Overview
This unit will advance your knowledge of health promotion related to the enhancement of healthy ageing outcomes. You will gain a greater understanding of the theories of health promotion and their influence on contemporary policy and practice. You will critically appraise existing health promotion strategies to assess their adequacy to empower and enhance well-being in older people. Evidence-based research will be applied to judge the suitability of public health interventions and social marketing to influence and maximise quality of life. You will formulate recommendations to improve health promotion theories, strategies and interventions.
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 1 - 2018
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 Postgraduate 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.
- Evaluate the relevance of health promotion theory to healthy ageing
- Evaluate the suitability of a current health promotion strategy to meet the needs of older people using evidence-based research
- Assess a current health promotion campaign related to healthy ageing and devise a health promotion plan to optimise well-being in older people.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - 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 | |
| 1 - Written Assessment - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.holt2@cqu.edu.au
Module/Topic
Welcome to HAGE 20005!
Chapter
Events and Submissions/Topic
Refer to Moodle site. Read introductory information.
Review Assessment requirements. Begin planning for Assessment 1.
Module/Topic
Module 1 - Introduction to Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Begin Module 1 activities.
Begin planning for Assessment 1.
Module/Topic
Module 1 - Introduction to Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Begin Module 1 activities.
Begin preparing for Assessment 1.
Module/Topic
Module 1 - Introduction to Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 1 activities.
Continue working on Assessment 1.
Module/Topic
Module 2 - Health Promotion and Older populations
Chapter
Events and Submissions/Topic
Refer to Moodle site. Begin Module 2 activities.
Finalise Assessment 1.
Module/Topic
Take a well earned break!
Chapter
Events and Submissions/Topic
Take a well earned break!
Module/Topic
Module 2 - Health Promotion and Older populations
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 2 activities.
Week 6 - Assessment 1 due!
Written Report: (A) Health Education and Healthy Ageing Due: Week 6 Friday (20 Apr 2018) 11:45 pm AEST
Module/Topic
Module 2 - Health Promotion and Older populations
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 2 activities.
Module/Topic
Module 3 - Healthy Ageing Policy and Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Begin Module 3 activities.
Begin preparing for Assessment 2.
Module/Topic
Module 3 - Healthy Ageing Policy and Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 3 activities.
Begin preparing for Assessment 2.
Module/Topic
Module 3 - Healthy Ageing Policy and Health Promotion
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 3 activities.
Continue preparing for Assessment 2.
Module/Topic
Module 4 - Health Promotion and Ageing in the context of Professional Practice
Chapter
Events and Submissions/Topic
Refer to Moodle site. Begin Module 4 activities.
Finalise Assessment 2.
Module/Topic
Module 4 - Module 4 - Health Promotion and Ageing in the context of Professional Practice
Review and Consolidation
Chapter
Events and Submissions/Topic
Refer to Moodle site. Continue Module 4 activities.
Week 12 - Assessment 2 due!
Written Report (B) Healthy Ageing Policy Due: Week 12 Friday (1 June 2018) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Health Promotion focuses on preventing disease and ill-health, promoting health and wellbeing and prolonging life. It overwhelmingly has direct implications on quality of life and life expectancy. There are many opportunities for health promotion practice that target older people in many different settings and places.
Three key areas: (1) physical activity; (2) nutrition; along with (3) mental health and wellbeing have an overwhelming impact on how well people age, and are the ‘cornerstone’ to preventing, promoting and prolonging a high quality of life as a person ages.
Assessment 1: Written Report (A) Health Education and Healthy Ageing
For this assessment you are required to:
1.0 Choose an area of focus: Physical Activity, Nutrition or Mental Health and Wellbeing
2.0 Describe the health effects of the ‘area of focus’ in terms of risk factor reduction and as a protective factor in preventing premature mortality and morbidity in older people. Be sure to address how it improves health outcomes at a population -level too.
3.0 Primary Prevention - Choose a community-based health promotion program that targets older people. In this section you should describe ONE program based on your area of focus (physical activity, nutrition or mental health and wellbeing) that has been used to prevent a health issue in older people. It must be based on a ‘health education’ approach that aims to improve the health and wellbeing of older people. Find a specific program that has been implemented and evaluated (i.e. has been tested to see if it has been successful in some way). You may use government or organisational websites for this section. Describe the features of the program and what impact it has on the health of older people in terms of reducing premature mortality and morbidity.
4.0 Select ONE of the ‘Action Areas’ from the Ottawa Charter (WHO 1986) that aligns itself with your program to discuss (i.e. is it developing ‘personal skills’ and how?)
5.0 Conclude by reiterating why this health issue in older people needs action, in terms of population ageing and health promotion ‘action’.
Week 6 Friday (20 Apr 2018) 11:45 pm AEST
Online submission via Turnitin and Moodle
Week 8 Friday (4 May 2018)
via Moodle
| High Distinction (85-100%) | Distinction (75-84%) | Credit (65-74%) | Pass (50-64%) | Fail (<50%) |
| Structure (20%) Introduction (5%) | ||||
| Highly appropriate and relevant to content. Provides a very clear sense of what follows | Appropriate and relevant to content. Provides a very clear sense of what follows | Largely appropriate and relevant to content. Provides a very clear sense of what follows | Somewhat appropriate and relevant to content. Provides a very clear sense of what follows | Not evident and/or not appropriate |
| Conclusion (5%) | ||||
| Provides very strong sense of closure and highly appropriate | Provides sound sense of closure and appropriate | Provides sense of closure and largely appropriate | Somewhat sense of closure and somewhat appropriate | No recognizable conclusion or conclusion is inappropriate |
| Presentation (5%) | ||||
| Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear cohesive style | Well presented. Minimal spelling or grammatical errors. Well proof read. Written in a clear and easy to read style | Well presented. Some spelling or grammatical errors. Well proof read. Written in an easy to read style | Poorly presented with many spelling and/or grammatical errors. Lack of attention to detail | Many presentation errors |
| Referencing (5%) | ||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations Accurate APA referencing – no errors | Generally, integrates up-to-date references to support and reflect all ideas, factual information and quotations with 1 or 2 exceptions Accurate APA referencing – one error | Partly integrates up-to-date references to support and reflect all ideas, factual information and quotations with 3 or 4 exceptions Accurate APA referencing – two errors | Occasionally integrates up-to-date references to support and reflect all ideas, factual information and quotations with 5 or 6 exceptions Accurate APA referencing – more than two errors | Fails to (> 7 errors) or infrequent attempts to integrate up-to-date references to support and reflect all ideas, factual information and quotations Accurate APA referencing – more than two errors |
| Overview of health issue and determinants in ageing (20%) | ||||
| Demonstrates an excellent understanding of the health issue, its determinants in ageing and area of focus. Provides relevant, clear, detailed information | Demonstrates a good understanding of the health issue and its determinants in ageing and area of focus. Provides relevant, clear, detailed information | Demonstrates some understanding of the health issue and its determinants in ageing and area of focus. Provides mostly relevant information | Demonstrates a limited understanding of the health issue and its determinants in ageing an area of focus. Provides few or only general details | Unable to demonstrate an understanding of health issue, its determinants and area of focus |
| Rationale for health issue, area of focus and risk factor reduction (30%) | ||||
| Justifies reasons/rationale effectively and with insight | Justifies reasons/rationale effectively | Justifies reasons/rationale adequately | Attempts to justify reasons/rationale | Unable to provide or justify reasons/rationale |
| Primary Prevention- Health Education (30%) | ||||
| Describes the program clearly. Closely considers the relevance to older populations/people and health determinants. Correctly identifies and justifies relevance to health education principles | Describes the program clearly. Considers the relevance to older populations/people and health determinants. Correctly identifies and justifies relevance to health education principles | Describes the program clearly. Considers the relevance to older populations/people and health determinants. Correctly identifies and justifies relevance to health education principles | Describes the program clearly in most cases. Briefly mentions the relevance to older populations/people and health determinants. Correctly identifies and justifies relevance to health education principles | Attempts to describes the program but remains unclear. Demonstrates very little relevance to older populations/people and health determinants. |
- Evaluate the relevance of health promotion theory to healthy ageing
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Leadership
2 Written Assessment
For this assessment you are required to:
1.0 Choose ONE of the social determinants of health (SDOH) that is directly related to the health of older people.
2.0 Choose a specific health issue directly related to ageing. You may decide to focus on older Indigenous Australians or older non-Indigenous Australians as your target population.
3.0 Describe ONE policy/law that could be used to prevent this health issue from occurring in older people. Critically evaluate how this policy/law improves the health and wellbeing of older people. Describe the features of the policy/law that have influence on risk factor reduction.
4.0 Establish the link between the SDoH you have selected, and its implication on the policy/law you have chosen and population ageing.
1.0 Conclude by reiterating why this health issue in older people needs action, in terms of population ageing and health promotion ‘action’.
Week 12 Friday (1 June 2018) 5:00 pm AEST
Online Submission via Turnitin and Moodle
Exam Week Friday (15 June 2018)
via Moodle
| High Distinction (85-100%) | Distinction (75-84%) | Credit (65-74%) | Pass (50-64%) | Fail (<50%) |
| Structure (20%) Introduction (5%) | ||||
| Highly appropriate and relevant to content. Provides a very clear sense of what follows | Appropriate and relevant to content. Provides a very clear sense of what follows | Largely appropriate and relevant to content. Provides a very clear sense of what follows | Somewhat appropriate and relevant to content. Provides a clear sense of what follows | Not evident and/or not appropriate |
| Conclusion (5%) | ||||
| Provides very strong sense of closure and highly appropriate | Provides sound sense of closure and appropriate | Provides sense of closure and largely appropriate | Somewhat sense of closure and somewhat appropriate | No recognizable conclusion or conclusion is inappropriate |
| Presentation (5%) | ||||
| Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear cohesive style | Well presented. Minimal spelling or grammatical errors. Well proof read. Written in a clear and easy to read style | Well presented. Some spelling or grammatical errors. Well proof read. Written in an easy to read style | Poorly presented with many spelling and grammatical errors. Lack of attention to detail | Many presentation errors |
| Referencing (5%) | ||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations Accurate APA referencing – no errors | Generally, integrates up-to-date references to support and reflect all ideas, factual information and quotations with 1 or 2 exceptions Accurate APA referencing – one error | Partly integrates up-to-date references to support and reflect all ideas, factual information and quotations with 3 or 4 exceptions Accurate APA referencing – two errors | Occasionally integrates up-to-date references to support and reflect all ideas, factual information and quotations with 5 or 6 exceptions Accurate APA referencing – more than two errors | Fails to (> 7 errors) or infrequent attempts to integrate up-to-date references to support and reflect all ideas, factual information and quotations Accurate APA referencing – more than two errors |
| Overview of social determinants of health in ageing (40%) | ||||
| Demonstrates an excellent understanding of the SDoH in ageing and its impact on health of older people. Provides relevant, clear, detailed information | Demonstrates a good understanding of the SDoH in ageing and its impact on health of older people. Provides relevant, clear, detailed information | Demonstrates some understanding SDoH in ageing and its impact on health of older people. Provides mostly relevant information | Demonstrates a limited understanding of the SDoH in ageing and its impact on health of older people. Provides few or only general details | Unable to demonstrate an understanding of the SDoH in ageing and its impact on health of older people. |
| Primary Prevention- Health Policy/Law (40%) | ||||
| Describes the policy/law clearly. Closely considers the relevance to older populations/people and health outcomes. Provides an excellent understanding of the link between policy/law, SDoH, risk factor reduction and population ageing | Describes the policy/law clearly. Considers the relevance to older populations/people and health outcomes. Provides a very good understanding of the link between policy/law, SDoH, risk factor reduction and population ageing | Describes the policy/law clearly. Considers the relevance to older populations/people and health outcomes. Provides a fair understanding of the link between policy/law, SDoH, risk factor reduction and population ageing | Describes the policy/law clearly in most cases. Briefly mentions the relevance to older populations/people and health outcomes. Demonstrates minimal understanding of the link between policy/law, SDoH, risk factor reduction and population ageing | Attempts to describes the policy/law but remains unclear. Demonstrates very little relevance to older populations/people and health outcomes. |
- Evaluate the suitability of a current health promotion strategy to meet the needs of older people using evidence-based research
- Assess a current health promotion campaign related to healthy ageing and devise a health promotion plan to optimise well-being in older people.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
