PUB HLTH 3124 - Health Promotion III
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code PUB HLTH 3124 Course Health Promotion III Coordinating Unit Public Health Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites PUB HLTH 2005 & PUB HLTH 2200 or PUB HLTH 2100 & Pub Hlth 2200 Assumed Knowledge PUB HLTH 1002 & PUB HLTH 1001 Course Description Health Promotion III is the required specialist course for a major in Health Promotion. It builds on Social Foundations of Health II to develop students' understanding of health promotion at individual, group, community and mational levels, as well as their critical thinking around the social determinants of health approaches to health interventions. 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 and principles in health promotion, and of contemporary challenges in the practice of health promotion.
Course Coordinator: Dr Teresa Burgess
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 review and critique major approaches to health promotion (e.g. policy, behaviour change, community engagement, advocacy and social marketing) 2 critically explain the historical, social and political context of major health promotion programs and theories, including the Ottawa Charter 3 apply major approaches to health promotion policy and theory to contemporary public health issues such as alcohol consumption, problem gambling and obesity 4 critically assess the applicability of major health promotion theories and strategies in vulnerable communities, including persons of low SES, Indigenous Australians and refugees 5 identify and describe the key challenges facing health promotion programs in both developed and developing country contexts 6 explain and demonstrate the importance of research and evaluation in health promotion theory and practice
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-6 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 3-6 Skills of a high order in interpersonal understanding, teamwork and communication. 4-6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-6
The textbook for this course is: Fleming, M & Parker, E (2007) Health Promotion: Principles and Practice in the Australian Context. 3rd Edition. Crows Nest: Allen and Unwin
Recommended ResourcesStudents will have access to a series of readings which will be made available electronically through MyUni.
There are some core resources that will help you understand health promotion and to which you will need to refer when you are doing your assignments. They are available freely on the internet:
The Ottawa Charter for Health Promotion:
The Health Promotion Emblem:
The Health Promotion Glossary and New Terms for the Health Promotion Glossary:
All written assignments will be submitted electronically through TURNITIN.
All referencing for assignments should use the Vancouver Referencing System. Detailed examples of this can be found at:
http://www.library.uq.edu.au/training/citation/vancouv.pdf (accessed 12/11/13)
The course will draw on online learning resources such as relevant recorded lectured from local teaching staff and externally – e.g. TED talks and You Tube recordings. These will be coordinated and made accessible to students through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesWeekly two hour seminars: will be used to ‘anchor’ the learning of the class, to clarify core concepts, explore relationships between the material covered and to work through examples of concepts.
Seminars will include a mix of guest speakers with expertise in specific health promotion issues, theoretical approaches or workplace settings.
Weekly one hour tutorials: will give students the opportunity to apply the concepts covered in seminars and online learning to engage in group activities and discussion
Seminars and tutorials will be supported by online learning activities, including a number of “flipped classroom” sessions. These will be supported by relevant readings and to introduce core concepts, which will be applied and discussed in the face to face classes.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Teaching in Health Promotion III begins with the assumption that students are active participants in the learning process, rather than passive recipients of information. We assume that you are willing and able to prepare fully for classes, to participate in discussions and to carry your share of the workload.
Students are expected to attend all sessions and attendance sheets will be kept.
As a general rule, in any university course you will need to allow a minimum of three independent hours of study for every hour undertaken in formal class work contact. This means that, for Health Promotion II, you will have to set aside at least a further 9 hours/week for reading around topics, preparation for class activities and work on assignments.
You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full time and studying full time.
Learning Activities Summary
Week Topic Lecture Week 1 Heallth Promotion
Background and Theory
Introduction to Health Promotion III
Public Health, Primary Health Care and
What is Health Promotion? (Panel)
Week 2 Heallth Promotion Background and Theory Why health promotion?
Preventing disease and promoting health: the
politics of prevention in Australia and internationally
Week 3 Health and Human Behaviour Health and human behaviour: theories and models
Individuals, groups and populations
Week 4 Health and Human Behaviour What is evidence based health promotion?
Community based approaches
Week 5 Health and Human Behaviour Health promotion settings
Examples of different HP settings (Panel)
Week 6 Health and Human Behaviour Advocacy/Health literacy
HP in vulnerable populations (Panel)
Week 7 Planning Implementation and Evaluation Planning and implementing your program
Program planning models
Week 8 Planning Implementation and Evaluation Evaluation concepts, design and methods
Dissemination of evaluation results
Week 9 Health Promotion in Practice Current controversies and challenges in HP
Groups: designing questions for the panel
Week 10 Health Promotion in Practice Health in All Policies (Guest speaker)
Expert health promotion panel Q & A
Week 11 Health Promotion in Practice Future options and opportunities in HP
Oral and written communication in HP
Week 12 Health Promotion in Practice Core Competencies for Health Promotion
Developing, funding and managing HP programs:
the role of Medicare Locals, NGO’s and
state governments (Panel)
Specific Course RequirementsN/A
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 Assignment 1: Essay Summative 20% 1, 2, 4 Assignment 2: Health Promotion Plan Summative 35% 1-5 Group Work Summative 10% 3-5 Assignment 3: Final Report Summative 35% 1-6
Assessment Related RequirementsStudents are expected to attend and participate in all classes; attendance sheets will be kept.
Assessment DetailAll assessment tasks are designed to enable students to develop an in-depth understanding of key health promotion priorities and to critically evaluate contemporary and historical responses to these, especially in a local context.
Students will work throughout the semester on a single topic chosen from a specific health issue (eg obesity, alcohol) or population (farm workers, young CALD [culturally and linguistically diverse] mothers) or a setting (workplace, school) or a combination. The student’s final report will incorporate summaries of the earlier assessment tasks with modification or reflection based on the feedback they received. All assessment tasks will be guided by a marking rubric to accommodate variability in the topics and approaches each student will have chosen to focus on.
Assignment 1 (20%): 1500 word essay describing and critiquing major approaches to health promotion related to a specific condition, population or setting
Assignment 2: (35%) Health Promotion Program Plan 2000 – 2,500 words. Students will describe the evidence based approaches that could be implemented to address the health promotion issue they have identified. They should include consideration of alignment with strategic health priorities, Aboriginal and Torres Strait Islander relevance and impact, equity issues, community partnership and engagement as well as communication and evaluation of the proposed program.
Group Assignment: (10%) Each group will develop a series of questions to be asked of the expert panels. Questions should be based on an understanding of health promotion theory and contemporary challenges in health promotion. Students will self and peer assess their participation in the group process
Assignment 3: (35%) A 2500 word report which brings together learning throughout the semester. Following a brief summary of the findings of Assignments 1 (description and critique of major approaches) and 2 (proposed Health Promotion program plan) in relation to the chosen issue/population/setting and which incorporates modifications on the basis of feedback received, students will reflect on their plan in the context of current policy and program approaches. This will include an analysis of current challenges and an outline of potential new strategies to address these challenges.
SubmissionAssignments will be submitted via MyUni, using Turnitin. Instructions about how to lodge assignments will be provided in the course
Assignments will be due at 11.59pm on the due date (a Friday), with an automatic extension until 11.59pm on the Sunday night following the due date. Assignments submitted at/after 12.00am (midnight) on the Sunday night will be considered late. Students should allow sufficient time before the deadline to allow for potential electronic issues.
When assignments are submitted successfully, students will receive an email acknowledging receipt of submission via Turnitin. Please check that you have received this email. We may ask for evidence that you have received this if there is a problem with your submission.
Students should retain a printed and electronic copy of the assignment submitted.
No assignment will be accepted by mail, e-mail or fax without prior written agreement from the Course Co-ordinator.
Assignments that are received by the due date will be marked and returned, with feedback, within 2-3 weeks. Re-submission will not normally be considered.
Marks will be deducted when an assignment for which no extension has been granted is handed in late. The procedure is as follows:
All assignments, including those handed in late, will be assessed on their merits;
For late assignments, marks will then be deducted from the mark awarded, at the rate of 5 percentage points of the total possible per day (including both weekend days).
The Discipline reserves the right to refuse to accept an assignment that is more than 7 days late.
Extension must be requested on the last working day before an assignment is due, from the Module or Course Co-ordinator.
Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.
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.
Final results for this course will be made available through Access Adelaide.Additional assessments on medical, compassionate or a mix of medical and compassionate grounds are available to eligible students who have a Fail grade, or any pass grade up to Distinction level, if it is considered that the impairment suffered was sufficient to prevent the student from achieving a higher grade.
Students who achieve a mark in the range of 45-49% may be offered a replacement or additional assessment. This is discretionary, and will depend on students having attempted all assessments.
Details and application forms for additional assessments are available on the Examinations Website, at http://www.adelaide.edu.au/student/exams/. Students who wish to apply for an additional assessment on medical or compassionate grounds must apply through their School or Faculty within 7 days of the occurrence of the condition or circumstances
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Students are reminded that plagiarism constitutes a serious offence and can result in disciplinary procedures and are advised to read the academic honesty policy.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Points to remember include:
Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the Discipline).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning. Please note changing just a few words does not constitute paraphrasing and will be considered plagiarism if not appropriately referenced.
If you submit work which includes direct quotes without attribution you will fail your assignment and are likely to be subject to disciplinary procedures.
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.