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 initiatives to promote and protect health, hence you will explore and critique a range of individually focused initiatives (aimed at changing individual behaviour) and structural initiatives (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 initiatives and develop indicators to assess health impacts and outcomes over time.
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 - 2023
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.
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
One student commented that having two reports to write for one unit was stressful.
Ensure that students understand the differences between the assessments (Assessment 2 is a Report; Assessment 3 is a Program Plan). Consider changing Assessment 3 to a oral presentation in future years.
Feedback from Student feedback, Unit Coordinator reflection
Although in the introductory zoom and assessment tutorials it was emphasised that program planning and evaluation are key skills for all public health professional, an Environmental Health student commented that they did not feel that the unit was useful for their future work.
In consultation with Environmental Health colleagues and industry representatives add more unit materials that focus on Environmental Health topics. Ensure that one of the program examples for Assessment 2 is an Environmental Health initiative. Ensure that one Community Needs Assessment for Assessment 3 includes topics of interest for Environmental Health students.
Feedback from Unit Coordinator reflection, Community consultation
The term 'intervention' in the context of public health means an act that improves, maintains or promotes the health of a population. However, the word 'intervention' for Aboriginal and Torres Strait Islander peoples and communities has a negative association with a sociopolitical act of government enacted on Aboriginal and Torres Strait Islander peoples. This raises conflicting understanding and emotions for many (personal communication Dr Lynore Geia). Furthermore, this term does not reflect contemporary public health practice with our focus on collaboration and partnerships with communities and other sectors.
Consult with colleagues and course advisory committee on changing the name of the unit to 'Public Health Initiatives' or 'Program planning and Evaluation in Public Health' in future years.
- Articulate the importance of a planning model to guide program planning within public health
- Distinguish between 'individually focused' and 'structural' public health initiatives
- Determine the most appropriate combination of initiatives 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 initiative development.
Alignment of Assessment Tasks to Learning Outcomes
|Assessment Tasks||Learning Outcomes|
|1 - Written Assessment - 20%|
|2 - Written Assessment - 40%|
|3 - Written Assessment - 40%|
Alignment of Graduate Attributes to Learning Outcomes
|Graduate Attributes||Learning Outcomes|
|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|
There are no required textbooks.
- CQUniversity Student Email
- Unit Website (Moodle)
- Zoom Capacity (microphone required; webcam optional)
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.