PUB HLTH 7083 - Public Health Practicum A (P/T)

North Terrace Campus - Semester 2 - 2017

Students are required to undertake a project whilst placed or employed in an approved public health agency. Day to day supervision will be provided by the agency, and the project must address an issue of public health significance. A logbook of activity must be kept, and the assessment is on the basis of a written project report, oral presentation, logbook entries and the supervisor's report.

  • General Course Information
    Course Details
    Course Code PUB HLTH 7083
    Course Public Health Practicum A (P/T)
    Coordinating Unit Public Health
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange N
    Course Description Students are required to undertake a project whilst placed or employed in an approved public health agency. Day to day supervision will be provided by the agency, and the project must address an issue of public health significance. A logbook of activity must be kept, and the assessment is on the basis of a written project report, oral presentation, logbook entries and the supervisor's report.
    Course Staff

    Course Coordinator: Dr Teresa Burgess

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

    Student & Program Support Services Hub
    Phone: +61 8313 0273
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Identify the roles of public health practitioners within the workplace
    2 Articulate their experience in applying public health skills and evidence based practice within the workplace
    3 Describe the functions of a specific agency and related professional groups, and the role of the public health practitioner within this context
    4 Effectively communicate their increased knowledge of a specific area of public health practice, gained through the negotiation, development and implementation of an appropriate work-based project
    5 Demonstrate enhanced skills in communicating concisely and effectively in formats appropriate to the workplace
    6 Demonstrate the development of the non-technical skills and knowledge required for effective participation in the workplace
    7 Reflect on their practice with a view to life-long honing of workplace interpersonal skills, articulation of professional skills and the active pursuit of professional development
    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)
    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
    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, 3, 4, 6, 7
    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
    Refer to coordinator
    Recommended Resources
    Online Learning
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course provides the opportunity for individually negotiated work integrated learning. In consultation with the course coordinator, the student locates a suitable workplace and supervisor, and negotiates a learning agreement regarding the placement and a proposal regarding a specific project of value to the workplace, to be undertaken during the placement.

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

    The practicum is the equivalent of two 3-unit courses, with a commitment of around 24 hours per week (or part-time equivalent). Attendance at the work place for two to three days per week is expected, with additional research, reading and preparation of reports as required under the learning agreement and project proposal. The full-time practicum may be compressed to allow full time attendance at the workplace if this better suits the student and the workplace. Part-time enrolment allows for a longer placement of fewer hours per week.
    Learning Activities Summary
    Learning activities are specific to the student and workplace, but the following activities are common to all Practicums.





    Orientation to the organisation

    Explanation of work policies, procedures and expectations

    Access to resources such as a computer workstation


    Learning agreement

    time and attendance requirements to which the students will be held accountable

    Specific skills to be developed or knowledge to be gained

    Opportunities for involvement in a diverse range of organisational activities related to public health

    proposed dates for meetings to discuss progress and ensure expectations of all parties are being met


    Project proposal

    Selection of a project of value to the organisation, suitable to the skills and anticipated development of the student

    Methodology, timelines, resources required and available (including consultants)


    Project implementation

    According to the specific requirements of the project, and in ongoing consultation with workplace supervisor and course coordinator


    Oral Presentation of project results

    Select an appropriate audience that maximises the value of the project

    Make necessary arrangements

    Design and deliver the presentation


    Project report

    Select a format that maximises value of the project

    Ensure necessary resources are available

    Complete according to negotiated timelines


    Specific Course Requirements
    Student must have the University’s insurance form signed by workplace supervisor and Head of School prior to starting placement and lodge the Learning Agreement (see Handbook) within two weeks are starting the placement. Some workplaces may have specific requirements to be met before placement, for example a police check or OHS&W online course.
    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
    Project Proposal Formative N/A 1-7
    Journal Summative 10% 1-3, 6, 7
    Oral Presentation Summative 15% 4-6
    Learning agreement / Workplace supervisor feedback Summative 15% 1-7
    Project report Summative 60% 1-7
    Assessment Related Requirements
    Assessment Detail
    The journal documents progress towards fulfilment of the learning agreement, including documenting activities undertaken, problems encountered and skills developed, in addition to reflection on the role of the public health practitioner in the specific context, and self-reflection regarding the learning that is occurring and future professional development requirements.

    Oral presentation
    A brief (15 minute) presentation regarding the results of the workplace project shall be delivered to an appropriate audience: this may be a group within the workplace, a public health (or other) conference, or a group of peers and academics at the University.

    Learning agreement/Workplace supervisor report
    The learning agreement is individually designed for the perceived learning needs of the student, and the potential provided by the placement, following the guidelines in the Handbook, and signed by the student, workplace supervisor and course coordinator. The workplace supervisor will discuss progress with the student at least once around the midpoint of the placement, and complete the supervisor’s report in consultation with the student.

    Project report
    The project report may be presented in standard format as per the Handbook (Title page, Executive Summary, Introduction, Background/Literature Review, Methodology, Results, Discussion, Conclusion/Recommendations) or in another format as appropriate to the topic and the workplace (eg training manual, journal article, literature review, website). There is no formal word limit, but the output from the practicum – including the project report – must be in line with a 6 unit postgraduate course. If a standard format is followed, the expectation would be of 8 – 10,000 words.
    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.

    Grade Descriptors


    High Distinction






    General description

    Outstanding or exceptional work in terms of understanding, interpretation and presentation

    A very high standard of work which demonstrates originality and insight

    Demonstrates a high level of understanding and presentation and a degree of originality and insight

    Satisfies the minimum


    Fails to satisfy the

    minimum requirements


    Strong evidence of independent reading beyond core texts and materials

    Evidence of reading beyond core texts and materials

    Thorough understanding of core texts and materials

    Evidence of having read

    core texts and materials


    Very little evidence of

     having read any of the

    core texts and materials

    Knowledge of topic

    Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline

    Evidence of an awareness and understanding of deeper and more subtle aspects of the topic

    Sound knowledge of principles and concepts

    Knowledge of principles and concepts at least adequate to communicate intelligently in the topic and to serve as a basis for further study

    Scant knowledge of

    principles and concepts 

    Articulation of argument

    Demonstrates imagination or flair.  Demonstrates originality and independent thought

    Evidence of imagination or flair.  Evidence of originality and independent thought

    Well-reasoned argument based on broad evidence

    Sound argument based on evidence

    Very little evidence of

    ability to construct

    coherent argument

    Analytical and evaluative skills

    Highly developed analytical and evaluative skills

    Clear evidence of analytical and evaluative skills

    Evidence of analytical and evaluative skills

    Some evidence of analytical and evaluative skills

    Very little evidence of

     analytical and

    evaluative skills

    Problem solving

    Ability to solve very challenging problems

    Ability to solve non-routine problems

    Ability to use and apply fundamental concepts and skills

    Adequate problem-solving skills

    Very little evidence of problem-solving skills

    Expression and presentation appropriate to the discipline

    Highly developed skills in expression and presentation.

    Well developed skills in expression and presentation.

    Good skills in expression and presentation.  Accurate and consistent acknowledgement of sources.

    Adequate skills in expression and presentation

    Rudimentary skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources.

    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.

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