Overview
This unit builds on the student's understanding of health promotion by focusing on best practice strategies. These strategies will cover a range of circumstances and settings, including brief individual interventions to the development of national health promotion policy. It is recognised that effective health promotion initiatives generally use a combination of strategies and skills that are founded on theory and research.
Details
Pre-requisites or Co-requisites
Students enrolled in CC59 Bachelor of Public Health (Specialisation) or CC4 Associate Degree in Public Health (Specialisation) are not permitted to enrol in 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 - 2021
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 Student unit evaluation.
Maintain the extra Zoom support tutorials that were offered over the term.
The number of Zoom support tutorials offered in 2020 will be offered again in 2021.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Distinguish between various health promotion strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Argue the most appropriate strategy, or mix of strategies, for addressing a health related issue, including mental, emotional, social or physical health issues
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 40% | ||||||
| 2 - Online Quiz(zes) - 20% | ||||||
| 3 - Written Assessment - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 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 - 40% | ||||||||||
| 2 - Online Quiz(zes) - 20% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- ZOOM
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
a.oorloff@cqu.edu.au
Module/Topic
Health Promotion
Chapter
Events and Submissions/Topic
Module/Topic
Health education and empowerment
Chapter
Events and Submissions/Topic
Module/Topic
Health and human behaviour
Chapter
Events and Submissions/Topic
Module/Topic
Healthy communities and populations
Chapter
Events and Submissions/Topic
Module/Topic
Social marketing and mass media
Chapter
Events and Submissions/Topic
Quiz one closes Friday of Week 5
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Health promotion across the lifespan
Chapter
Events and Submissions/Topic
Module/Topic
Needs assessment
Chapter
Events and Submissions/Topic
Module/Topic
Program planning
Chapter
Events and Submissions/Topic
Module/Topic
Evaluation
Chapter
Events and Submissions/Topic
Module/Topic
Interprofessional collaboration and cultural competence
Chapter
Events and Submissions/Topic
Quiz two closes Friday of Week 10
Module/Topic
Primary health care
Chapter
Events and Submissions/Topic
Module/Topic
Putting it all together
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Essay ( 40%) Word limit 2000 words
Write an essay that critiques a Social Marketing Campaign. You will have a choice from 2 campaigns - details provided on the unit Moodle site.
You will need to include in your essay a discussion of the context of the campaign and an analysis of the strategies based on a review of the health promotion literature. You will need to consider the underlying assumptions that have influenced the development of each strategy.
Week 6 Monday (23 Aug 2021) 11:45 pm AEST
Week 8 Tuesday (7 Sept 2021)
Your essay will be marked according to: structure consistent with essay writing protocols; explanation of context; analysis of strategies used and assumptions; analysis of implications; quality of sources and accuracy of referencing.
For more information see the unit Moodle site.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Distinguish between various health promotion strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Communication
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Online Quiz(zes)
There are two (2) quizzes conducted throughout the term. Each quiz is open-book and contains ten (10) questions. Completion of each quiz is done online. Each quiz contributes a possible 10 marks (10%) towards the final grade for the unit.
Only one attempt is possible on each quiz and once a quiz has closed no further attempts can be made. Late penalties are not applicable and failure to complete a quiz by the close date will result in a mark of zero for that quiz.
Quiz 1 - Opens Monday of Week 5 and will close the Friday of Week 5
Quiz 2 - Opens Monday of Week 10 and will close the Friday of Week 10
2
Other
Quiz 1 closes Friday of Week 5, Quiz 2 closes Friday of Week 10.
Results of each quiz will be released once the quiz has closed.
The quiz questions will be marked as correct or not correct.
- Distinguish between various health promotion strategies
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
- Problem Solving
- Information Literacy
3 Written Assessment
Report (40%) Word limit 2,000 words
For this assignment you can choose to address one of the three described case studies - details provided on the unit Moodle site.
You will need to research and examine health promotion interventions that are aimed at addressing the issue presented in your chosen case study. These interventions can be a campaign, program and/or strategy. For example, if the topic area is skin cancer prevention interventions that could be explored include 'slip, slop, slap' (campaign), 'Sun Smart Schools' (program), 'Victorian Solarium Ban law' (strategy). You will need to adequately describe why the topic area is a significant public health issue and why it is particularly relevant for the target group in the case study.
In your examination you will need to research and review health promotion interventions that range from being individually focused to those that are targeted at whole populations. Based on your overall research you will need to provide recommendations that can guide future health promotion action on the issue presented in the case study.
This assessment is to be written as a report. A report outline is provided on the unit Moodle site.
Peer collaboration: Students may voluntarily choose to work in pairs for this assignment task. Students will need to identify, on the cover page, the sections of the report that each student has completed. From this information, 10% of your marks for this assignment will be allocated to your individual contribution to the assessment. Each member of the pair will receive a copy of the marked assignment as well as the grade.
Students can submit this assignment as: a pair or; as an individual if optional paired work has not been chosen.
Week 12 Tuesday (5 Oct 2021) 11:45 pm AEST
Results of this final assessment item will be released with the release of grades for Term 2.
Your report will be marked according to: structure consistent with report writing protocols; description of health topic; evaluation of individual focused strategies; evaluation of community/population focused strategies; recommendations; quality of evidence. Students who have worked as a pair will also be marked on their individual contribution to the assignment. The individual component is the section/s of the report that each student in the pair has completed. The individual component for each student in the pair will be marked according to adequacy and quality of contribution.
Please refer to Moodle site for more information.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Argue the most appropriate strategy, or mix of strategies, for addressing a health related issue, including mental, emotional, social or physical health issues
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
- Communication
- Problem Solving
- Critical Thinking
- 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?
