PUB HLTH 7084 - Public Health Practicum B (P/T)
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code PUB HLTH 7084 Course Public Health Practicum B (P/T) Coordinating Unit Public Health Term Semester 1 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 Coordinator: Dr Teresa Burgess
The full timetable of all activities for this course can be accessed from Course Planner.
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)
1-5 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
2-7 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
5-7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4-6 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
Required ResourcesRefer to coordinator
Learning & Teaching Activities
Learning & Teaching ModesThis 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
Topic Description 1 Orientation Orientation to the organisation
Explanation of work policies, procedures and expectations
Access to resources such as a computer workstation
2 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 enure expectations are being met
3 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)
4 Project implementation According to the specific requirements of the project, and in ongoing consultation with workplace supervisor and course coordinator 5 Oral Presentation of project results Select and appropriate audience that maximises the value of the project
Make necessary arrangements
Design and deliver the presentation
6 Project report Select a format that maximises value of the project
Ensure necessary resources are available Complete according to negotiated timelines
Specific Course RequirementsStudent 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 ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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 RequirementsN/A
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.
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.
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.
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 <https://www.adelaide.edu.au/student/grievance/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.
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.
High Distinction Distinction Credit Pass Fail 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 requirements Fails to satisfy
the minimum requirements
Reading 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
any of the
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
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 acknowledge-ment of sources. Adequate skills in expression and presentation Rudimentary skills in expression and presentation. Inaccurate and inconsistent acknowledge
-ment of sources.
Final results for this course will be made available through Access Adelaide.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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