Overview
Participatory Health Research is an approach to research that emphasises community involvement in all aspects of the research, from the initial ideas to the final dissemination of the findings. You will be introduced to and encouraged to critique a range of research approaches, methods and designs in this unit that would be appropriate to traditional research but which can be adapted to participatory health research. You will also be introduced to anti-oppressive methodologies, including feminist, decolonising and art-based approaches to research. Taking a participatory approach is important when undertaking research with First Nations Peoples, socially marginalised groups, and those who have experienced oppression. An essential part of undertaking research with these groups is the development of reflexivity and you will be encouraged to reflect on your own position and assumptions towards research and those who are researched.
Details
Pre-requisites or Co-requisites
Pre-requisites:PBHL20001 Understanding Public Health PBHL20002 Systems Thinking in 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 - 2021
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 Have Your Say
She uses many real life examples to help clarify topics and show how you can apply the theory to practice.
Continue to offer tutorial activities where tasks provide relevant learning foundations and then link to application of learning material.
Feedback from Have Your Say
Assignments back in a more timely manner
Coordinate with tutorial staff to ensure more timely moderation schedules
- Critique strengths and limitations associated with different approaches to public health research
- Justify taking a participatory health approach to public health research
- Discuss the challenges associated with taking a participatory approach to public health research
- Critique public health research undertaken within First Nations Peoples' communities
- Evaluate the impact of anti-oppressive methodologies, including feminist, decolonising and arts-based approaches to public health research
- Determine appropriate quantitative and qualitative research designs for various approaches to complex public health issues
- Reflect on own positionality and assumptions related to public health research.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 30% | |||||||
| 2 - Group Work - 40% | |||||||
| 3 - Reflective Practice Assignment - 30% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 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 - Written Assessment - 30% | ||||||||
| 2 - Group Work - 40% | ||||||||
| 3 - Reflective Practice Assignment - 30% | ||||||||
Textbooks
Research Methods in Health
Edition: 3rd (2016)
Authors: Pranee Liamputtong
OUPANZ
ISBN: 0190304316
Binding: eBook
Additional Textbook Information
If you prefer your own copy, both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
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.
v.romero@cqu.edu.au
Module/Topic
Chapter
Green, J., 2014. What kind of research does public health need? Critical Public Health, 24(3), pp. 249-252.
Events and Submissions/Topic
Module/Topic
Traditional Public Health Research: Positivist Approaches
Chapter
Allsop, J., 2007. Competing paradigms and health research. In M. Saks & J. Allsop, (Eds.), Researching health: qualitative, quantitative and mixed methods. London: Sage Publications, pp. 18-24.
Clemens, S.L. and Lincoln, D.J., 2018. Where children play most: physical activity levels of school children across four settings and policy implications. Australian and New Zealand journal of Public Health, 42(6), pp.575-581.
Events and Submissions/Topic
Module/Topic
Traditional Public Health Research: Constructivist Approaches
Chapter
Allsop, J., 2007. Competing paradigms and health research. In M. Saks & J. Allsop, (Eds.), Researching health: qualitative, quantitative and mixed methods. London: Sage Publications, pp. 25-28.
Veitch, J., Bagley, S., Ball, K. and Salmon, J., 2006. Where do children usually play? A qualitative study of parents’ perceptions of influences on children's active free-play. Health & Place, 12(4), pp.383-393.
Events and Submissions/Topic
Module/Topic
Chapter
Macaulay, A. C., Commanda, L. E., Freeman, W. L., Gibson, N., McCabe, M. L., Robbins, C. M., & Twohig, P. L., 1999. Participatory research maximises community and lay involvement. BMJ, 319(7212), pp. 774-778.
Ferguson, A., 2019. Playing out: a grassroots street play revolution. Cities & Health, 3(1-2), pp.20-28.
Events and Submissions/Topic
Module/Topic
Public Health Research and Indigenous Communities
Chapter
Martin, K. & Mirraboopa, B., 2003. Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re-search. Journal of Australian Studies, 27(76), 203-214.
Parker, E., Meiklejohn, B., Patterson, C., Edwards, K., Preece, C., Shuter, P. and Gould, T., 2006. Our games our health: a cultural asset for promoting health in Indigenous communities. Health Promotion Journal of Australia, 17(2), pp.103-108.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Robert, J. P., Fisher, T. R., Trowbridge, M. J. & Bent, C. (2016). A design thinking framework for healthcare management and innovation. Healthcare, 4(1), 11-14.
Events and Submissions/Topic
Module/Topic
Chapter
Baum, F., 2016. Survey research methods in public health in The New Public Health, 4th edition. Melbourne, Australia: Oxford University Press, pp. 186-200.
Events and Submissions/Topic
Module/Topic
Chapter
Baum, F., 2016. Qualitative research methods in The New Public Health, 4th edition. Melbourne, Australia: Oxford University Press, pp. 201-227.
Events and Submissions/Topic
Module/Topic
Arts-based and Creative Participatory Research Designs
Chapter
Coemans, S. and Hannes, K., 2017. Researchers under the spell of the arts: Two decades of using arts-based methods in community-based inquiry with vulnerable populations. Educational Research Review, 22, pp.34-49.
Hennessy, E., Kraak, V.I., Hyatt, R.R., Bloom, J., Fenton, M., Wagoner, C. and Economos, C.D., 2010. Active living for rural children: community perspectives using PhotoVOICE. American Journal of Preventive Medicine, 39(6), pp.537-545.
Events and Submissions/Topic
Module/Topic
Chapter
Abma, T., Banks, S., Cook, T., Dias, S., Madsen, W., Springett, J., & Wright, M. T., 2019. Acting for change: The generation of transformative action. In Participatory Research for Health and Social Well-Being. Springer, Cham, pp. 99-124.
Thompson, B., Molina, Y., Viswanath, K., Warnecke, R., & Prelip, M. L., 2016. Strategies to empower communities to reduce health disparities. Health Affairs (Project Hope), 35(8), pp. 1424-1428.
Events and Submissions/Topic
Module/Topic
Mixed Methods Research Design
Chapter
Tariq, S. & Woodman, J., 2013. Using mixed methods in health research. JRSM Short Reports, 4(4).
Events and Submissions/Topic
Module/Topic
Chapter
Langley, J., Wolstenholme, D., & Cooke, J., 2018. ‘Collective making’ as knowledge mobilisation: the contribution of participatory design in the co-creation of knowledge in healthcare. BMC Health Services Research 18(1), 585-594.
Eberhart, A., Slogeris, B., Sadreameli, S. C., & Jassal, M. S., 2019. Using a human-centered design approach for collaborative decision-making in pediatric asthma care. Public Health 170(2019): 129-132.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
This is an individual task assessment. You will write short responses (250 words) to questions related to Week 2 through Week 5 content. You will apply your knowledge of the readings and the lectures. Specific questions and required reading material are located on the Moodle and will also be introduced during tutorials. Use references as appropriate.
Week 5 Thursday (12 Aug 2021) 7:00 pm AEST
Week 6 Thursday (26 Aug 2021)
The assessment criteria for this unit are in the form of a rubric, which is available from the Moodle site.
However, broadly you will be assessed on:
- Explanation of research approaches
- Critique of research approaches
- Critique strengths and limitations associated with different approaches to public health research
- Justify taking a participatory health approach to public health research
- Discuss the challenges associated with taking a participatory approach to public health research
- Critique public health research undertaken within First Nations Peoples' communities
- Evaluate the impact of anti-oppressive methodologies, including feminist, decolonising and arts-based approaches to public health research
- Knowledge
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Reflective Practice Assignment
This is an individual task assessment. You will be required to write a reflective essay (1500-2500 words). You will reflect on the application of your learning related to the readings, lectures, tutorials and prior assessments. You will be tasked to address these two points:
• Your positionality and what you thought to be true in relation to public health research
• How you would seek to undertake research with Indigenous communities
Week 10 Thursday (23 Sept 2021) 7:00 pm AEST
Week 12 Thursday (7 Oct 2021)
The assessment criteria for this unit are in the form of a rubric, which is available from the Moodle site.
However, broadly you will be assessed on:
- Application of a reflection framework
- Demonstration of Indigenous research approaches
- Critique public health research undertaken within First Nations Peoples' communities
- Determine appropriate quantitative and qualitative research designs for various approaches to complex public health issues
- Reflect on own positionality and assumptions related to public health research.
- Knowledge
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Group Work
This assessment is a group project with an individual assessment. For this assessment you will justify taking a participatory approach to a public health issue through a powerpoint presentation. A problem must be proposed (whether a gap in knowledge or controversy in methodological approach). You will then present and defend the use of a participatory research approach drawing upon the unit material and other sources. Using examples from the literature, determine an appropriate research design (e.g. observations, photographs) and its subsequent impact on the community. Discuss the challenges associated with using a participatory approach. References should be a consistent Harvard format.
There is an individual component of this group presentation. This component asks you to reflect on your knowledge and activity contributions to your group. This submission will be completed individually by each member of the group. Through a brief submission, please address the following questions:
• What knowledge did you contribute?
• How did your contribution strengthen your group’s processes?
WORD LIMITS: The individual contribution should be no more than 500 words excluding references. You should include a reference section (Harvard style) to list the sources you specifically identified.
Week 11 Thursday (30 Sept 2021) 7:00 pm AEST
Review/Exam Week Thursday (14 Oct 2021)
The assessment criteria for this unit are in the form of a rubric, which is available from the Moodle site.
However, broadly you will be assessed on:
- Defining the problem
- Presenting and defending a participatory research approach
- Explaining methodology and research design
- Contribution to group goals
- Critique strengths and limitations associated with different approaches to public health research
- Justify taking a participatory health approach to public health research
- Discuss the challenges associated with taking a participatory approach to public health research
- Evaluate the impact of anti-oppressive methodologies, including feminist, decolonising and arts-based approaches to public health research
- Determine appropriate quantitative and qualitative research designs for various approaches to complex public health issues
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- 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?
