HLTH13035 - Health in all Policies

General Information

Unit Synopsis

Health in All Policies (HiAP) is a public health movement and policy approach that contributes to the improvement of population health, equity, wellness and improved policy outcomes across participating sectors. This unit outlines how and why HiAP was established and what benefits it has had on promoting health across populations. Factors that influence the implementation of HiAP are examined, including Health Impact Assessment (HIA) and Health Lens Assessment (HLA). This unit will allow you to bring together assessment, research and evaluation skills learned throughout your course in order to consider where and how health fits in the policy cycle.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

96 credit points

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 2 - 2023

Term 2 - 2023 Profile
Online
Term 2 - 2024 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. Online Quiz(zes) 25%
2. Written Assessment 30%
3. Presentation 45%

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 100.00% (`Agree` and `Strongly Agree` responses), based on a 13.33% 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: SUTE, Student Feedback
Feedback
Students appreciated the time and effort the Unit Coordinator put in to the responses on the Discussion Board. They noted that insight from real work experience was always valuable for their learning.
Recommendation
Continue to be responsive on Moodle site discussion board drawing on industry examples.
Action Taken
The unit coordinator used current issues and work examples when responding on the discussion board (part of Assessment 2).
Source: SUTE, Student Feedback
Feedback
The workbook (assessment 2) and the report (assessment 3) are due at close times. The workbook is aligned with each week's discussion board topics, however students would appreciate spreading out due dates.
Recommendation
Change an earlier quiz to be like a workbook assessment so that students get feedback on the standard expected in the final workbook before census date. Reiterate to students that they will need to work on their workbooks each week. Redesign the workbook assessment so that it can be submitted in two parts (mid-term and end of term). Consider using a Moodle Book or on-line workbook.
Action Taken
A short answer quiz (Assessment 1: Quiz 1) similar to the workbook (Assessment 2) was introduced so that students understood the requirements for Assessment 2. The workbook (Assessment 2) was re-designed and submitted in two parts (mid-term and end of term).
Source: Reflection
Feedback
The quiz questions are superficial and ask questions about particular readings.
Recommendation
Change the first quiz questions to be the submission of a workbook-style activity.
Action Taken
The first quiz topic (week 2) was changed to a workbook-style activity and feedback given so that students understood the requirements for the workbook (Assessment 2). Weekly quizzes from week 3 to week 12 focused on core concepts and ensured students kept up to date with materials.
Source: Student attendance Reflection
Feedback
Tutorials (on assessments) are poorly attended despite offering a poll on times
Recommendation
Survey students at the start of term to gauge appropriate times for online tutorials. Schedule after hours 'drop-in' tutorials for students if appropriate.
Action Taken
Assessment related tutorials were offered to students at a time preferred by the majority of students. While these were not well attended, most students watched the recordings. Five drop in sessions were also offered during the last two weeks of term.
Source: Reflection Student assessments
Feedback
The report topic (assessment 3) is focused on communicable diseases. Many students chose STIs or HIV/AIDS as their topic, similar to a report required for PBHL12001. While no students self-plagiarised, there is potential that some students may reuse their work from that assessment.
Recommendation
Change requirements for Assessment 3, still be focused on communicable diseases but not STIs or HIV/AIDS. Change the report to an oral presentation to differentiate from other Public Health units.
Action Taken
Assessment 3 was changed to an oral presentation and students were given examples of the diverse types of communicable diseases they could use in this assessment.
Source: Student feedback (in class); Unit Coordinator's Reflection
Feedback
The discussion board forms part of assessment 2 (workbook). Students are meant to share their ideas on the weekly workbook activities and discuss and debate the topic, before individually finalising their workbooks. The idea is for students to discuss the concepts and questions with each other, not to just post their answers. Some students did not share on the discussion board but benefitted from other students input. This was frustrating and unfair for the students who contributed a lot of ideas and references. Some students did not complete all activities in the workbook (assessment 2).
Recommendation
For workbook (Assessment 2), increase the component for Criteria 5: Contribution and participation on the discussion forum' on the marking criteria from 10% to 15%. Emphasise that students should not share all their answers and references in their discussion posts, but that the forum is an asynchronous tutorial space through which students can develop and refine their thoughts and responses. Add to Criteria 2: Relevance of response in the Fail column: 'Does not provide original contributions'. Add to Criteria 3 Critical thinking and depth of response: 'All workbook activities completed' for Pass to HD marks. Add 'Activities incomplete' in the Fail column.
Action Taken
Nil.
Source: SUTE
Feedback
Qualitative feedback from one student requested additional information in the weekly lectures as not all that the lecturer discussed was on the slides. One student advised through teaching feedback to 'use more examples or elaboration'.
Recommendation
Add additional materials to support lectures, for example give more examples in Moodle materials and/or clarify concepts on the discussion board. Investigate the option of providing a transcript of lecture materials.
Action Taken
Nil.
Source: SUTE
Feedback
While qualitative feedback from one student highlighted that subject matter was clear and easy to follow, one student noted that room for improvement was 'Improve organisation of learning material'.
Recommendation
Peer review of Moodle site to ensure clear outline for students.
Action Taken
Nil.
Source: Reflection Student assessments
Feedback
Some students do not demonstrate a clear understanding of the different levels, responsibilities and functions of the Australian Health Systems in Assessments 2 and 3.
Recommendation
Focus assessment 1 (Quiz: Short answer quiz) on the different levels, responsibilities and functions of the Australian Health Systems (LO 3).
Action Taken
Nil.
Source: Reflection
Feedback
Some students did not understand what was expected for some workbook activities (Assessment 2) and online activities.
Recommendation
Add additional instructions on workbook activities for each task. Reiterate these instructions in the weekly student email and on the discussion board.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Compare and contrast 'Health in all policies' with health policy
  2. Explain the 'health in all policy' process, Health Impact Assessment process, and the Health Lens Assessment process, and how these relate to the development of policy
  3. Articulate the major components of the Australian health system, how it differs from health systems of other nations and how this relates to health in all policy
  4. Evaluate the economic influences and barriers to adopting health in all policy at both national and international levels
  5. Explore Health in All Policy as a form of social innovation.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Online Quiz(zes) • •
2 - Written Assessment • •
3 - Presentation • • •
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 •
6 - Information Technology Competence •
7 - Cross Cultural Competence • • •
8 - Ethical practice • • •
9 - Social Innovation •
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