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Poster PresentationsFootprints 1 – Awareness and Footprints 2 – HealthMs Clair AndersenRiawunna Centre, University of TasmaniaAbstractGraduating culturally competent students:This presentation will enable participants to explore two new online resources which have been developed atthe University of Tasmania (UTAS) to progress this important work.Footprints is a cross-disciplinary project involving representatives from health disciplines and AboriginalStudies. The resources address the need for cultural awareness by various medical practitioners and providetraining for student practitioners.The program builds cultural competence through knowledge and understanding of Aboriginal cultureincluding historical and contemporary experiences; reflection on personal values and attitudes and those ofthe profession; and development of culturally appropriate skills and strategies. There are four components tothe program culminating in the production of a portfolio demonstrating Indigenous cultural understandings.The program is required to address the deficit in knowledge and understanding Australian Indigenoushistories, societies and cultures by all Faculty of Health Science students. It is aimed at building culturalunderstandings and primary health care knowledges.Footprints 1 – Awareness prepares students with an introduction to historical and contemporary Indigenousissues over a semester, with self directed and facilitator – led learning activities. While Footprints 2 – Healthhas been specifically designed for nursing students, and the development of Footprints Education hascommenced for education students.Presenter: Ms Clair AndersenClair has Yanuwa and Gunggalida clan connections in the Gulf country of NorthernAustralia. She began her education in the Northern Territory before continuingschooling in Tasmania, where she completed high school and a Bachelor of Educationat UTAS. Currently, Clair is Director of the Riawunna Centre at the University ofTasmania and her research interests are in improving education and training pathwaysfor Aboriginal and Torres Strait Islander students, and the development of appropriatelearning resources.59