PUB HLTH 3124 - Health Promotion III
North Terrace Campus - Semester 1 - 2022
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 2200 Assumed Knowledge 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 national 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 Afzal MahmoodPhone: +61 8313 3586
Location: AHMS, Level 9
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
The recommended textbooks for this course are:
Mary Louise Fleming & Elizabeth Parker (2020) Health Promotion: Principles and Practice in the Australian Context. 3rd Edition. Taylor & Francis Group.
Egger G, Spark R, Donovan R (2013) Health Promotion Strategies and Methods. 3rd Edition. McGraw Hill
Recommended ResourcesStudents will have access to a series of readings which will be made available electronically through MyUni.
Online LearningThe 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 Modes
Weekly three hour learning sessions will include a lecture and a workshop to clarify core concepts, explore relationships between the material covered and to work through examples of concepts and interactive small group activities and discussion to give students the opportunity to apply the concepts covered in seminars and online learning.
Workshops will include a mix of guest speakers with expertise in specific health promotion issues, theoretical approaches or workplace settings.
Workshops will be supported by online learning activities and relevant readings 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 III, 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 SummaryThe course is divided into 4 modules:
1. Health Promotion: Background, theory and approaches
2. Health and human behaviour
3. Planning, implementation and evaluation
4. Health promotion in practice
Specific Course RequirementsN/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 Task Type Weighting Learning Outcome Quizzes Summative 10% 2, 3, 4 Assignment 1 Summative 35% 1, 2, 4 Assignment 2 Summative 35% 1-6 Group Assignment Summative 20% 1-6
Assessment Related RequirementsStudents are expected to attend and participate in all classes; attendance sheets will be kept.
Assessment DetailQuiz (10%): Students will be required to complete a quiz (multiple choice). The questions will test knowledge about health
promotion and disease prevention frameworks, health education and behaviour change theories, and factors that influence
effective implementation of health promotion programs.
Assignment 1 (35%): 2000-2500 word essay. In the first part of this essay, the students will describe and critique major approaches
to health promotion related to a specific condition for a one particular population. For the second part of this essay, the students
will describe the evidence based approaches that could be implemented to address the health 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: (20%) Each group will develop a project to improve knowledge of a community for its member to take health
promoting actions for a priority health issue and address social and organisational context that impact on health promotion
initiatives with reference to that selected health issue. As part of this exercise, the groups will develop 3 conceptual questions about
application of the planned actions. Students will self and peer assess their participation in the group process
Assignment 2: (35%) A 2500 word report which brings together learning throughout the semester. Following a brief summary of the
findings of Assignment 1, students will reflect on their plan considering current policy and program approaches. This will include an
analysis of current challenges and potential new strategies to address them.
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. 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.
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.To improve course organisation, the one 3-hour session was divided into two (2 hr workshop and 1 hr lecture) sessions. A session is planned where feedback is provided on a few draft assignments to provide further guidance to complete the assignment.
- 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.
- 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
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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