PUB HLTH 7076 - Health Policy and Public Health Interventions

North Terrace Campus - Winter - 2016

Welcome to Health Policy and Public Health Interventions. We hope you will enjoy this course which is designed to provide students with an in depth understanding of health policies and their development, implementation and analysis, and of public health interventions at population, community and individual levels. The course provides both a theoretical basis and a practical focus in order to prepare students for employment or further study. It aims to build students? understanding of key theoretical concepts, principles and practice and contemporary challenges in public health and health promotion practice.

  • General Course Information
    Course Details
    Course Code PUB HLTH 7076
    Course Health Policy and Public Health Interventions
    Coordinating Unit Public Health
    Term Winter
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive short course of 42 hours
    Available for Study Abroad and Exchange N
    Assessment Quizzes, group work and assignments
    Course Staff

    Course Coordinator: Dr Teresa Burgess

    Course Coordinator: Associate Professor Lester Wright
    Phone: +61 8313 0944
    Location: Room 813, Hughes Building

    Course Coordinator: Teresa Burgess
    Phone: +61 8313 3468
    Email: Level 7, 178 North Terrace

    Learning and Teaching Team
    Phone: +61 8313 4637
    Location: Level 7, 178 North Terrace

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Understand current public health issues and controversies and critique the different public policy responses to them both within Australia and internationally
    2 Understand and apply different theoretical frameworks to the analysis of national and international health policies
    3 Review and critique the policies and strategies associated with current, specific public health interventions
    4 Apply relevant theories to the analysis of a specific public health problem and assess how the problem is currently being addressed
    5 Develop a public health intervention plan for a specific public health problem integrating the principles of the Ottawa Charter for Health Promotion
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 4, 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 3, 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 4, 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    There is no recommended textbook for this course.
    Recommended Resources
    A range of useful readings can be found on MyUni.
    Online Learning
    Public Health makes lecture notes and other teaching aids available electronically to students, through MyUni.

    MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is:
    Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying. For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
    The Helpdesk is available for extended hours during the week or through voicemail.
    Phone: (08) 8303 3000

    MyUni purposes:
    Accessing announcements about changes in scheduling, course information etc.
    Accessing lecture notes both in pdf format and, if recording is possible in the allocated lecture theatre, in audiofile format.
    Posting questions. You are encouraged to post queries on the discussion board in addition to emailing course coordinator the questions of an academic nature (e.g., about assignments).
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course lectures provide factual information, introduce public health concepts and provide an opportunity to the class for  discussing the concepts in an interactive lecture setting. Lectures are supported by group work for discussing and practicing planning  interventions for selected public health issues. Assignments provide an opportunity to undertake in depth analysis of some key  concepts of the course.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The intensive course requires 42 hours of contact time (lectures, discussion, and exercises). Additionally, time is needed for self-study: it is estimated that about eight hours per week of private study are required about a week before, during and for about five weeks after the six day intensive course to fully comprehend the concepts introduced through lectures, and to complete the assignment and prepare for the presentations.
    Learning Activities Summary
    This course is divided into 3 modules which are undertaken over a six day period.

    Module 1: Health Policy and Systems. This module looks at the intersections between public health, health policy and developing healthy public policies. Topics covered include: the ethics of public health policy making; the policy cycle; analysing policy; analysing  a national health care system and access, quality and cost.

    Module 2: Public Health in Action: This module revisits key aspects of population health including communicable and non-communicable  disease and surveillance, prevention & control of infectious disease. It explores the principles and frameworks  underlying prevention and health promotion, including social and behavioural change for health promotion and health promotion  approaches as well as the planning, implementation and evaluation of health programs.

    Module 3: Contemporary issues and challenges in public health policy and practice. This module explores a variety of issues and  challenges facing public health policy makers and practitioners today in including: Health in All Policies, health literacy, new and  emerging diseases (both communicable and non-communicable); the implications of the ageing population for public health and health  promotion, health promoting palliative care and how to address the growing burden of mental illness.
    Specific Course Requirements
    Small Group Discovery Experience
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Quiz 1 Summative/Formative 5% 1, 2, 4
    Quiz 2 Summative/Formative 5% 1, 2, 4
    Group exercises Summative 15% 1-5
    Assignment 1 Summative 35% 1, 4, 5
    Assignment 2 Summative 40% 1-3
    Assessment Related Requirements
    Assessment Detail
    Quizzes 1 & 2. (5% each) Quizzes occur at the completion of Modules 1 and 2 The students will complete two line short  answer/multiple choice question quizzes, which will test the knowledge gained at the lectures. Each of the quiz’ carries 5% of  marks.

    Group Participation Exercises x 3 (5% each). Three group participation exercises (one in each module) will be undertaken during  classes.

    Assignment 1:Interventions Essay.  2,500 words (35%).
    Students are asked to select a health issue, which is of public health importance in a country of their choice, and identify the public health program that is being implemented to promote health with regard to the issue selected. Students should review and critique  the selected public health intervention. The essay should highlight promotion, prevention and health protection actions if any.

    Health Policy Paper. 3000 words. (40%) Students are asked to prepare a research paper on one issue in public health policy. The paper must demonstrate HOW YOU REACH A POSITION on a public health policy issue. The paper must start with identification of a specific, real-world dilemma and then discuss the history of the debate over the issue. Students must offer at least three (3)  alternative responses; identify arguments used to support various positions held on the issue, and demonstrate the factors which were considered and process used to reach a position on the issue.
    All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be provided at the time a student requests an extension.  Without documentation, extensions will not be granted.  Late requests for extension will neither be accepted nor acknowledged.

    Only the Course Co-ordinator(s) may grant extensions.

    Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission
    Marks will be deducted when assignments for which no extension has been granted are handed in late.

    All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

    Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

    Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the  date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and  will only be permitted for the most compelling of reasons.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    The following assessment standards used within the Discipline of Public Health will be used to mark assignments. Assignments near the margins (for example, 63% or 76%) will have some of the characteristics of those in the adjoining categories.

    High Distinction (85%+) work maintains a level of excellence throughout, and shows ability to interpret data and originality in realising assessment criteria

    Distinction (75-84%) work realises assessment criteria fully and completely, shows overall excellence, and demonstrates some originality and creativity.

    Credit (65-74%) work realises assessment criteria adequately, demonstrates overall competence, but contains a few, relatively minor, errors or flaws. A credit paper may show great interpretative ability and originality, but those qualities don’t make up for poor or careless writing. A credit paper often looks and reads like a next-to-final draft.

    Pass (50-64%) work fails to realise a few elements of assessment criteria and contains a few, relatively serious, errors or flaws, or many minor ones. A pass paper often looks and reads like a first or second draft.

    Fail (<50%) work fails to realise several elements of assessment criteria adequately, and contains many serious errors or flaws, and usually many minor ones as well. A fail paper usually looks and reads like a first draft.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.