CQUniversity Unit Profile.

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:

1. Behaviour change theories are useful in designing public health interventions. What are the strengths and limitations of behaviour change theories, when designing public health interventions for First Nations people? 
2. What is the importance of asset based approaches in public health intervention planning?
3. Can complex social/public health interventions be effectively modeled with a single logic model? Why or why not? Considering First Nations Peoples, how would you approach a task like this?
4. Read the Child Family Community Australia (CFCA) report by Sam Morley. (Morley, S. (2015). What works in effective Indigenous community-managed programs and organisations (CFCA Paper No. 32). Melbourne. Retrieved from Australian Institute of Family Studies: https://aifs.gov.au/cfca/publications/what-works-effective-indigenous-community-managed-programs-and-organisations). Reflecting on this report and unit content, what makes indigenous community-managed programs and organisations more effective in delivering public health interventions in First Nations communities?
5. Read Næss, P. (2015) Critical Realism, Urban Planning and Urban Research. European Planning Studies, 23(6), 1228-1244. Reflecting on this article, what is your understanding of how critical realism can inform urban planners and policy makers decisions in the design of healthy setting approaches to Public Health?
6. Read Donato, R. & Segal, L. (2013) Does Australia have the appropriate health reform agenda to close the gap in Indigenous health?. Australian Health Review, 37, 232-238. Reflecting on this article and other literature and what you have learnt about public health advocacy and activism, has the Closing the Gap campaign been successful?

• Fulfil requirements of posting on allocated discussion threads (20%)
• Demonstrate ability to structure critical argument (40%)
• Contribute to other’s learning (40%)

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 two components:

1. Part A: Group presentation of your public health intervention plan.

Working in groups of up to 6, you need to plan a public health intervention within a chosen scenario (scenarios will be provided in Moodle or in class). This will include:

• outlining assets and needs based on the literature and local government authority data;
• developing a logic model or logFrame;
• identifying how Aboriginal and Torres Strait Islander sections of the community are incorporated into the 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.

2. Part B:Group presentation of your public health intervention evaluation plan

Continuing in your group and working on the same scenario, outline how your public health intervention would be evaluated. This will include:

• provision of an evaluation plan including data collection and analysis and how results will be disseminated;
• identifying what differences would need to be undertaken to ensure Aboriginal and Torres Strait Islander voices are heard.

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.

Group submission 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 evaluation 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%

Peer  and Self Evaluation, 10%

See Moodle for a detailed assessment rubric. Late submissions and academic misconduct penalties apply as per the university regulations.

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.

• 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%)