Overview
Health in All Policies (HiAP) is a public health movement and policy approach that contributes to the improvement of population health, equity, wellness and improved policy outcomes across participating sectors. This unit outlines how and why HiAP was established and what benefits it has had on promoting health across populations. Factors that influence the implementation of HiAP are examined, including Health Impact Assessment (HIA) and Health Lens Assessment (HLA). This unit will allow you to bring together assessment, research and evaluation skills learned throughout your course in order to consider where and how health fits in the policy cycle.
Details
Pre-requisites or Co-requisites
96 credit points
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 - 2023
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 feedback (in class); Unit Coordinator's Reflection
The discussion board forms part of assessment 2 (workbook). Students are meant to share their ideas on the weekly workbook activities and discuss and debate the topic, before individually finalising their workbooks. The idea is for students to discuss the concepts and questions with each other, not to just post their answers. Some students did not share on the discussion board but benefitted from other students input. This was frustrating and unfair for the students who contributed a lot of ideas and references. Some students did not complete all activities in the workbook (assessment 2).
For workbook (Assessment 2), increase the component for Criteria 5: Contribution and participation on the discussion forum' on the marking criteria from 10% to 15%. Emphasise that students should not share all their answers and references in their discussion posts, but that the forum is an asynchronous tutorial space through which students can develop and refine their thoughts and responses. Add to Criteria 2: Relevance of response in the Fail column: 'Does not provide original contributions'. Add to Criteria 3 Critical thinking and depth of response: 'All workbook activities completed' for Pass to HD marks. Add 'Activities incomplete' in the Fail column.
Feedback from SUTE
Qualitative feedback from one student requested additional information in the weekly lectures as not all that the lecturer discussed was on the slides. One student advised through teaching feedback to 'use more examples or elaboration'.
Add additional materials to support lectures, for example give more examples in Moodle materials and/or clarify concepts on the discussion board. Investigate the option of providing a transcript of lecture materials.
Feedback from SUTE
While qualitative feedback from one student highlighted that subject matter was clear and easy to follow, one student noted that room for improvement was 'Improve organisation of learning material'.
Peer review of Moodle site to ensure clear outline for students.
Feedback from Reflection Student assessments
Some students do not demonstrate a clear understanding of the different levels, responsibilities and functions of the Australian Health Systems in Assessments 2 and 3.
Focus assessment 1 (Quiz: Short answer quiz) on the different levels, responsibilities and functions of the Australian Health Systems (LO 3).
Feedback from Reflection
Some students did not understand what was expected for some workbook activities (Assessment 2) and online activities.
Add additional instructions on workbook activities for each task. Reiterate these instructions in the weekly student email and on the discussion board.
- Compare and contrast 'Health in all policies' with health policy
- Explain the 'health in all policy' process, Health Impact Assessment process, and the Health Lens Assessment process, and how these relate to the development of policy
- Articulate the major components of the Australian health system, how it differs from health systems of other nations and how this relates to health in all policy
- Evaluate the economic influences and barriers to adopting health in all policy at both national and international levels
- Explore Health in All Policy as a form of social innovation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online Quiz(zes) - 25% | |||||
| 2 - Written Assessment - 30% | |||||
| 3 - Presentation - 45% | |||||
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 | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to PowerPoint or similar
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
w.mude@cqu.edu.au
r.preston@cqu.edu.au
Module/Topic
Health Policy and the Health System: moving from response to prevention and promotion
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 1 Short answer quiz opens: Monday 10 July 2023 9.00am
Zoom tutorial on assessments 1 and 3 this week.
Module/Topic
Health in All Policy: what it is and the history of the movement
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Module/Topic
The role of government in HiAP and whole of government approaches
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 1 Short answer quiz Due: Monday 24 July 2023, 11.45pm AEST (5% of 25%)
Module/Topic
Health Impact Assessment
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 31 July 2023, 11.45pm AEST (week 3 content)
Module/Topic
Health Lens Approach
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 7 August 2023, 11.45pm AEST (week 4 content)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Preparing and appraising policy briefs
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 21 August 2023, 11.45pm AEST (week 5 content)
Assessment 2 Part A (workbook activities for weeks 3 to 5) Due: Monday 21 August 2023 11.45pm, AEST. (10% of 30%).
Module/Topic
The role of non-government stakeholders in HiAP and whole of society approaches
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 28 August 2023 11.45pm AEST (week 6 content)
Zoom tutorial on assessment 3 this week.
Module/Topic
Negotiating for health and intersectoral collaboration
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 4 September 2023 11.45pm AEST (week 7 content)
Module/Topic
HiAP implementation at local, regional, and global levels
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 11 September 2023, 11.45pm AEST (week 8 content)
Module/Topic
Frameworks and approaches to measuring progress and evaluating HiAP initiatives
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 18 September 2023, 11.45pm AEST (week 9 content)
Module/Topic
Implementation of measuring progress and evaluating HiAP initiatives
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 25 September 2023, 11.45pm AEST (week 10 content)
Module/Topic
The role of the health sector and future directions in HiAP
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Tuesday 3 October 2022, 11.45pm AEST (week 11 content)
Assessment 2 Part B (workbook activities for weeks 6 to 11) Due: Tuesday 3 October 2023, 11.45pm AEST. (20% of 30%)
Schedule for presentations to be organised (for Assessment 3 presentation in Exam Week) by Friday 6 October, 5.00pm AEST.
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 1 Quiz 2 Weekly Quiz Due: Monday 9 October 2023, 11.45pm AEST (week 12 content)
Assessment 3 Presentations due by: Friday 13 October 2023, 5.00pm AEST. (45%)
PDF of PowerPoint slides or equivalent due 1 hour prior to presentation (on the Moodle site).
Presentation Due: Review/Exam Week Friday (13 Oct 2023) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
The 2 online quizzes have been scaffolded through the term to allow students to check their understanding of course content and their progression in the unit.
Quiz 1: Short Answer Quiz Due Week 3 Monday 24 July 2023, 11.45pm AEST (5%)
This short answer quiz will give students feedback on the expectations for the workbook activities (assessment 2).
The quiz will be short-answer style question. The quiz will be open from Monday 10 July 2023, 9.00am AEST. Students can save their work and return to it - the quiz does not have to be completed in one sitting.
Quiz 2: Weekly Quiz (weeks 3 to 12) Due weekly: Mondays 11.45pm AEST (20%)
The MCQ and true/false quiz in weeks 3 to 12 will review content from each week.
Quiz 2 will be open for the relevant week from 9.00am Monday to 11.45pm Monday the following week (AEST). Students can save their work and return to it - the quizzes do not have to be completed in one sitting. (The week 11 quiz is due on Tuesday 3 October, 11.45pm due to a public holiday on Monday 2 October).
11
Other
Quiz 1: Due Week 3 Monday 24 July 2023, 11.45pm AEST Quiz 2: Due Mondays from Monday 31 July to Monday 9 October 2023, 11.45pm AEST (20%). All quizzes must be completed and submitted on Moodle.
Quiz 1: The grade and feedback will be available one week after submission. Quiz 2: The grade and feedback will be available on submission.
Quiz 1 (5% of 25%) will be marked using criterion-referenced assessment. This Criterion is similar as the one for assessment 2. Criterion includes the following:
- Comprehension and understanding of the topic (25%)
- Relevance of your response to the question (25%)
- Critical thinking and depth (40%)
- Quality of expression (10%)
Quiz 2 (20% of 25%) will be a weekly quiz, with MCQs or true/false questions based on content from the relevant week. There will be 2 to 5 questions each week. Each question will have a mark of 0.25 to 1.
No submission method provided.
- Compare and contrast 'Health in all policies' with health policy
- Articulate the major components of the Australian health system, how it differs from health systems of other nations and how this relates to health in all policy
2 Written Assessment
A workbook has been prepared for weeks 3 to 11 (inclusive) that contains learning activities to support application of the learning materials and to develop critical thinking. Students will be applying and critiquing the concepts they have learned in those weeks. As part of that process students will need to discuss the ideas and answers with their fellow students, before drafting and submitting a written response in the workbook. Students' contributions and online interactions with their colleagues will be assessed as well as the submitted workbook. Students will need to provide their input in a timely manner for it to be of value to your colleagues and constitute appropriate participation and contribution. Workbooks must be written in students own words and use appropriate referencing.
Assessment 2 Part A (workbook activities for weeks 3 to 5) is due in Week 6 Monday 21 August 2023 11.45pm (10% of 30%)
Assessment 2 Part B (workbook activities for weeks 6 to 11) is due in Week 12 Tuesday 3 October 2023 11.45pm (20% of 30%)
Assessment 2 Part A (workbook activities for weeks 3 to 5) is due in Week 6 Monday 21 August 2023 11.45pm. Assessment 2 Part B (workbook activities for weeks 6 to 11) is due in Week 12 Tuesday 3 October 2023 11.45pm.
Two weeks after submission
The workbook will be marked using criterion-referenced assessment. Criterion includes the following:
1. Comprehension and understanding of the topic (25%)
2. Relevance of response (25%)
3. Critical thinking and depth (30%)
4. Quality of expression (10%)
5. Contribution and participation on the discussion forum (10%)
A marking criteria/rubric is available on the Moodle site.
No submission method provided.
- Explain the 'health in all policy' process, Health Impact Assessment process, and the Health Lens Assessment process, and how these relate to the development of policy
- Explore Health in All Policy as a form of social innovation.
3 Presentation
For assessment 3 students will research and deliver a presentation examining the potential for local governments in Australia to influence communicable disease impacts in the population through the adoption of Health in All Policies approaches. Students will draw on Australian and international case studies and evidence. Any communicable disease can be chosen as an area of focus except for Sexually Transmitted Infections (STIs) or HIV/AIDS.
Students are to arrange a scheduled time for their presentation with the unit coordinator by Friday 6 October 2023, 5.00pm AEST. The presentation will be 10 to 15 minutes. Students are to submit a pdf copy of their PowerPoint slides (or other presentation format) on the Moodle site one hour prior to their presentation. Students will present live to the unit coordinator and fellow students (if available) via Zoom on or before the due date of Friday 13 October 2023, 5.00pm AEST. There will be options to present during and after AEST working hours.
Review/Exam Week Friday (13 Oct 2023) 5:00 pm AEST
Presentations will presented live to the unit coordinator and fellow students.
Verbal feedback will be given straight after presentations. The marking criteria feedback will submitted on the Moodle site after presentations by Monday16 October 2023, 5.00pm AEST.
The presentation will be marked using criterion-referenced assessment. Criterion includes the following:
- Critical analysis of key the concepts of Health in All Policies (30%)
- Critical examination of the background to the issue (10%)
- Breadth of Reading and Knowledge of Topic (10%)
- Integration of barriers and challenges to the implementation of Health in All Policies (15%)
- Recommendations are succinct and clearly consistent with findings from the critique (10%)
- Logical and well organised presentation (15%)
- Well designed Visual Aids (10%)
A marking criteria/rubric is available on the Moodle site.
No submission method provided.
- Compare and contrast 'Health in all policies' with health policy
- Evaluate the economic influences and barriers to adopting health in all policy at both national and international levels
- Explore Health in All Policy as a form of social innovation.
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?
