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 the determinants of health and wellbeing. 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|
Community engagement approaches
Determining health and wellbeing 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.||
A, B, A.2, A.3, B.3, A.4, A.5, B.8, 2, 2.5, 4, 4.1, 4.3, 6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 9, 9.1, 9.4
|2||Design qualitative data collection tools to collect and analyse health and wellbeing information from stakeholder groups.||
A, B, B.3, A.6, A.8, B.8, 4, 4.1, 4.3, 6, 6.1, 6.2, 6.3, 6.6, 6.7, 9, 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, B, B.1, B.3, A.4, A.5, B.5, A.6, 1, 1.2, 3, 3.1, 4, 4.1, 7, 7.1, 7.2, 7.3, 7.4, 7.5, 9, 9.1, 9.2, 9.4
|International Union for Health Promotion and Education|
|A||Ethical Values Underpinning Health Promotion Core Competencies|
|B||Knowledge Base Underpinning Health Promotion Core Competencies|
|B.1||The concepts, principles and ethical values of health promotion as defined by the Ottawa Charter for Health Promotion (WHO, 1986) and subsequent charters and declarations|
|A.2||Respect for the rights, dignity, confidentiality and worth of individuals and groups|
|A.3||Respect for all aspects of diversity including gender, sexual orientation, age, religion, disability, ethnicity, race, and cultural beliefs|
|B.3||The determinants of health and their implications for health promotion action|
|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|
|A.8||Seeking the best available information and evidence needed to implement effective policies and programmes that influence health|
|1.2||Use health promotion approaches which support empowerment, participation, partnership and equity to create environments and settings which promote health|
|2||Advocate for Health|
|2.5||Facilitate communities and groups to articulate their needs and advocate for the resources and capacities required for health promotion action.|
|3||Mediate through Partnership|
|3.1||Engage partners from different sectors to actively contribute to health promotion action|
|4.1||Use effective communication skills including written, verbal, nonverbal, and listening skills|
|4.3||Use culturally appropriate communication methods and techniques for specific groups and settings|
|6.1||Use participatory methods to engage stakeholders in the assessment process|
|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|
|6.6||Use culturally and ethically appropriate assessment approaches|
|6.7||Identify priorities for health promotion action in partnership with stakeholders, based on best available evidence and ethical values.|
|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|
|7.5||Identify appropriate health promotion strategies to achieve agreed goals and objectives.|
|9||Evaluation and Research|
|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 USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
CPH252 or PUB722.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Weekly in-class quizzes and other activities will be used to give you early feedback on your grasp of course content which will be relevant for Tasks 1, 2 and 3. In week 3, formative feedback will be available in class, on work towards aspects of Assessment task 1. Feedback on Task 2 (Health Priority Analysis) will provide guidance towards your completion of Task 3 (Health Promotion Project Plan).
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
Four (4) 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 and engagement plan|
To demonstrate your knowledge and skills in health promotion community assessment concepts, principles and processes.
Complete responses to four (4) short answer questions, based 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 information from secondary sources; 3) designing primary data collection methods; and 4) analysing qualitative data. Use Vancouver-JAMA style referencing. Further details on the health promotion community assessment task requirements 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 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 impact of the health and wellbeing issue on your community/population; develop and provide justification for the goal, objectives and sub-objectives for your health and wellbeing priority analysis and an evaluation plan; application of best practice planning principles. You will have opportunities to receive feedback on 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. Directed study hours may vary by location. 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.
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