Overview
Public health programs require a coordinated effort and are typically based on a systematic planning model. This unit builds on your understanding of public health by providing a planning framework and the necessary tools to tackle complex public health issues at population, community and individual levels. Effective public health programs incorporate a combination of interventions to promote and protect health, hence you will explore and critique a range of individually focused interventions (aimed at changing individual behaviour) and structural interventions (aimed at changing social, economic, political, and environmental factors). Public health advocacy will be explored as a key strategy for facilitating 'upstream' changes such as regulation, policy or procedural changes. You will have the opportunity to develop a planning model to address a specific public health issue; this model can be used to prioritise health issues, select appropriate public health interventions and develop indicators to assess health impacts and outcomes over time.
Details
Pre-requisites or Co-requisites
48 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 - 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 Evaluation, emails
Students commented that they appreciated regular constructive feedback and contact from the Unit Coordinator, particularly around assessment.
Continue to provide detailed feedback and contact. Encourage contact from those who are unable to attend zoom support sessions.
Feedback from Student assessments
Some confusion about requirements for assessment report layout.
Review the report layout exemplars and marking rubric for assessments 2 and 3.
Feedback from Evaluation
The first two assessments were due in a very short timeframe from one another which made it somewhat difficult to know what was required.
Give immediate feedback on assessment 1 (online short answer quiz) once submitted.
Feedback from Evaluation, student interaction
Poor class interaction on the discussion board and in drop in zoom support sessions.
More incentive for discussion board (e.g. practice short answer assessment 1 quizzes). Hold tutorials at times suitable for all students (out of hours).
- Articulate the importance of a planning model to guide program planning within public health
- Distinguish between 'individually focused' and 'structural' public health interventions
- Determine the most appropriate combination of interventions for addressing a key public health issue
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
- Develop a planning model to address a specific public health issue
- Solve ethical concerns relating to intervention development.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 20% | ||||||
| 2 - Written Assessment - 40% | ||||||
| 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 - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom Capacity (microphone required; webcam optional)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
r.preston@cqu.edu.au
Module/Topic
Towards Better Health
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Public Health Interventions: An Introduction to Program Planning
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Public Health Interventions: Individual Approaches
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Public Health Interventions: Individual Approaches
Chapter
Events and Submissions/Topic
Discussion board forum
Zoom Tutorial on Assessment 2
Module/Topic
Public Health Interventions: Structural Approaches
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Public Health Interventions: Structural Approaches
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Assessment 1 Quiz Opens (23/08/21)
Module/Topic
Public Health Interventions: Community Based Approaches
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Assessment 1 Quiz Due (30/08/21)
Short Answer Quiz Due: Week 7 Monday (30 Aug 2021) 11:45 pm AEST
Module/Topic
Planning & Developing a Logic Model
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Assessment 2 Report due (6/09/21)
Report Due: Week 8 Monday (6 Sept 2021) 11:45 pm AEST
Module/Topic
Defining Problems and Setting Goals
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Zoom Tutorial on Assessment 3
Module/Topic
Selecting Public Health Interventions
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Evaluating Public Health Interventions
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Reflections
Chapter
Events and Submissions/Topic
Discussion board forum
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 Due (11/10/21)
Program Plan Due: Review/Exam Week Monday (11 Oct 2021) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students will be expected to answer 4 online short-answer essay-style questions. You will be required to demonstrate your understanding of public health interventions.
Week 7 Monday (30 Aug 2021) 11:45 pm AEST
Students will be given 1 week to complete the online assessment. Assessment will open on Monday 23th August 2021 at 9.00am.
Within 2 weeks of submission.
Assessment 1 will be a series of 4 short answer essay style questions. Each answer will be allocated a grade between 1- 5% based on level of knowledge and depth of understanding relating to key concepts from the unit.
- Distinguish between 'individually focused' and 'structural' public health interventions
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Scenario: You have been invited as a public health practitioner to write a report on a public health program. Please select one of the following programs outlined on Moodle or feel free to choose a public health program of interest to you.
- Hello Sunday Morning (www.hellowsundaymorning.org/)
- Queensland Country Women's Association Country Kitchens (https://www.qcwacountrykitchens.com.au/)
- Small Talk, Big Difference (https://www.smalltalkbigdifference.com.au/)
In your report you will need to:
• Provide an overview of the project and outline the public health interventions (strategies) used.
• Critique the effectiveness of the interventions/strategies by examining the evidence (in regards to the project itself and from the broader literature).
• Provide recommendations on how the project can be improved.
Week 8 Monday (6 Sept 2021) 11:45 pm AEST
Two weeks after submission
Your report will be assessed according to following criteria: presentation, integration of literature, critique of interventions, recommendations and referencing. A marking rubric will be available on Moodle.
- Articulate the importance of a planning model to guide program planning within public health
- Distinguish between 'individually focused' and 'structural' public health interventions
- Determine the most appropriate combination of interventions for addressing a key public health issue
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Report
As a public health practitioner you have been asked to review a community needs assessment (see Moodle site), prioritise a public health issue to be addressed and develop a program plan for implementation.
This information will need to be presented in a report format and include a basic planning model. Maximum 2500 words.
In your report you will need to:
• Provide brief background information on the selected community.
• Provide a rationale for the selection of the public health issue to be addressed.
• Outline the problem statement, goals and objectives of the project you intend to undertake.
• Develop a program description template and a model to guide the planning of your project.
• Include a basic GANTT chart to map the timeframe for your project
Review/Exam Week Monday (11 Oct 2021) 11:45 pm AEST
Two weeks after submission
Your report will be assessed according to following criteria: presentation, integration of literature, prioritisation of health need, appropriateness of Planning Model and selection of interventions, and referencing. A marking rubric will be available on Moodle.
- Articulate the importance of a planning model to guide program planning within public health
- Determine the most appropriate combination of interventions for addressing a key public health issue
- Develop a planning model to address a specific public health issue
- Solve ethical concerns relating to intervention development.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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?
