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 - 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 SUTE/UC reflection
The unit included too many assessments, with quizzes each week throughout the term, in addition to completing workbook activities and doing a live presentation.
Recommend reviewing the number and types of assessments. Any change would require a unit review proposal and course committee approvals.
Feedback from SUTE
The qualitative feedback from students indicated that this unit is heavy with content and many new advanced health policy concepts that students haven't been introduced to them. A lot of independent research was needed to understand concepts. This made it difficult for them to understand the idea.
It is recommended to teach fewer concepts in-depth. This may require a proposal for a unit review.
Feedback from SUTE
Students felt the assessment instructions were unclear, and the unit could benefit from a revision.
Rewrite assessment instructions and review the unit design to ensure.
Feedback from SUTE
Students reported that the learning resources, which were created in 2015, were outdated and did not align with the assigned readings. Additionally, some learning and assessment resources were no longer available.
Update the learning resources during a unit review proposal.
- 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.
j.fischer@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 Part B Short answer quiz opens: Monday 8 July 2024 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 Part A Micro credentials: Due Monday 22 July 2024, 11.45pm AEST (12% of 25%)
Assessment 1 Part B Short answer quiz Due: Friday 26 July 2024, 11.45pm AEST (13% of 25%)
Module/Topic
Health Impact Assessment
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
Module/Topic
Health Lens Approach
Chapter
Prescribed learning activities - combination of journal articles, chapter readings and online activities
Events and Submissions/Topic
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 2 Part A (workbook activities for weeks 3 to 5) due Week 6 Monday 19 August 2024 11.45pm (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
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
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
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
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
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 2 Part B (workbook activities for weeks 6 to 11) is due in Week 12 Monday 30 September 2024, 11.45pm (20% of 30%)
Schedule for presentations to be organised (for Assessment 3 presentation in Exam Week) by Friday 4 October, 2023 5.00pm AEST.
Module/Topic
Chapter
Events and Submissions/Topic
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).
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Part A: Completion of Micro-credentials on the Australian Health System and the National Health Priorities (12% of 25%)
The first online quiz relates to understanding the Australian Health Care System and Australian Health Priorities and completion of two micro-credentials. This assessment contributes 12 marks (12%) towards the final grade for the unit. The micro-credentials can be accessed through CQUniversity's Be Different platform from week 1. Details will be provided on the unit Moodle page. These online modules contain units and quizzes, once completed you will be issued with completion certificates.
You will need to have completed the two micro-credentials and uploaded your completion certificates on the Moodle by Monday of week 3 (Monday 22 July 2024, 11.45pm AEST).
Part B: Short Answer Quiz Due (13% of 25%)
This short answer quiz focuses on students' understanding of their local, state and national health system. It 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 8 July 2024, 9.00am AEST. Students can save their work and return to it - the quiz does not have to be completed in one sitting.
Assessment 1 Part B Short answer quiz will close: Friday 26 July 2024, 11.45pm AEST.
2
Other
Assessment 1 Part A Micro-credentials: Due Monday 22 July 2024, 11.45pm AEST. Assessment 1 Part B Short answer quiz Due: Friday 26 July 2024, 11.45pm AEST
The grade and feedback will be available two weeks after submission.
Part A: Submit the two micro-credential completion certificates via the Assessment 1 Part A portal by Monday of week 3.
By uploading the two completion certificates students will automatically earn the 12 marks this task is worth.
Part B: Short Answer Quiz (13% 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%)
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 (online), 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 19 August 2024 11.45pm (10% of 30%)
Assessment 2 Part B (workbook activities for weeks 6 to 11) is due in Week 12 Monday 30 September 2024 11.45pm (20% of 30%)
Assessment 2 Part A (workbook activities for weeks 3 to 5) is due in Week 6 Monday 19 August 2024 11.45pm. Assessment 2 Part B (workbook activities for weeks 6 to 11) is due in Week 12 Monday 30 September 2024 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 any Sexually Transmitted Infections (STIs) or HIV/AIDS.
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 4 October 2024, 5.00pm AEST. There will be options to present during and after AEST working hours.
Presentations will presented live to the unit coordinator and fellow students.
Verbal feedback will be given straight after presentations. The marking criteria feedback will be on the Moodle site one week after the presentions.
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?
