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 - 2022
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 evaluation, Teaching Reflection.
Learning materials, particularly lectures, need to be updated.
Update lectures and learning materials to reflect contemporary Public Health theory and practice, including guest lecturers and/or podcast style 'interviews' with practitioners.
Feedback from Student evaluation, Teaching reflection.
Students appreciated the timely and detailed feedback on assessments.
Continue to provide detailed feedback on assessments.
Feedback from Student evaluation, Teaching reflection, Student assessment.
Students valued the real work application of assessments 2 and 3.
Retain assessment format, however for Assessment 3 (Program Plan), increase focus and weighting on evaluation and partnership building.
- 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
l.bricknell@cqu.edu.au
Module/Topic
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 1: On-line tutorial (Introduction to Unit) Wednesday 13 July 2pm to 3pm OR 7pm to 8pm (AEST) (non-compulsory will be recorded)
Module/Topic
Module 2: Public Health Interventions – Individual Approaches
Health Education
Social Marketing
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Module 3: Public Health Interventions – Structural approaches
Changing the Environment
Advocacy and Regulatory Approaches
Healthy Public Policy
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 4: On-line tutorial (Focus on Assessments 1 and 2) Wednesday 3 August 2pm to 3pm OR 7pm to 8pm (AEST) (non-compulsory will be recorded)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: Public Health Interventions – Community based interventions
Community participation and Community Empowerment
Community Organisations and Partnerships
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Assessment 1 Quiz Opens (Monday 23 August 2022, 9.00am, AEST) - Based on modules 1, 2 and 3
Short Answer Quiz Due: Week 7 Monday (29 Aug 2022) 11:45 pm AEST
Module/Topic
Module 5:
How to select appropriate public health interventions
Prioritisation methods and models
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 9: Online Tutorial (focus on Assessment 3) Wednesday 14 September 2pm to 3pm OR 7pm to 8pm (AEST) (non-compulsory will be recorded) AEST
Report Due: Week 8 Friday (9 Sept 2022) 11:45 pm AEST
Module/Topic
Module 6: Planning, Monitoring and Evaluating Public Health Interventions with a Logic Model
Planning and Developing a Logic Model
Defining Problems and Setting Goals
How to use the Logic Model to monitor and evaluate Public Health Interventions
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 11: Drop in tutorials (focus on assessment 3) Wednesday 28 September 2pm to 3pm OR 7pm to 8pm (AEST) (non-compulsory will be recorded) AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1 takes the form of 4 online short-answer essay-style questions to assess students' understanding of Modules 1, 2 and 3.
Each question is worth 5 marks.
Answers are expected to be succinct (approximately 200 to 300 words). Dot points are acceptable where appropriate.
Students should reference using the peer reviewed literature.
The quiz will be open one week before the final submission - students can save their work and return to it - the quiz does not have to be completed in one sitting.
Week 7 Monday (29 Aug 2022) 11:45 pm AEST
Students will be given 1 week to complete the online assessment. Assessment will open on Monday 22nd August 2022 at 9.00am.
Week 9 Monday (12 Sept 2022)
Within 2 weeks of submission.
Assessment 1 will be a series of 4 short answer essay style questions. Each question will be allocated a mark of 5. Each answer will be allocated a grade between 0- 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 2500 to 3000 word report on a public health program.
Please select ONE of the three programs (links to websites available on e-Readings):
- Live Life Get Active
- Healthy Kids Menu
- Neighbourhood Connect
- OR choose a public health program of interest to you (please seek approval from the unit coordinator).
More information about these programs is available through the links on e-Readings.
Follow the example report available on Moodle. In your report you will need to:
- Provide a background on the health issue.
- 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 regard to the project itself and from the broader literature).
- Provide recommendations on how the project can be improved.
Please refer to the following documents BEFORE you start your report:
- Example report
- Tips for assessment 2
- Assessment criteria
- Attend or watch the recorded tutorial in week 4 (see virtual tutorials).
To ensure you have covered all relevant points, assess your assessment against the Assessment criteria prior to submission.
Week 8 Friday (9 Sept 2022) 11:45 pm AEST
Submit in a word document on the Moodle site.
Week 10 Friday (23 Sept 2022)
Two weeks after submission
This report will be marked using criterion-referenced assessment. Criterion includes the following:
Structure (5%)
Background to the health issue (10%)
Overview of the initiative and strategies (25%)
Critique of strategies (25%)
Recommendations (20%)
Quality of Sources (10%)
Referencing (5%)
Further information including a marking rubric/criteria can be found on the Moodle site.
- 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
Scenario: As a public health practitioner you have been asked to review a community needs assessment (examples available on the Moodle site) to prioritise a public health issue to be addressed in your community. You will need to develop a program plan for implementation.
This information will need to be presented in a 2500 to 3000 report format and include a basic planning model. There is a suggested report format/template on the Moodle site. In your report you should:
• Provide brief background information on the selected community (from one of the three needs assessments on the Moodle or one approved by the unit coordinator).
• Provide a rationale for the selection of the public health issue to be addressed.
• Outline the problem statement, goals and objectives of the program you intend to undertake.
• Develop a program description template and a model to guide the planning of your program.
• Outline how you would monitor and evaluate your program
• Include a basic GANTT chart to map the timeframe for your program
Please refer to the following documents BEFORE you start your report:
• Assessment 3 format/template
• Logic Model template
• Tips for assessment 3
• Assessment criteria
• Attend or watch the recorded tutorial in week 9 (see virtual tutorials).
To ensure you have covered all relevant points, assess your assessment against the Assessment criteria prior to submission.
Review/Exam Week Friday (14 Oct 2022) 11:45 pm AEST
Please submit on the Moodle site.
Two weeks after submission
The report will be marked using criterion-referenced assessment. Criterion used include:
Structure and referencing (10%)
Background information on Community (10%)
Rational for Public Health Issue (15%)
Problem statement, Objectives and Goals (10%)
Appropriateness of Interventions (15%)
Appropriateness of Monitoring and Evaluation Plan (10%)
Appropriateness of Planning Model (20%)
Appropriateness of Gannt Chart (10%)
Further information including a marking rubric can be found on the Moodle site.
- 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?
