In November 2005, The Centre for Rural and Remote Mental Health (as the successful tenderer) was invited by Charles Sturt University (CSU) to undertake an external evaluation of the Aboriginal and Torres Strait Islander, Bachelor of Health Science (Mental Health) Djirruwang Program. The evaluation was undertaken in collaboration with the New South Wales Institute of Psychiatry. An Aboriginal mental health specialist was seconded to support the evaluation process and to ensure that the evaluation proceeded in a culturally sensitive way.

The evaluation findings have been informed by the document review and the perceptions of an extensive number of Academic Staff; Guest Lecturers; Djirruwang Students and Graduates; Aboriginal Elders; CSU administrators; a range of other key stakeholders and service partners as well as the evaluation team. Almost without exception, there was a genuine desire for all stakeholders to co-operate and participate fully in an open and committed way during the evaluation process. In the course of the evaluation, some very insightful views were expressed and innovative suggestions made. Many of these views and suggestions form the basis of the evaluation recommendations.

The evaluation report is designed to respond to the evaluation terms of reference and to heighten awareness of emerging issues and opportunities for the Program. The report also provides suggestions for strengthening the program in a variety of dimensions focussed around the terms of reference items.

All perceptions recorded remain untested and unmeasured as to the accuracy or extent of the problems or issues identified. Every effort has been made to eliminate factual errors, though some of the participants stated perceptions may not be accurate. The evaluation recommendations predominantly focus on strengthening the management of the program; the education model, infrastructure support, industry partnerships, resource levels and systems and processes. There are also, however, some significant culture and attitude changes required.

Suggestions and recommendations have been made throughout the evaluation document. The suggestions of the students, graduates and stakeholders should be considered along with those from the Evaluation Team.

Major Evaluation Findings

The Djirruwang program is perceived to be a most unique and valuable program.

CSU Response:

The University agrees that in the 11 years of offering of the Diploma/ Bachelor of Health Science (Mental Health) course, it has established a strong reputation. No other universities offer a similar program and it has strong support from employers. In addition, the course has been a pioneer in applying the National Practice Standards for the Mental Health Workforce to all areas of the course curriculum. The University is committed to maintaining and enhancing the quality of the program.

The current low staffing level of the Djirruwang program (i.e. 1 FTE Academic taking 23 subjects and 46 Indigenous students) is a major threat to the course’s continuance and viability (this was the view of almost all key stakeholders, the students and the evaluators) and requires urgent revision.

CSU Response:

The University has a standard staffing formula of 25 full-time students (EFTSU) per academic staff member. With a current cohort of 35-40 students enrolled in the Bachelor of Health Science (Mental Health), this is equivalent to approximately 1.5 – 2.0 academic staff positions being funded by the University.

In 2006, an ongoing full-time Level B position is filled; in addition the University has advertised a second full-time academic position on a 12 month fixed-term contract - the fixed term contract was chosen so as to not to pre-empt any staffing arrangements built into future OATSIH funding agreements. There have been applicants for this position and interviews will be conducted in late July.

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There was general consensus that the staffing profile for the program should be revised from 1 FTE academic staff member to the following profile:

.5 ETF Project Director (Indigenous)
1 FTE Course Co-ordinator (Indigenous)
1 FTE Clinical Co-ordinator
.5 FTE guest lecturers

Plus:

1 FTE Ngungilanna- Field Liaison Officer/student support/welfare

1FTE Indigenous Admin Trainee (with links back to CSU Administrative staff).

CSU Response:

Under the current OATSIH funding arrangement, the following academic positions have been funded:

FTE Project Director (funded by OATSIH)
0.2 FTE mentoring support (funded by OATSIH)
FTE Lecturer/Course Co-ordinator (funded by CSU)
PLUS at least 0.5 FTE guest lecturers (funded by CSU).

In ongoing discussions between CSU and OATSIH for a future funding agreement, the following has emerged as a possible academic staffing arrangement:

1 FTE Project Director/Course Co-ordinator (50% funded by OATSIH [non teaching component]/50% funded by CSU [teaching component])
FTE Clinical Co-ordinator (50% funded by OATSIH [non teaching component]/50% funded by CSU [teaching component])
1 FTE Lecturer (funded by CSU)

In relation to general staff supporting the program, the current OATSIH funding arrangement provided for a 0.2 casual indigenous admin trainee, plus staff within the Ngungilanna centre, who serviced all indigenous students on the Wagga campus of CSU. The University found that the admin trainee position did not supply continuity of administrative support for the program, and thus seeks advice from OATSIH as to what type of administrative position they would be prepared to fund in the proposed new funding agreement. The CSU Indigenous Support Unit is currently under review, but it is anticipated that the level of support of students enrolled in this course can only increase in the future. CSU-funded clinical placement administrative support is currently available for this course, as per all other CSU courses with such placements.

The above arrangements will be embedded into the CSU submission for funding due to OATSIH by the end of July.

Many key stakeholders questioned whether Charles Sturt University has the capacity and commitment to manage and resource the program appropriately.

CSU Response:

The University is unclear on what basis this assertion is being made. The commitment and capacity of the University to manage the B Health Sc (Mental Health) course is amply demonstrated by its success in graduating students over a 10 year period. The course is resourced at a higher level than other courses offered by the University, in that addition funding is supplied by OATSIH above that based on the standard staffing formula.
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There were many significant stakeholders who called for the program to be relocated to another university/academic institute where it was perceived that it would be more valued, supported and further developed to its true potential. If the program is to remain with CSU then there would be a need for the following changes:
Re-negotiate and strengthen contractual arrangements between the Commonwealth funder and CSU to ensure the program’s viability

CSU Response:

This issue will be addressed by CSU submitting a new funding submission to OATSIH by the end of July 2006.

Clarify CSU’s responsibilities for resourcing the program appropriately

CSU Response:

This is addressed in an earlier Section.

Develop clear strategic direction for the program

CSU Response:

In providing strategic direction for the program, it is important to distinguish the two components:
The Bachelor of Health Science (Mental Health) course – strategic direction for the course curriculum is provided by the regular five year Course Review process (common to all CSU courses), where all aspects of the offering of the course are exhaustively reviewed. The next such review will occur in late 2007;

The OATSIH funded enhancement of the course, which supplies additional student support and allows for the development of the course in terms of curriculum, clinical placements, articulation pathways, professional pathways, industry partners and professional recognition. A detailed strategic direction for this component will form a major part of the coming funding submission to OATSIH; in summary this will include proposals for enhanced mentoring and clinical placement arrangements for students, together with proposals to build articulation pathways and professional recognition of graduates from the course.

CSU would need to become more accountable and involved in the program

CSU Response:

The University finds this to be a strange statement, in that our involvement and accountability is demonstrated by our success in running the course for over 10 years.
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Increase collegial support and commitment towards the program

CSU Response:

With the proposed relocation of the course into the new School of Nursing and Midwifery in 2007, there will be enhanced interaction with staff from the other

Indigenous Health course at CSU, as well as with other mental health academic staff; this is discussed in more detail below.

Engage more meaningfully with Djirruwang’s Indigenous academic staff and its students

CSU Response:

The University has a commitment to interact strongly with all of our academic staff and students, which we intend to maintain and enhance in the future.

It may also be better to relocate the program out of the School of Clinical Sciences and in with other Indigenous Studies Programs if this was possible and to the advantage of the program

CSU Response:

The only other course offered from CSU that caters specifically for Indigenous students is the Bachelor of Health Science (Community and Public Health) course offered from the Dubbo campus from the School of Nursing and Health Science. With the proposed Faculty restructure currently taking place at CSU, the School of Clinical Sciences will be disestablished on 1 January 2007 and it is proposed that the Djirruwang program will be relocated into a new School of Nursing and Midwifery; this new School will also encompass the B Hlth Sc (Community and Public Health).

The University sees that this is an excellent outcome for both of these courses – they will maintain their health/clinical focus, yet all of the Indigenous courses will be offered from a single School. Also, with a larger pool of Mental Health academic staff contained within the new School, there will be more potential for mainstreaming of the teaching within the course and of providing greatly enhanced collegial support of the program.

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It is recommended that students wanting to do the course be assisted to gain the required standard for entry to the program prior to commencement.

CSU Response:

CSU offers the The Koori Admissions Program, which is an alternative entry program offering students the opportunity to come and stay at Charles Sturt University, attend testing and assessment sessions, find out about University life and meet with academic staff and other staff from Barraamielinga (Dubbo), Wammarra (Bathurst) and Ngungilanna (Wagga Wagga) Indigenous Support Units. In addition, there are Studylink programs available to all students, once enrolled in a CSU course. The University is committed to continuous development and improvement in these entry pathways.

Ensure a minimum standard is set for course entry that is consistent with Australia Qualifications Framework. There was a perception that ‘Industry links’ and the commitment of industry partners had seriously declined in recent years. It was noted by many key stakeholders that there was an urgent need to re-engage, consult and strengthen relationships with industry. It was perceived that Industry needed to reinvest in the program.

CSU Response:

The current admission requirements for the Bachelor of Health Science (Mental Health) course are consistent with all other CSU courses offered by the Distance Education mode - all meet the AQF standards for a Bachelor degree. In relation to industry links, the University will include in the new funding proposal a request for OATSIH funding to employ a dedicated Clinical Co-ordinator who will play a major role in maintaining strong links between the industry and the course.

Many key stakeholders noted the need for the appointment of a Clinical co-ordinator to ensure timely liaison occurs and that industry partners and Djirruwang students are adequately supported in the workplace.

CSU Response:

As set out in the preceding Section, the University intends to request OATSIH funding in the next agreement to support the employment of a Clinical Co-ordinator at the earliest possible time.

Some students and many key stakeholders called for an increase in the duration of clinical placements and improved clinical supervision during the placements

CSU Response:

The course is due for a formal academic review in late 2007. The University undertakes to review the entire clinical placement arrangements as part of this review.
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The mentoring program that had showed so much potential had not been implemented. Currently mentoring and clinical supervision provisions were perceived by some students and many stakeholders to be inadequate and in need of strengthening.

CSU Response:

The University strongly supports the need for such a mentoring program and had invested considerable resources into mentoring by employing a part-time mentoring support person. This person has organised one successful workshop for training these mentors. However, the program was discontinued because employers were reluctant to release staff to attend such unaccredited “in house” workshops.

In the coming funding submission, the University plans to request OATSIH funding to allow contracting out of the mentorship program to a recognised and accredited external training organisation to train such mentors.

The Djirruwang Certificate and Diploma exit points were perceived to: confuse industry; limit graduate employability; create vocational deficits; erodes confidence in the graduates generally and leaves employers in a quandary about what individual workers graduating at these two exit points are competent to do in the practice setting.

CSU Response:

In the experience of the University, these Certificate and Diploma points were valuable, in that they provide greater flexibility for students. Many mature-age Distance Education students find the need to postpone their study when their personal circumstances change; these exit points allow such student to exit with a qualification, and allow for subsequent recognition of prior study when they re-enter the course. The University appreciates the need for clearer distinction in relation to the relative competencies of different graduates. This is an issue that the university undertakes to review as part of the next academic review of the course in late 2007.

Many stakeholders called for a planned approach to supporting students within their own community/local workplace (to reduce the drop out rate and keep students supported and engaged in the program)

CSU Response:

CSU is committed to supporting students within their communities and workplaces. The Djirruwang Program has formed a partnership with the Greater Western Area Health Service Regular consultation takes place between the GWAHS Aboriginal Mental Health Training Coordinator and the CSU Course Coordinator. The partnership is in it early stages and an evaluation is currently taking place on the process. It is foreseen that once the evaluation is complete that similar partnerships with other area health services and communities would follow.

Aboriginal Elders play a significant role in supporting the program. Elders consulted, perceived their role could be further extended and made suggestions about the nature of the proposed involvement.

CSU Response:

The University values the support of the Wagga Wagga Aboriginal Elders has provided to the Bachelor of Health Science (Mental Health) course and the associated Djirruwang Program over many years. Such support has been mediated via the Indigenous Support Unit. This Unit has recently appointed a new manager, and communication has resumed between the Manager and Course Coordinator have taken place in relation to the role and input from Elders. It is planned for the near future to meet with the Elders to seek advice on what they see as their role and what support they can offer.

These findings should be read with the ‘ToR 9’ Table of Recommendations, p86-92.
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