In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
You will examine and apply fundamental health promotion concepts in this unit. Models of health and health promotion are identified and analysed as to their impact on the development of the health promotion discipline. In particular, determinants of health, models of sustainability and change are considered. You will examine the role of partnerships within health promotion, with a particular focus on styles of leadership within teams. Partnership and leadership skills will be developed through a small group work project. Information literacy skills are developed and integrated into the unit activities.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Phone call with non-engaged students
Some students did not participate in the class activity because they were working full-time and had no time to complete their activities
Remind students about the time commitment required to complete this unit successfully. The class activities will also be reviewed to ensure that they can be completed in a timely manner.
Feedback from Reflection
Due to the small number of enrolled students, working in groups has been a challenging task in this unit.
Consider designing a different assessment instead of asking students to complete a weekly bibliography post. Alternatively, each weekly bibliography should have some grade incentives attached to allow students to complete the activities. If there are no incentives provided, students may choose to give priority to other tasks instead of these activities.
Feedback from Reflection
The fact that only a few students are enrolled in this particular unit is a matter of concern as it could have many implications, such as limited opportunities for peer-to-peer learning, a lack of diverse perspectives in class discussions, and potentially less interaction between students and instructors. This low enrolment could also impact the unit's sustainability, and if this trend continues, it could lead to the unit being cancelled altogether.
It may be helpful to make this unit appealing to students and increase the number of students enrolled. For example, enrolment could be improved by making this unit more appealing to students by identifying the key benefits of the unit to students in other courses and communicating these benefits through effective marketing and outreach efforts. Highlighting the unit's unique strengths and advantages will increase students' enrolments, leading to greater student engagement and academic success.
- Compare and contrast various models of health and health promotion including determinants of health, models of sustainability and change
- Analyse the impact of models of health and health promotion on development of health promotion as a discipline
- Examine the role of partnerships in health promotion contexts
- Examine styles of leadership within health promotion partnerships.
- Construct an annotated bibliography in partnership with a multidisciplinary team
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 60% | |||||
| 2 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 60% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||