Overview
Students 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 development of the health promotion discipline. In particular, determinants of health, models of sustainability and change are considered. Students examine the role of partnerships within health promotion and learn to develop partnership skills 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 - 2017
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 Moodle evaluations
More notice of partnership work at the beginning of term. Make the wiki contributions compulsory More collaborative sessions
I will continue to remind students of the partnership work throughout the term. I will consider introducing an assessment weighting on wiki entries. I will offer more collaborative sessions.
- 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
- 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 | |
| 1 - Written Assessment - 60% | ||||
| 2 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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% | ||||||||||
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: Harvard (author-date)
For further information, see the Assessment Tasks.
c.omullan@cqu.edu.au
Module/Topic
Unit and assessment overview
Ottawa Charter and determinants of health
Chapter
Lin, V & Fawkes, S 2007, ‘Health promotion in Australia: twenty years on from the Ottawa Charter’, Promotion & Education, vol. 14, no. 4, pp. 203-208.
Events and Submissions/Topic
Module/Topic
Traditional behaviour change models
Chapter
Das, BM & Evans, EM 2014, ‘Understanding weight management perceptions in first-year college students using the Health Belief Model’, Journal of American College Health, vol. 62, no. 7, pp. 488-497.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Ecological models of health promotion - expanding beyond the individual
Chapter
Madsen, W 2013, ‘”This is a forever project”: supporting lifestyle changes in a regional Queensland community-based cardiac rehabilitation program’, Australian Journal of Primary Health, vol. 19, no. 3, pp. 178-183.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Ecological models of health promotion - operationalising the Ottawa Charter
Chapter
Hancock, T 2014, ‘The little idea that could: a global perspective on Health Cities and Communities’, National Civic Review, vol. 103, pp. 29-33.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Social-ecological model - systems thinking
Chapter
Keshavarz, N, Nutbeam, D, Rowling, L & Khavarpour, F 2010, ‘Schools as social complex adaptive systems: a new way to understand the challenges of introducing the health promoting schools concept’, Social Science and Medicine, vol. 70, pp. 1467-1474.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Community-based approaches to health promotion
Chapter
Harris, N & Sander, M 2013, ‘Defining sustainable practice in community-based health promotion: a Delphi study of practitioner perspectives’, Health Promotion Journal of Australia, vol. 24, no. 1, pp. 53-60.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography
Module/Topic
Partnerships - types and who with
Chapter
Pursell, L & Kearns, N 2013, ‘Impacts of an HIA on inter-agency and inter-sectoral partnership and community participation: lessons from a local level HIA in the Republic of Ireland’, Health Promotion International, vol. 28, no. 4, pp. 522-532.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Partnerships - issues of power and decision making
Chapter
Powell, K, Thursdon, M & Bloyce, D 2014, 'Local status and power in area-based health improvement partnerships', Health, vol. 18, no. 6, pp. 561-579.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Partnerships - valuing all knowledge and expertise
Chapter
Goodkind, JR 2006, 'Promoting Hmong refugee wellbeing through mutual learning: valuing knowledge, culture and experience', American Journal of Community Psychology, vol. 37, no. 1/2, pp. 77-93.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Cultural competence and partnerships
Chapter
Munns, A 2010, 'Yanan Ngurra-ngu Walalja: Halls Creek Community Families Programme', Neonatal, Paediatric and Child Health Nursing, vol. 13, no. 1, pp. 18-21.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Instigating change
Chapter
Smith, A 2011, 'The Transition Town Network: a review of current evolutions and renaissance', Social Movement Studies, vol. 10, no. 1, pp. 99-105.
Events and Submissions/Topic
Module/Topic
Review and preparation for final assessment
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Using the annotated bibliography from weeks 1-6 (as found in the wiki for these weeks), write a report (2000 words not including reference list) that analyses the strengths and weaknesses of various models/approaches to health promotion over the past 30 years. You will need to consider under which circumstances each model/approach is best suited and how different models/approaches have influenced health promotion as a discipline.
This assessment is in two parts:
1) A table (20/60) that outlines the various traditional health promotion models/approaches related to the Ottawa Charter (up to 1000 words) which will inform part of your report. This table will need to be submitted on Monday 31st July. A template for this table is available in Moodle.
2) The report (40/60) itself is due on Monday 28th August.
PART A is due Monday 31/7/2017 at 5pm; PART B is due Monday 28/8/17 at 5pm.
Two weeks after submission date
PART A will be marked according to comprehension and accuracy in completing the table. See Moodle for a detailed marking criteria rubric.
PART B will be marked according to: structure to report writing protocols; evaluation of models/approaches to health promotion; relevance of models/approaches to health promotion as a discipline; evaluation and application of scholarly literature; referencing acknowledgement and accuracy. See Moodle site for a detailed marking criteria rubric.
- 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
- Construct an annotated bibliography in partnership with a multidisciplinary team
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
2 Written Assessment
Using the annotated bibliography related to partnerships (see wiki in Moodle over weeks 7-10), write a reflective essay (1500 words not including reference list) that analyses how the class has worked as a partnership in regards to contributing to each other's learning through the development of the annotated bibliographies and class discussion. You will need to relate your experiences and reflections to the literature on partnerships. While you are encouraged to explore specific behaviours of individuals, please do not name individuals in your essay. Focus particularly on how the partnerships could have been improved.
Review/Exam Week Monday (9 Oct 2017) 5:00 pm AEST
Two weeks after submission date
Your reflective essay will be marked according to: structure consistent with essay writing protocols; depth of reflection on experiences; application of literature to explain experiences; acknowledgement of sources and accuracy of referencing. See the Moodle site for a detailed marking rubric.
- Examine the role of partnerships in health promotion contexts
- Construct an annotated bibliography in partnership with a multidisciplinary team
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
