PBHL12002 - Public Health Interventions

General Information

Unit Synopsis

Public health programs require a coordinated effort and are typically based on a systematic planning model. This unit builds on your understanding of public health by providing a planning framework and the necessary tools to tackle complex public health issues at population, community and individual levels. Effective public health programs incorporate a combination of interventions to promote and protect health, hence you will explore and critique a range of individually focused interventions (aimed at changing individual behaviour) and structural interventions (aimed at changing social, economic, political, and environmental factors). Public health advocacy will be explored as a key strategy for facilitating 'upstream' changes such as regulation, policy or procedural changes. You will have the opportunity to develop a planning model to address a specific public health issue; this model can be used to prioritise health issues, select appropriate public health interventions and develop indicators to assess health impacts and outcomes over time.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites 48 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 - 2021

Term 2 - 2021 Profile
Online
Term 2 - 2022 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 20%
2. Written Assessment 40%
3. 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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 40% 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.
Feedback
More feedback required on assessment items.
Recommendation
Provide detailed feedback on assessment items and ensure all markers are familiar with clear examples of marking feedback.
Action Taken
Detailed feedback was given on individual assessment pieces. More generic feedback was given in zoom support sessions and group emails.
Source: Student.
Feedback
The Logic Model is a useful tool for planning. It would be useful to have a template that could be printed off.
Recommendation
Provide a Microsoft Word and Microsoft Excel Logic Model template that can be downloaded and printed by students.
Action Taken
This was provided and used by all students for assessment 3.
Source: Evaluation, emails
Feedback
Students commented that they appreciated regular constructive feedback and contact from the Unit Coordinator, particularly around assessment.
Recommendation
Continue to provide detailed feedback and contact. Encourage contact from those who are unable to attend zoom support sessions.
Action Taken
Nil.
Source: Student assessments
Feedback
Some confusion about requirements for assessment report layout.
Recommendation
Review the report layout exemplars and marking rubric for assessments 2 and 3.
Action Taken
Nil.
Source: Evaluation
Feedback
The first two assessments were due in a very short timeframe from one another which made it somewhat difficult to know what was required.
Recommendation
Give immediate feedback on assessment 1 (online short answer quiz) once submitted.
Action Taken
Nil.
Source: Evaluation, student interaction
Feedback
Poor class interaction on the discussion board and in drop in zoom support sessions.
Recommendation
More incentive for discussion board (e.g. practice short answer assessment 1 quizzes). Hold tutorials at times suitable for all students (out of hours).
Action Taken
Nil.
Unit learning Outcomes

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

  1. Articulate the importance of a planning model to guide program planning within public health
  2. Distinguish between 'individually focused' and 'structural' public health interventions
  3. Determine the most appropriate combination of interventions for addressing a key public health issue
  4. Articulate the importance of public health advocacy as a key strategy for improving the health of the community
  5. Develop a planning model to address a specific public health issue
  6. Solve ethical concerns relating to intervention development.


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
7 - Cross Cultural Competence
8 - Ethical practice
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
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment