Course Outline

PUB252 Health Promotion Assessment and Planning

Course Coordinator:Jane Taylor ( School:School of Health and Behavioural Sciences

2022Semester 1

USC 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 the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


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.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – Independent structured learning learning materials 2hrs Week 1 13 times
Tutorial/Workshop 1 – Workshop 2hrs Week 1 13 times

Course Topics

Best-practice health promotion planning models and frameworks

Community assets and needs assessment concepts, principles and processes

Sourcing, appraising and reporting health and wellbeing data and evidence using secondary sources of health and wellbeing data

Community engagement approaches

Collecting and analysing primary health and well-being data

Determining health and wellbeing priorities

Analysing determinants   and population characteristics of health and wellbeing priorities

Health promotion project planning: establishing goals, objectives, sub-objectives; impact and outcome evaluation; planning collaborative partnerships

What level is this course?

200 Level (Developing)

Building on and expanding the scope of introductory knowledge and skills, developing breadth or depth and applying knowledge and skills in a new context. May require pre-requisites where discipline specific introductory knowledge or skills is necessary. Normally, undertaken in the second or third full-time year of an undergraduate programs.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

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. Knowledgeable
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. Empowered
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. Empowered
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

* Competencies by Professional Body

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 Enable Change
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 Communication
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 Assessment
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 Planning
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

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Not applicable


Not applicable


CPH252 or PUB722.

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

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).

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Case Study Individual 40%
Four (4) short answer question responses
Week 5 Online Submission
All 2 Oral Group 30%
15 minutes + 2 minutes questions
Week 9 In Class
All 3 Written Piece Individual 30%
1500 words
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.
Product: Case Study
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.
No. Learning Outcome assessed
Accuracy of sourcing, reporting and interpretation of appropriate quality secondary data
Design of interview protocol and questions to assess health and wellbeing perceptions of a stakeholder group
Analysis of qualitative health and wellbeing data
Application of best practice community assessment concepts, principles and processes
1 2
Design of processes to meaningfully engage community stakeholders in community assessment
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.
Product: Oral
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.
No. Learning Outcome assessed
Application of relevant health promotion planning frameworks and/or models
Accuracy of the description of the health and wellbeing priority and community, and impact of the priority on the community
Appropriateness of evidence for the health and wellbeing priority analysis
Accuracy of the health and wellbeing priority analysis
Extent of collaboration to produce the oral presentation
Quality of the design and delivery of the oral presentation
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.
Product: Written Piece
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.
No. Learning Outcome assessed
Application of relevant health promotion planning frameworks and/or models, principles and processes
Appropriateness of evidence used throughout the plan
Technical accuracy of the goal, objectives, sub-objectives
Technical accuracy of the evaluation plan components
Quality of the justification for the goal, objectives, sub-objectives, and impact and outcome evaluation
Accuracy of the description of the health and wellbeing priority and community, and impact of the priority on the community

Directed study hours

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.

What resources do I need to undertake this course?

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.

Prescribed text(s) or course reader

There are no required/recommended resources for this course.

Specific requirements


How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

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.

Assessment: Additional Requirements

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.

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


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Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

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For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
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