Course Coordinator:Rachel Cole (firstname.lastname@example.org) School:School of Health - Public Health
UniSC Sunshine Coast
|Blended learning||Most of your course is on campus but you may be able to do some components of this course online.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course, you will develop specialised knowledge and skills required to conduct a community health and wellbeing assets and needs assessment, and compile an evidence-based health promotion plan in partnership with stakeholders. You will develop research skills to source, interpret and report existing and new quantitative and qualitative community assessment data on health and wellbeing determinants. You will conduct a health and wellbeing priority analysis and develop related SMART project goal, objectives and sub-objectives, and impact and outcome evaluation.
|Learning materials – Independent structured learning learning materials||2hrs||Week 1||13 times|
|Tutorial/Workshop 1 – Workshop||2hrs||Week 1||13 times|
|Seminar – Health promotion job seeking (weeks 5 & 8)||1hr||Week 5||2 times|
Community engagement, partnerships and cultural safety
Determining health and well-being priorities
200 Level (Developing)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * International Union for Health Promotion and Education|
|1||Source, critique, interpret, synthesise and report information on the determinants of health and wellbeing for a priority community.||
6.2, 6.3, 6.4, 6.5
|2||Design qualitative data collection tools to collect and analyse health and wellbeing information from stakeholder groups.||
A.6, B.8, 6.2, 9.1, 9.4
|3||Use evidence-based literature to conduct a comprehensive health and wellbeing priority analysis and develop a health promotion plan to address the health and wellbeing priority.||
A.4, A.5, B.5, A.6, 3.1, 7.1, 7.2, 7.3, 7.4, 9.1, 9.2
|International Union for Health Promotion and Education|
|A.4||Addressing health inequities, social injustice, and prioritising the needs of those experiencing poverty and social marginalisation|
|A.5||Addressing the political, economic, social, cultural, environmental, behavioural and biological determinants of health and wellbeing|
|B.5||Health promotion models and approaches which support empowerment, participation, partnership and equity as the basis for health promotion action|
|A.6||Ensuring that health promotion action is beneficial and causes no harm|
|B.8||The evidence base and research methods, including qualitative and quantitative methods, required to inform and evaluate health promotion action|
|3.1||Engage partners from different sectors to actively contribute to health promotion action|
|6.2||Use a variety of assessment methods including quantitative and qualitative research methods|
|6.3||Collect, review and appraise relevant data, information and literature to inform health promotion action|
|6.4||Identify the determinants of health which impact on health promotion action|
|6.5||Identify the health needs, existing assets and resources relevant to health promotion action|
|7.1||Mobilise, support and engage the participation of stakeholders in planning health promotion action|
|7.2||Use current models and systematic approaches for planning health promotion action|
|7.3||Develop a feasible action plan within resource constraints and with reference to existing needs and assets|
|7.4||Develop and communicate appropriate, realistic and measurable goals and objectives for health promotion action|
|9.1||Identify and use appropriate health promotion evaluation tools and research methods|
|9.2||Integrate evaluation into the planning and implementation of all health promotion action|
|9.4||Use research and evidence-based strategies to inform practice|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Weekly in-class practice activities will be used to provide you with early feedback to support your preparation for all tasks. In week 3, formative feedback will be available in class for Task 1. Feedback on Task 2 will provide guidance towards completion of Task 3.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
Five (5) short answer question responses
|Week 5||Online Submission|
15 minutes + 2 minutes questions
|Week 9||In Class|
|Week 13||Online Submission|
|All - Assessment Task 1:Health promotion community assessment|
To demonstrate your knowledge and skills in health promotion community assessment including; community profiling; sourcing, critiquing, interpreting and reporting community health and wellbeing information from secondary sources; designing primary data collection methods and tools; analysing qualitative data; and planning for community engagement.
You will provide responses to five (5) short answer questions on a community assessment case study. Questions will relate to the following elements of community assessment: 1) community profiling; 2) sourcing, critiquing, interpreting and reporting community health and wellbeing data from secondary sources; 3) designing primary data collection methods and tools; 4) analysing qualitative data; and 5) engaging with community stakeholders. Use Vancouver-JAMA style referencing. Further details on how to approach and complete the task will be available on Canvas.
|All - Assessment Task 2:Health and wellbeing priority analysis|
To demonstrate your knowledge and skills in working collaboratively to undertake and communicate a health and wellbeing priority analysis for a priority community.
In small groups you will work collaboratively to develop and present via an oral presentation a health and wellbeing priority analysis for your selected community/population. Your oral presentation is for a professional audience and to be delivered via appropriate technology, for example, PowerPoint. Your presentation will be based on the evidence and: describe the health and wellbeing priority and community/population; and present the full range of individual and environmental level determinants of the priority. Use Vancouver-JAMA style referencing. Further details on how to undertake a health priority analysis and the oral presentation requirements will be available on Canvas.
|All - Assessment Task 3:Health promotion plan|
To develop your knowledge and skills in evidence-based health promotion planning to address a health and wellbeing priority in a community.
Individually you will develop a health promotion plan to address your community health and wellbeing priority. The plan will be based on the health and wellbeing priority analysis (and related evidence) presented in Task 2. You will use the evidence to: describe the health and wellbeing priority; develop and provide justification for necessary partnerships; application of best practice principles; the goal, objectives and sub-objectives for your health and wellbeing priority analysis; and develop and provide justification for outcome and impact evaluation to evaluate your goal, objectives and sub-objectives. You will have opportunities to receive feedback on your draft goal, objectives and sub-objectives and related evaluation prior to submission of your final plan, through in-class activities. Use Vancouver-JAMA style referencing. Further details on how to approach and structure the health promotion plan will be available on Canvas.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct.
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