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.
|Learning materials – Independent structured learning materials||2hrs||Week 1||13 times|
|Tutorial/Workshop 1 – On-campus workshop||2hrs||Week 1||13 times|
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||Critically reflect on core health promotion theory, concepts and skills.||
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.||
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
|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|
|4.1||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.|
Refer to the USC 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).|
You will be provided with formative feedback in week 3 in-class on one of your Task 1 draft reading reflections.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
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%||
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Health promotion reflection portfolio|
To demonstrate your skills in engaging with and reflecting on health promotion discipline knowledge and scholarly literature required for professional practice.
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.
|All - Assessment Task 2:Health promotion practice critique|
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|
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)
|All - Assessment Task 3:Professional advocacy brief|
To demonstrate your professional skills in advocating for a best practice health promotion approach.
|Product:||Artefact - Professional, and Written Piece|
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.
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.
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.
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