HLTH11029 - Health Promotion Concepts

General Information

Unit Synopsis

You will examine and apply fundamental health promotion concepts in this unit. Models of health and health promotion are identified and analysed as to their impact on the development of the health promotion discipline. In particular, determinants of health, models of sustainability and change are considered. You will examine the role of partnerships within health promotion, with a particular focus on styles of leadership within teams. Partnership and leadership skills will be developed through a small group work project. Information literacy skills are developed and integrated into the unit activities.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2023

Term 2 - 2023 Profile
Online

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 60%
2. Written Assessment 40%

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

Past Exams

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Previous Feedback

Term 2 - 2022 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 44.44% response rate.

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.

Source: Student unit evaluation and assessment (reflective essay).
Feedback
Students should contribute to the online discussion forums more regarding their major assessment items (sharing of journal articles).
Recommendation
Compulsory discussion forum contribution (regarding the sharing of journal articles) will be worked into the existing written assessment items for the delivery of the unit in 2022.
Action Taken
A compulsory post of annotated bibliographic posts was initiated to encourage students to contribute. It was made part of their assessment, which they were asked to submit at the end of week 9 as graded activities.
Source: Self-reflection
Feedback
Although the weekly annotated bibliographic posting was made as part of graded activities, students did not post them weekly. Many students waited for the due date for the submission of the annotated bibliography to make quick and dirty posting online so that they could submit it as part of their weekly contribution, which defeated the purpose of collaboratively building an annotated bibliography throughout the semester.
Recommendation
It might be useful to consider perhaps other forms of enhancing collaboration instead of making a weekly bibliographic posting on wikis. For example, instead of asking students to make an individual weekly post in a wiki, they could be asked to make a group post on the wiki. As a group, it would mean they will need to have a member as a leader to coordinate and drive the completion effort. Group work would also allow for assessing leadership and partnerships outlined in the learning outcome. In groups of 3, students will be asked to make five out of six weekly posts on the wiki as part of the annotated bibliography. Contribution to the annotated bibliography will be assigned a grade of 20% (each week is worth 4%). This will align with Ashford-Rowe et al. (2014) critical element of authentic assessment relating to incorporating the value of collaboration into the assessment. It will challenge them to work in a team, share their knowledge and enhance each other’s learning.
Action Taken
Nil.
Source: Self-reflection
Feedback
In Assessment 1A, students are expected to know about “The Ottawa Charter for Health Promotion”, but there is no mention of what students need to do with it, and this has not been linked to any learning outcomes. Also, in assessment 1A, students are expected to know about “How the various traditional health promotion models/approaches relate to the Ottawa Charter for Health Promotion”, and they are expected to “Relate the various traditional health promotion models/approaches to the Ottawa Charter for health promotion”. However, there is no learning outcome relating to this aspect of the task. In assessment 1B, students are expected to know “The circumstances under which each model/approach is best suited” and be able to “consider under which circumstances each model/approach is best suited”. It seems this aspect of assessment 1B is not addressed in the learning outcome. The learning outcome relates to higher learning expecting students to be able to ‘analyse’ the impact of the models, not ‘consider’. Assessment 1B is a 2500-word essay, which is a bit too much for first-year students. This is in addition to the 1500-word reflection essay in Assessment 2.
Recommendation
It is recommended that in assessment 1B, each student should be asked to develop and do a live presentation of a poster describing two models/approaches to health promotion. Using the annotated bibliography, students should explain how the chosen models/approaches relate to the five key areas of the Ottawa Charter for Health Promotion, analyse the strengths and weaknesses, and explain the circumstances for which the chosen models are best suited and their influence on health promotion discipline. This poster should be worth 40% of the total grade. This assessment design will align with Ashford-Rowe et al. (2014) critical element of metacognition, assessment of individual performance, and challenging students to complete assigned tasks. It is authentic because having the ability to explain the different models/approaches of health promotion and being able to discuss how they relate to the Ottawa Charter for Health Promotion is a practical skill that students will transfer to their workplace after graduation. Also, developing a poster aligns with the principle of making assessment manageable while meeting the expectations of students and the learning outcomes
Action Taken
Nil.
Source: Self-reflection
Feedback
The unit is content-heavy. While the short lecture recordings were great, they were blurry in some cases. Also, there were many links to external sources like YouTube and other websites. While these are good, they were excessive and distracting, especially when these were social media sources.
Recommendation
Many of the linked sources were changed and replaced with educational materials from credible sources. New lecture recordings should be done for all the weeks.
Action Taken
Nil.
Source: Self-reflection
Feedback
Many students struggled with grasping the concepts of the traditional health belief models and relating them to the Ottawa Charter for Health Promotion.
Recommendation
Revise the lecture recording and provide reading materials that are easy to understand
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Compare and contrast various models of health and health promotion including determinants of health, models of sustainability and change
  2. Analyse the impact of models of health and health promotion on development of health promotion as a discipline
  3. Examine the role of partnerships in health promotion contexts
  4. Examine styles of leadership within health promotion partnerships.
  5. Construct an annotated bibliography in partnership with a multidisciplinary team


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment • • •
2 - Written Assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication •
2 - Problem Solving • •
3 - Critical Thinking • • •
4 - Information Literacy •
5 - Team Work • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment • • • • • • •
2 - Written Assessment • • • • • • •