Overview
Public Health Action and Evaluation aims to provide students with key skills to encourage communities to recognise and build on existing strengths, resources and networks that facilitate empowerment. This requires effective partnership building with key leaders, community members and organisations. This unit explores action to address disease prevention and health promotion - this is the 'what we do' in public health. Using a Critical Realism framework, you will build on your skills in public health by exploring systematic program planning incorporating assessment, implementation and evaluation. Evidence-based practice is traditionally the key driver of action in health, including public health. In this unit you will additionally explore the application of practice-based evidence acknowledging the value and richness of data that can be gathered from real-world efforts in public health. You will have opportunities to analyse and evaluate a range of public health interventions including innovative approaches such as arts-based and decolonising approaches. These will allow you to explore the ethics and practices associated with working with a range of communities, including Indigenous and marginalised groups.
Details
Pre-requisites or Co-requisites
Prerequisite: PBHL20001 Understanding Public Health
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 - 2019
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 Postgraduate 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.
- Explain how complex adaptive systems thinking and Critical Realism influence project planning, implementation and evaluation
- Determine appropriate models of public health project management that account for influencing factors at different scales
- Evaluate public health actions and evaluations within First Nations Peoples' communities in regard to social and environmental determinants of health and principles of social justice, equity and equality
- Reflect on effective partnership development with others, including establishing relationships and collaborative learning
- Propose and justify a range of interventions to address a complex health issue and outline how these interventions could be evaluated.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online discussion forum - 30% | |||||
| 2 - Group Work - 50% | |||||
| 3 - Reflective Practice Assignment - 20% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - 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 | |
| 1 - Online discussion forum - 30% | ||||||||
| 2 - Group Work - 50% | ||||||||
| 3 - Reflective Practice Assignment - 20% | ||||||||
Textbooks
Evaluating public and community health programs
Edition: Second (2017)
Authors: Muriel J. Harris
John Wiley & Sons Inc
Hoboken Hoboken , NJ , US
ISBN: 9781119151081
Binding: eBook
The New Public Health
Edition: Fourth (2016)
Authors: Fran Baum
Oxford University Press
Melbourne Melbourne , VIC , AU
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
v.romero@cqu.edu.au
t.nyanhanda@cqu.edu.au
Module/Topic
Traditional Public Health Actions
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Introduction to Assessment #1
Module/Topic
Theories of Behaviour Change
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: Why have individual behaviour change approaches to public health dominated over the past 50 years and what have been the consequences on this domination for those who work from a communitarian basis such as First Nations Peoples?
Introduction to Assessments #s 2 & 3
For Week 3, bring two articles related to your topic.
Module/Topic
Planning and Evaluating Public Health Actions
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: How has complex adaptive thinking influenced public health intervention planning?
Peer assessments of literature conducted during tutorials.
Module/Topic
Healthy Settings
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: How could critical realism influence healthy setting approaches to Public Health?
Module/Topic
Community Development
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: Why is a community development approach to Public Health interventions the preferred approach for First Nations Peoples?
Module/Topic
No classes in PBHL20004 this week.
Chapter
Events and Submissions/Topic
It is recommended that you catch up on missed readings and activities and/or use this week to define your research problem.
Module/Topic
Tools to help planning and evaluating public health actions
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: How can public health planning tools such as human-centred design thinking and Logic Models help First Nations Peoples?
Module/Topic
Public Health Advocacy and Activism
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Forum post due: Why has extensive public health advocacy and activation around closing the gap regarding Aboriginal and Torres Strait Islander health had limited success?
Module/Topic
Health Public Policy
Chapter
Events and Submissions/Topic
This week, presentations (Assessment 2A) will take place during tutorials. Please note that there will also be lecture content this week.
Assessment #2A DUE
Module/Topic
Planning Process Evaluation
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Peer assessments of gut check evaluation worksheets conducted during tutorial.
Module/Topic
Planning Outcome Evaluation
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Module/Topic
Data Analysis and Interpretation
Chapter
Events and Submissions/Topic
In addition to online lectures and resources, tutorials promote engaging activities including but not limited to: reflective discussions, workshop activities, and opportunities to work on your assessment.
Module/Topic
Disseminating results of evaluation
Chapter
Events and Submissions/Topic
This week, presentations (Assessment 2B) will take place during tutorials. Please note that there will also be lecture content this week.
Assessment #2B DUE
Module/Topic
There is no exam in this unit.
Chapter
Events and Submissions/Topic
Assessment #3 due
Partnerships Due: Review/Exam Week Wednesday (16 Oct 2019) 11:45 pm AEST
Module/Topic
There is no exam in this unit.
Chapter
Events and Submissions/Topic
1 Online discussion forum
This is an INDIVIDUAL assessment. In Weeks 2-7 you will be required to submit a discussion forum post of 150-200 words in relation to a specific question posed for each week. These questions are:
- Why have individual behaviour change approaches to public health dominated over the past 50 years and what have been the consequences on this domination for those who work from a communitarian basis such as First Nations Peoples?
- How has complex adaptive thinking influenced public health intervention planning?
- How could critical realism influence healthy setting approaches to Public Health?
- Why is a community development approach to public health interventions the preferred approach for First Nations Peoples?
- How can public health planning tools such as human-centred design thinking and Logic Models help First Nations Peoples?
- Why has extensive public health advocacy and activation around closing the gap regarding Aboriginal and Torres Strait Islander health had limited success?
- Fulfil requirements of posting on allocated discussion threads (20%)
- Demonstrate ability to structure critical argument (40%)
- Contribute to other’s learning (40%)
- Explain how complex adaptive systems thinking and Critical Realism influence project planning, implementation and evaluation
- Evaluate public health actions and evaluations within First Nations Peoples' communities in regard to social and environmental determinants of health and principles of social justice, equity and equality
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
2 Group Work
This is a GROUP assessment. At the beginning of the term, you will pick a topic and join a team (5-6 people). You will have the opportunity to learn and apply relevant human-centred design thinking strategies throughout the term. It is strongly encouraged that you make use of opportunities provided during the tutorial sessions.
Throughout the term, teams will plan a public health intervention that
- Outlines inspiration (review of the literature, local government data, analogous experience)
- Reflects ideation (themes and insights from inspiration including but not limited to defining how Aboriginal and Torres Strait Islander sections of the community are incorporated and how to ensure that their voices are heard)
- Identifies strategies developed for the intervention
- Presents a logic model or logFrame
- Provides an evaluation plan including data collection, analysis and dissemination
- Offers an opportunity for reflection on effective partnership development
This assessment consists of three components:
1. Workshop activities reflecting the public health intervention planning and evaluation process
2. Group presentation of your public health intervention plan
3. Group presentation of your public health intervention evaluation plan
Workshop activities:
The workshop activities allow each member to contribute to the public health planning and evaluation process. For this assessment, there are two individual activities:
- Assessment of two relevant research articles (done during tutorial)
- Gut check evaluation worksheet (done during tutorial)
Each member of the team will be required to upload their Workshop activity on Moodle either during or recently after the week’s tutorial. After the week’s tutorial, team members will assess the individual activities of each team member. Time will be given at the start of the next week’s tutorial for team members to assess these activities. It is the responsibility of each team member to assess individual work. Failure to provide assessment will penalise team members.
Group presentations:
As a result of the workshop activities, team members collectively contribute to the public health intervention planning and evaluation process. Opportunities to develop presentation will be provided during tutorials.
PLANNING
The first presentation provides an understanding of your team’s public health intervention. A template for the presentation is provided in Moodle. At minimum it should contain the following sections: Inspiration, Ideation (including but not limited to defining how Aboriginal and Torres Strait Islander sections of the community are incorporated and how to ensure that their voices are heard), Strategies and Reflections. Presentation should be 10 minutes in duration. Presenters will be stopped if they go over 10 minutes. Submission of your presentation includes slides AND transcript of your presentation. Only one member of the team will be allowed to upload this submission via Moodle. During the first presentation, audience members will provide critical feedback that will provide the basis for the second presentation.
EVALUATION
The second presentation provides an understanding of your team’s evaluation plan of your public health intervention. At minimum, it should contain the following sections: Logic Model, process evaluation plan and outcome evaluation plan. Presentation should be 10 minutes in duration. Presenters will be stopped if they go over 10 minutes. Submission of your presentation includes slides AND transcript of your presentation. Only one member of the team will be allowed to upload this submission via Moodle.
Workshop activities, 10%
- Fulfil requirements of
activity (2.5%)
- Contribute to the team’s
progress (2.5%)
Group presentation of
public health intervention plan, 20%
- Demonstrate breadth and
quality of plan (5%)
- Justify components and
consistency of plan (10%)
- Integrate participation of
Aboriginal and Torres Strait Islander community into plan (5%)
Group presentation of
public health intervention plan (20%)
- Demonstrate breadth and
quality of plan (5%)
- Justify components and
consistency of plan (10%)
- Integrate participation of Aboriginal and Torres Strait Islander community into plan (5%)
See Moodle for a detailed assessment rubric. Late submissions and academic misconduct penalties apply as per the university regulations.
- Determine appropriate models of public health project management that account for influencing factors at different scales
- Evaluate public health actions and evaluations within First Nations Peoples' communities in regard to social and environmental determinants of health and principles of social justice, equity and equality
- Propose and justify a range of interventions to address a complex health issue and outline how these interventions could be evaluated.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Leadership
3 Reflective Practice Assignment
This is an INDIVIDUAL assessment. Based on your informal reflections throughout the term, you will explore your ability to develop effective partnerships with others , including establishing relationships and collaborative learning. In a 2000 word essay, reflect on your group partnership throughout the term. In your essay, you will need to focus on:
- The group process in establishing and maintaining relationships throughout the term
- The effectiveness and experience of collaborative learning within the group
- The relevance of this experience in undertaking community-based public health actions and evaluations.
- A minimum of two appropriately cited references is required.
Review/Exam Week Wednesday (16 Oct 2019) 11:45 pm AEST
Exam Week Friday (25 Oct 2019)
- Present essay in a professional manner (5%)
- Ability to evaluate group processes and collaborative learning (5%)
- Demonstrate reflexivity between group experiences and public health actions and evaluations (5%)
- Demonstrate use of evidence by referencing lecture/readings/tutorial (5%)
- Reflect on effective partnership development with others, including establishing relationships and collaborative learning
- Self-management
- Ethical and Professional Responsibility
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?
