Course Outline

PUB271 Health Promotion Principles

Course Coordinator:Jane Taylor (jgregg@usc.edu.au) 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?

Description

This foundation course will develop your knowledge of health promotion, and skills in critiquing health promotion professional practice. You will learn about the development of health promotion and professional competencies, core concepts and theory, and the underlying values and principles from critical through to selective health promotion approaches. You will apply your health promotion knowledge and skills to critique current health promotion initiatives for evidence of best practice.

How will this course be delivered?

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

Course Topics

  • Science of health promotion
  • Health promotion competencies
  • Health and wellbeing determinants
  • Health promotion and the SDGs
  • Health promotion concepts, values and principles
  • Health promotion models
  • Health promotion approaches
  • Cultural safety in health promotion practice
  • Health promotion advocacy

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 Critically reflect on core health promotion theory, concepts and skills. Empowered
Ethical
A, B, A.1, B.1, A.2, B.2, A.3, B.3, A.4, B.4, A.5, A.6, B.6, A.8, A.9, 2, 2.1, 4, 4.4
2 Critique health promotion action using values and principles evident in health promotion practice. Empowered
Ethical
A, B, B.1, B.2, B.3, A.4, A.5, A.6, 2, 2.1, 4, 4.1, 4.2, 4.3
3 Advocate for a best practice health promotion approach. Creative and critical thinker
Empowered

                                    

* Competencies by Professional Body

CODE COMPETENCY
International Union for Health Promotion and Education
A Ethical Values Underpinning Health Promotion Core Competencies
B Knowledge Base Underpinning Health Promotion Core Competencies
A.1 Health as a human right, which is central to human development
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
B.2 The concepts of health equity, social justice and health as a human right as the basis for health promotion action
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
B.4 The impact of social and cultural diversity on health and health inequities and the Implications for health promotion action
A.5 Addressing the political, economic, social, cultural, environmental, behavioural and biological determinants of health and wellbeing
A.6 Ensuring that health promotion action is beneficial and causes no harm
B.6 The current theories and evidence which underpin effective leadership, advocacy and partnership building and their implication for health promotion action
A.8 Seeking the best available information and evidence needed to implement effective policies and programmes that influence health
A.9 The empowerment of individuals and groups to build autonomy and self respect as the basis for health promotion action
2 Advocate for Health
2.1 Use advocacy strategies and techniques which reflect health promotion principles
4 Communication
4.1 Use effective communication skills including written, verbal, non­verbal, and listening skills
4.2 Use information technology and other media to receive and disseminate health promotion information
4.3 Use culturally appropriate communication methods and techniques for specific groups and settings
4.4 Use interpersonal communication and groupwork skills to facilitate individuals, groups, communities and organisations to improve health and reduce health inequities.

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”.

Pre-requisites

Not applicable

Co-requisites

Not applicable

Anti-requisites

Not applicable

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

You will be provided with formative feedback in week 3 in-class on one of your Task 1 draft reading reflections.

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 Written Piece Individual 20%
Two (2) 500 word written reflections on prescribed readings
Week 4 Online Assignment Submission with plagiarism check
All 2 Artefact - Creative, and Oral Individual 35%
Conference poster presentation - 10 minutes 
Small group facilitation - 10 minutes
Week 8 In Class
All 3 Artefact - Professional, and Written Piece Individual 45%
1000 words
Week 13 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Health promotion reflection portfolio
Goal:
To demonstrate your skills in engaging with and reflecting on health promotion discipline knowledge and scholarly literature required for professional practice.
Product: Written Piece
Format:
Structured reflection is an important lifelong professional learning skill that in this task will assist you to learn about foundation health promotion discipline knowledge required for professional practice. 
Individually you will complete two 500 word written reflections on two prescribed readings using a structured reflection framework. The reading reflections will enable you to consolidate knowledge required to complete Tasks two and three. You will be provided with formative feedback in week three in class on one of your draft reading reflections. Details about the format for the structured reflection will be made available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Comprehension of health promotion foundation knowledge
1
2
Application of reflection skills
1
3
Quality of scholarly communication
1
All - Assessment Task 2:Health promotion practice critique
Goal:
To demonstrate your skills in critiquing health promotion action using the underlying values and principles of contemporary health promotion practice and small group facilitation.
Product: Artefact - Creative, and Oral
Format:
Health promotion is a field that requires practitioners to critique health and wellbeing related programs and policies to ensure best practice. In small groups you will: 
1. Choose one published peer reviewed health promotion program within the last five years of interest to you. You will need to confirm with the course coordinator that the program you select is appropriate.
2. Use best practice health promotion values and principles to conduct your critique and present findings via an electronic conference style poster. Support your critique with relevant scholarly literature (including prescribed readings).
3. Develop a group-based facilitation plan for a ten minute interactive small group activity to generate recommendations to enhance alignment of the program you have critiqued with best practice health promotion. 
4. Display your electronic poster in-class, deliver a 10 minute overview of your critique findings and facilitate the 10 minute small group facilitation activity.
You will collaborate with your team members to undertake the critique, delivery the oral presentation and facilitate the group activity. You will also participate in the small group facilitation activities delivered by your class peers.   
Further details on the critique framework, professional electronic poster requirements and small group facilitation skills and techniques will be available on Canvas.
Submit in class: Week eight (8)
Criteria:
No. Learning Outcome assessed
1
Analysis of the underlying health promotion values and principles evident in the practice example
1 2
2
Relevance and synthesis of evidence from the practice example to support the critique
1 2
3
Integration of appropriate health promotion scholarly literature into the critique
2
4
Quality of the design of the electronic poster
2
5
Quality of the delivery of the oral overview and small-group facilitation activity
2
6
Comprehensiveness of the small-group facilitation plan
1
7
Extent of collaboration with team members and class peers
1
All - Assessment Task 3:Professional advocacy brief
Goal:
To demonstrate your professional skills in advocating for a best practice health promotion approach.
Product: Artefact - Professional, and Written Piece
Format:
Health promotion action involves practitioners proactively responding to proposed health and wellbeing policy initiatives to ensure evidence of their effectiveness including alignment with best practice. This type of work is a form of professional advocacy most often undertaken on behalf of an organisation or professional body such as the Australian Health Promotion Association. Written responses, often referred to as submissions are compiled and submitted to government bodies responsible for the related policies and strategies to consider, for example, the National Stigma and Discrimination Reduction Strategy. 
In this task you will develop a written professional advocacy brief for a current national or state level health and wellbeing policy or strategy to ensure the policy or strategy is based on best practice health promotion using health promotion values and principles and supported by the relevant scholarly literature. 
Further information about how to prepare the advocacy brief will be made available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Application of best practice health promotion values and principles to develop the brief.
2 3
2
Integration of health promotion core concepts to develop the argument.
2 3
3
Relevance and integration of health promotion scholarly literature to support arguments presented.
3
4
Appropriateness of recommendations made to ensure policy alignment with best practice health promotion.
2 3
5
Adherence to advocacy brief genre.
3

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

Nil

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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The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

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 studentcentral@usc.edu.au.

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To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

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Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

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
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

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