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
There are no requisites for this unit.
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
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.
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 Unit coordinator reflection
(T2 2022) Separate tutorials for on-campus and offshore/ distance students
Implement separate tutorials for on-campus and (Zoom-hosted) off-shore/distance students to better support student engagement and individual support.
Feedback from Unit coordinator and lecturer reflection
(T2 2022) Assessment 2 A and B currently 2 summative assessments. While the structure of this Assessment aligns well with ULOs, the two parts of A2 mean it effectively forms four Assessments for the Unit. It is felt that Unit outcomes can be equally met (with a more proportionate expectation of student effort) through a formative approach to Assessment 2A, with feedback informing the 2B summative Assessment.
Turn Assessment 2A into a formative Assessment, with feedback informing the 2B summative Assessment.
- 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 |
Textbooks
EVALUATING PUBLIC AND COMMUNITY HEALTH PROGRAMS
(2017)
Authors: Muriel Harris
New Jersey New Jersey , USA
ISBN: 9781119151074
Binding: eBook
The New Public Health
(2015)
Authors: Fran Baum
OUP
Melbourne Melbourne , Australia
ISBN: 9780195588088
Binding: eBook
Additional Textbook Information
No
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
t.megalaa@cqu.edu.au
Module/Topic
Changing approaches to public health action
Chapter
Baum, F. (2015). Medical and health Service Interventions. In F. Baum, The New Public Health (pp. 479-499). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Module/Topic
Behaviour change theories
Chapter
Baum, F. (2015). Changing Behaviour: The limits of behaviourism and some alternatives. In F. Baum, The New Public Health (pp. 500-523). South Melbourne: Oxford University Press
Events and Submissions/Topic
Discussion forum
Module/Topic
Planning public health action
Chapter
Baum, F. (2015). Planning and Evaluation of Community-based Health Promotion. In F. Baum, The New Public Health (pp. 228-252). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Discussion forum
Module/Topic
Tools for planning and evaluating public health actions
Chapter
Harris, J. M. (2017). Designing the Evaluation: Part 1: Describing the Program or Policy. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 111-132). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Developing initiatives: An overview. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 55-84). Hoboken, NJ: John Wiley & Sons Inc.
Events and Submissions/Topic
Discussion forum
Module/Topic
Community Development
Chapter
Baum, F. (2016). Community Development in Health. In F. Baum, The New Public Health (pp. 547-564). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Discussion forum
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Healthy Settings
Chapter
Baum, F. (2016). Healthy Settings, Cities, Communities And Organisations: Strategies For The Twenty First Century. In F. Baum, The New Public Health (pp. 584-616). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Assessment 1 Due: Friday, 25 August 11:59pm.
Comprehension and collaborative learning Due: Week 6 Friday (25 Aug 2023) 11:45 pm AEST
Module/Topic
Public health advocacy and activism
Chapter
Baum, F. (2016). Public Health Advocacy and Activism. In F. Baum, The New Public Health (pp. 565-583). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Module/Topic
Evaluation in public health
Chapter
Harris, J. M. (2017). An introduction to public and community health evaluation. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 1-22). Hoboken, NJ: John Wiley & Sons Inc.
Events and Submissions/Topic
Assessment 2 Part A: Due Friday, 8 September, 11:59pm. Presentations will be done in class this week.
Module/Topic
Evaluation Design
Chapter
Harris, J. M. (2017). Designing the evaluation: Part 1: Describing the program or policy. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 111-132). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Designing the evaluation: Part 2A: Process Evaluation. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 133-170). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Designing the evaluation. Part 2B: Outcome Evaluation. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 172-192). Hoboken, NJ: John Wiley & Sons Inc.
Events and Submissions/Topic
Module/Topic
Evaluation Methods: Data collection, analysis and interpretation
Chapter
Harris, J. M. (2017). Collecting the Data: Quantitative. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 193-216). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Collecting the Data: Qualitative. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 217-242). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Analysing and Interpreting Quantitative and Qualitative Data. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 243-270). Hoboken, NJ: John Wiley & Sons Inc.
Harris, J. M. (2017). Reporting Evaluation Findings. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 271-288). Hoboken, NJ: John Wiley & Sons Inc.
Events and Submissions/Topic
Module/Topic
Evaluation Reporting: Disseminating results
Chapter
Harris, J. M. (2017). Reporting Evaluation Findings. In J. M. Harris, Evaluating Public and Community Health Programs (pp. 271-288). Hoboken, NJ: John Wiley & Sons Inc.
Events and Submissions/Topic
Assessment 3 Due: Friday, 29 September, 11:59pm.
Partnerships Due: Week 11 Friday (29 Sept 2023) 11:45 pm AEST
Module/Topic
Healthy Public Policy
Chapter
Baum, F. (2016). Health Public Policy. In F. Baum, The New Public Health (pp. 617-652). South Melbourne: Oxford University Press.
Baum, F. (2016). Healthy Economic Policies. In F. Baum, The New Public Health (pp. 417-446). South Melbourne: Oxford University Press.
Events and Submissions/Topic
Assessment 2 Part B Due: Friday, 6 October, 11:59pm. Presentations will be done in class this week.
Public Health Intervention Plan and Evaluation Due: Week 12 Friday (6 Oct 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online discussion forum
This is an INDIVIDUAL assessment. In Weeks 2-6 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?
- 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?
- A community development approach is an effective approach when working with First Nations people to plan and implement Public Health interventions partly because it ensures that the communities have ownership and oversight of decisions regarding the public health intervention. Reflecting on unit content and other literature, why are ownership and oversight of decisions important factors in ensuring the success of interventions in these communities?
- Critical realism influences project planning, implementation and evaluation, describe how it influences healthy setting approaches to Public Health?
Week 6 Friday (25 Aug 2023) 11:45 pm AEST
Forum posts are submitted online in Moodle and are due each week (Week 2,3,4,5,6), refer to schedule for details.
Week 9 Monday (11 Sept 2023)
Two weeks after submission
- 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
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). Please note, everyone in the group must contribute and participate in the group presentation. Each individual's contribution to the group assessment will be assessed and will contribute towards their mark for the assessment. It is strongly encouraged that you make use of the 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. Each member of the team should 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. Each member of the team will be allowed to upload this submission via Moodle.
Week 12 Friday (6 Oct 2023) 11:45 pm AEST
Assessment 2 - Part A is due Week 8 on Friday , Part B is due Week 12 on Friday. Group Presentations will be conducted in class.
Exam Week Friday (20 Oct 2023)
Two weeks after submission
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%
Individual Criteria, 10%
This relates to the contribution you will make towards the group assessment. You will be required to write a brief summary (500-word submission) of your contribution to the project.
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.
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.
Week 11 Friday (29 Sept 2023) 11:45 pm AEST
Submit online in Moodle
Exam Week Friday (20 Oct 2023)
- 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
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.