PUB HLTH 7092 - Health Systems, Systems Thinking & Advocacy for Change

North Terrace Campus - Summer - 2021

This course is structured into three linked modules: 1) A broad overview of health systems; 2) Systems thinking and political science and 3) Advocacy in the public health context. 1) A broad overview of health systems examines the foundations of health systems, exploring how they are structured, why they function in the way they do and the different types of health systems that have evolved over time. The course will focus on the Australian healthcare system, with a specific focus on public health, prevention and health promotion and will compare and contrast the Australian health system with a variety of international health systems. 2) Systems thinking and political science provides students with an introduction to systems thinking and complexity theory. Systems thinking is an emerging core skill in public health and students will explore the role of political science and how systems thinking can impact on developing policy and support systems to change by moving from a silo-ed structure to a more integrated system, which considers social and public health impacts. 3) Advocacy in the public health context brings the health systems and systems thinking concepts together to apply them to drive change for public health. Advocacy occurs at the policy and government level, organisational levels and with the community, in grass roots advocacy. Students will learn the fundamentals of advocacy including the role of advocacy in federal and state policy development and political debate. They will explore leadership in advocacy, and focus on learning practical skills such as communication, negotiation and diplomacy. Each module includes a particular focus on Aboriginal and Torres Strait Islander issues; a series of practical exercises and guest speakers who will focus on their experience of integrating theory and practice in navigating and managing a variety of systems and advocating at all levels.

  • General Course Information
    Course Details
    Course Code PUB HLTH 7092
    Course Health Systems, Systems Thinking & Advocacy for Change
    Coordinating Unit Public Health
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange Y
    Assumed Knowledge PUB HLTH 7075, PUB HLTH 7093, PUB HLTH 7091, PUB HLTH 7090
    Course Description This course is structured into three linked modules: 1) A broad overview of health systems; 2) Systems thinking and political science and 3) Advocacy in the public health context.
    1) A broad overview of health systems examines the foundations of health systems, exploring how they are structured, why they function in the way they do and the different types of health systems that have evolved over time. The course will focus on the Australian healthcare system, with a specific focus on public health, prevention and health promotion and will compare and contrast the Australian health system with a variety of international health systems.
    2) Systems thinking and political science provides students with an introduction to systems thinking and complexity theory. Systems thinking is an emerging core skill in public health and students will explore the role of political science and how systems thinking can impact on developing policy and support systems to change by moving from a silo-ed structure to a more integrated system, which considers social and public health impacts.
    3) Advocacy in the public health context brings the health systems and systems thinking concepts together to apply them to drive change for public health. Advocacy occurs at the policy and government level, organisational levels and with the community, in grass roots advocacy. Students will learn the fundamentals of advocacy including the role of advocacy in federal and state policy development and political debate. They will explore leadership in advocacy, and focus on learning practical skills such as communication, negotiation and diplomacy.
    Each module includes a particular focus on Aboriginal and Torres Strait Islander issues; a series of practical exercises and guest speakers who will focus on their experience of integrating theory and practice in navigating and managing a variety of systems and advocating at all levels.
    Course Staff

    Course Coordinator: Professor Caroline Laurence

    Course Coordinator: Prof Caroline Laurence

    Phone: 8313 4951
    Email: caroline.laurence@adelaide.edu.au
    Location: Level 9, Adelaide Health and Medical Sciences Building

    Course Co-cordinator: Dr Emma Muhlack
    Phone:  8313 1329
    Email: emma.muhlack@adelaide.edu.au
    Location: Level 9, Adelaide Health and Medical Sciences Building


    Course Timetable

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

    Timetable details are located on MyUni.
  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    Demonstrate an understanding of the building blocks of health systems and describe how these are translated into the health systems of different countries.

    Demonstrate an understanding of how the principles of systems thinking and complexity science can be adapted to inform system functioning, facilitate multi-sectoral collaboration, drive change and successfully implement public health programs.

    Demonstrate an understanding of the core principles of advocacy and demonstrate how they can be applied at various levels, including in government, in different organisations and at a community level

    Effectively present accurate demographic, statistical, programmatic, and scientific information for policy makers, lay audiences and the media

    Identify how advocacy principles can be used to identify policy options that should be targets for advocacy

    6. 

    Demonstrate an ability to apply effective leadership, communication, political science and negotiation strategies in an advocacy context

    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)
    1-6
    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
    1-6
    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
    4, 5, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5,6
    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
    1-6
    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
    6
  • Learning Resources
    Required Resources
    There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.



    Recommended Resources
    Resources will be provided via MyUni where required
    Online Learning
    This course is presented in DUAL mode

    Lectures for both modes will be online via MyUni

    For online students, most activities, worksheets, discussions etc will be available though MyUni however there will also be a number of zoom sessions throughout the course as well

    MyUni is also the prime means of communication between students and lecturers
  • Learning & Teaching Activities
    Learning & Teaching Modes

    This course is offered in DUAL mode with all lectures provided on line.

    Tutorials, guest speakers and practical activities will be offered face to face in intensive mode in the Summer Semester for those students able to attend. (Note that this is dependent on any COVID safety guidelines at the time)

    For those who are undertaking the remote option, tutorials and practical activities will be provided online and worksheets can be uploaded via MyUni.

    Participation in the Discussion Board weekly is also a requirement 

    Guest speakers will present to the face to face class but all sessions will be recorded.

    If any online students have specific questions for the speakers, provision will be made for guest speakers to receive the query via email and to respond

    Group functions of MyUni will be used to facilitate the completion of the group project.

    Workload

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

    This course is offered in Dual mode, in both an intensive mode and in online mode
    Learning Activities Summary
    This course consists of 3 modules, with associated practical activities:

    Module 1: A broad overview of the health Australian health system which is contrasted with health systems in other countries

    Module 2: Systems thinking and political science

    Module 3: Advocacy in the public health context


    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    N/A
  • 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

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    Short answer Quiz

    Summative

    20%

    1

    Essay

    Summative

    30%

    1,2, 4

    Advocacy campaign plan

    Summative

    30%

    3, 4, 5, 6

    Group project

    Summative

    20%

    1,4

    Assessment Related Requirements
    N/A
    Assessment Detail
    1. Short Answer Quiz on Health Systems

    2. Essay: (approximately 2,000 words).
    Students will identify a complex public health issue (either in Australia or in another country to be agreed with the Course Co-ordinator), and examine how systems thinking can help public health practitioners to identify the broader systems issues associated with this problem, why it is considered complex and how systems thinking could be used to address the problem.

    3 Advocacy campaign plan:
    Students will choose a topic of public health importance that you believe is suitable for advocacy. The plan should:
    · Identify a policy option suitable for advocacy and a rationale for the choice (approximately 500 words)
    · Specify the goals, tactics and partners (approximately 1000 words)
    · Explain how the campaign will be evaluated (approximately 500 words)

    4. Group project:
    Students will choose a country and develop a presentation on the structure and functioning of that health system, with a particular focus on the role of public health and disease prevention.
    Submission
    Extensions
    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.

    Resubmission
    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.
    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.

    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 (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.

    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.

    The School of Public Health greatly values the feedback we receive from our students as it helps us to continuously improve our courses, so we encourage all of our students to complete SELTs regularly for every course.


  • Student Support
  • Policies & Guidelines
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    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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