R, Phillips, A & Gray, J 2018, 'Ensuring Indigenous cultural respect in Australian undergraduate nursing students', Higher Education Research and Development, vol. 37, no. 4, pp. 837-851.View/Download from: UTS OPUS or Publisher's site
Similar to other Westernised countries, Australia's history of colonisation, racism and oppression has impacted upon Indigenous Peoples' health and wellbeing. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect, is through embedding an Indigenous Graduate Attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an Assessment Criteria Template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree program. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary globally due to the diversity of Indigenous Peoples and each country's history of colonisation, by publishing this work, we intend to provide transparency into the process we undertook to embed and assess an IGA ACT in an undergraduate nursing curriculum. We hope this is helpful for other tertiary institutions internationally who are also engaging in this space.
Virdun, C, Gray, JE, Sherwood, J, Power, TJ, Phillips, AB, Parker, NJ & Jackson, DE 2013, 'Working together to make Indigenous health care curricula everybody's business: a graduate attribute teaching innovation report', Contemporary Nurse, vol. 46, no. Special Issue, pp. 97-104.View/Download from: UTS OPUS or Publisher's site
Previously there has been commitment to the idea that Indigenous curricula should be taught by Indigenous academic staff, whereas now there is increasing recognition of the need for all academic staff to have confidence in enabling Indigenous cultural competency for nursing and other health professional students. In this way, Indigenous content can be threaded throughout a curriculum and raised in many teaching and learning situations, rather than being siloed into particular subjects and with particular staff. There are many sensitivities around this change, with potential implications for Indigenous and non-Indigenous students and staff, and for the quality of teaching and learning experiences. This papers reports on a collaborative process that was used to reconceptualise how Indigenous health care curricula would be positioned throughout a program and who would or could work with students in this area. Effective leadership, establishing a truly collaborative environment, acknowledging fears and perceived inadequacies, and creating safe spaces for sharing and learning were crucial in effecting this change.