Overview
Public Health Practice in the Cross-Cultural Community will develop the skills and knowledge necessary to effectively work in a cross-cultural context as a Public Health practitioner. These relate to developing effective working relationships with colleagues in an organisation or community, developing partnerships that promote the co-generation of knowledge within these organisations of communities, and to be able to effectively co-plan and evaluate your own learning. The unit will prepare you to successfully work in real Public Health contexts in effective partnership with communities, organisations, and other stakeholders.
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 1 - 2022
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's observation
The importance of preparation for class by reading the material and looking at the study questions is not appreciated by many students.
Discuss the importance of preparation at the beginning of the term and refer students to the section of the study guide that outlines this. Remind students periodically during the term that they need to read and prepare for class, whether online or face to face.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Critically reflect on own assumptions and behaviours that contribute to effective partnership building in cross-cultural contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Case Study - 50% | ||||
| 2 - Reflective Practice Assignment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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
There are no required textbooks.
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.
r.fanany@cqu.edu.au
Module/Topic
Introduction to the Unit: administration, assessment, case study project; scenario
Chapter
Events and Submissions/Topic
Module/Topic
Health Literacy and Community Diversity
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Health Literacy and Risk Communication
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Community Resilience, Health and Wellbeing
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Community Capacity Building and Health Promotion
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Discussion of Case Study
Chapter
Events and Submissions/Topic
Module/Topic
Social Inclusion, Health and Wellbeing
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Contexts of Practice: Mothers and Young Children
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Contexts of Practice: Children and Families
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Contexts of Practice: The Non-English Speaking Background (NESB) Community
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Contexts of Practice: The Workplace
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Becoming a Public Health Professional
Chapter
Recommended readings listed in study guide.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Case Study
The stakeholders you may choose from are:
1. Local government
2. Science/health experts
3. Local business interests
4. The media
5. Representatives of the long-term community (people who have lived in a given location for 10 years or more)
6. Representatives of new groups (people who have recently arrived in or moved to a given location)
7. Local health care personnel
8. State (or higher level) government
Your case study must have the following sections: 1) Introduction – identifies the chosen stakeholder, the emergency and gives a general indication of who they are or what they do; 2) Roles in a Public health Event – for the stakeholder group you have chosen, describe their role in a public health emergency; make sure to consider whether their role is official or non-official and whether they are personally at risk of health impacts and ithe other kinds of risk they experience; 3) Risks and Responsibilities – for the group you have chosen, describe the nature of the risks identified in the previous section; make sure to consider whether the risk is direct or indirect, whether it is a risk to health or another kind of risk, what the specific health or non-health risk involves, and what the group’s responsibilities are in relation to the public health emergency and its own and the risks of other stakeholders; 4) Role in Public health Decision-Making – for the group you have chosen, consider how they contribute to decision-making in the context of a public health emergency; be sure to discuss whether their contribution is official or unofficial, the channel through which they might affect the decision-making process. and the degree to which their impact is informed by evidence-based and non-evidence-based knowledge; and 5) Conclusion – discuss the position of the stakeholder group you have chosen in a public health emergency; you may want to consider whether they are actors or bystanders, for example, or use some other classification, but be sure to state whether your chosen stakeholder group is likely to be affected significantly, the nature of the impact, and why you believe this would occur.
This assignment must be written in a formal, academic style (not first person) and must be fully referenced. Harvard referencing is preferred for this unit. If you need help with referencing, please consult the referencing guides available online and through the Library as soon as possible.
You must achieve a mark of 50% on this assignment to pass the unit.
This assignment is due by 11:59 pm on Friday of Week 6. The case study will be discussed in class in week 6.
Week 6 Friday (22 Apr 2022) 11:59 pm AEST
1. Assessment must contain specified content and sections;
2. Assessment must show evidence of thorough research and interpretation;
3. Assessment must show evidence or original thought and analysis from the student;
4. Writing style must be formal and conform to academic conventions;
5. All sources used must be fully cited in text and on a reference list.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Knowledge
- Communication
- Self-management
- Ethical and Professional Responsibility
2 Reflective Practice Assignment
The second assessment task for this unit is a reflective essay. This is an individual assignment of approximately 2000 words and is based on your experience and imppressions during the scenario. You must discuss and analyze what you have learned about public health and the role of the public health professional in a public health emergency. The focus of the assignment is to show your deepening understanding of public health practice and to consider your experiences in the larger context of community engagement. It is not enough to just describe what you did in the scenario; you must show that you have reflected on the experience and have tried to understand in the context of your own learning. Guidelines for the reflective assignment can be found at the end of the study guide.
This is a reflective assignment, so a more informal writing style is acceptable. However, the reflection must not be wholly descriptive. It must contain an assessment of the way in which your views or thinking has changed and what you have learned about yourself as a practitioner and the community in which you work.
You must achieve a mark of 50% on this assignment to pass the unit.
This assessment task is due by 11:59pm on Friday of week 11. Students' experiences and impressions will be discussed in class in week 12.
Week 12 Friday (3 June 2022) 11:59 pm AEST
1. Assessment shows evidence of deep reflection on personal experience and future practice;
2. Assessment shows understanding of stakeholder roles and interest in Public Health;
3. Assessment contains discussion of social, political, cultural, and ethical motives on the part of stakeholders and public health practitioners;
4. Assessment discusses how current learning will affect future practice;
5. All work submitted is the student's original thought and any sources used are fully cited in text and on a reference list.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Critically reflect on own assumptions and behaviours that contribute to effective partnership building in cross-cultural contexts.
- Knowledge
- Communication
- 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?
