In this course you will develop the knowledge and skills to create health-promoting settings of everyday life in the neighbourhoods and communities where people live, love, work, shop and play. You will learn about the role of healthy public policy, how to apply theories of the policy process and use advocacy strategies to gain political commitment, policy support, social acceptance and systems support to create health and well-being and address health inequities and inequalities.
|Learning materials – Independent structured learning materials||2hrs||Week 1||13 times|
|Tutorial/Workshop 1 – Workshop (on campus)||2hrs||Week 1||13 times|
Health promoting settings
Healthy public policy
Health in All Policies (HiAP)
Commercial determinants of health
Public health advocacy
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||Apply a settings approach for health promotion action.||Creative and critical thinker||
A, B, B.2, B.3, A.5, B.5, B.6, B.9, B.10, 1, 1.1, 1.2, 1.3, 1.4, 1.5, 4, 4.1, 5, 5.3, 5.4, 6, 6.3, 6.7, 7, 7.1, 7.2, 8, 8.1, 9, 9.5
|2||Develop healthy public policy to create environments and settings that support health and wellbeing.||Sustainability-focussed||
A, B, B.2, B.3, A.5, B.6, B.9, B.10, 1, 1.1, 1.2, 1.3, 1.4, 1.5, 3, 3.1, 3.2, 3.3, 4, 4.1, 4.2, 4.3, 4.4, 5, 5.1, 5.2, 5.3, 5.4, 6, 6.3, 6.7, 7, 7.1, 7.2, 8, 8.1, 9, 9.5
|3||Advocate for healthy public policy across a range of stakeholder audiences.||Empowered||
A, B, B.2, B.3, A.5, B.6, B.9, B.10, 1, 1.1, 1.2, 1.3, 1.4, 1.5, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 4, 4.1, 4.2, 4.3, 4.4, 5, 5.1, 5.2, 5.3, 5.4, 6, 6.3, 6.7, 7.1, 7.2, 8, 8.1, 9, 9.5
|International Union for Health Promotion and Education|
|A||Ethical Values Underpinning Health Promotion Core Competencies|
|B||Knowledge Base Underpinning Health Promotion Core Competencies|
|B.2||The concepts of health equity, social justice and health as a human right as the basis for health promotion action|
|B.3||The determinants of health and their implications for health promotion action|
|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|
|B.6||The current theories and evidence which underpin effective leadership, advocacy and partnership building and their implication for health promotion action|
|B.9||The communication processes and current information technology required for effective health promotion action|
|B.10||The systems, policies and legislation which impact on health and their relevance for health promotion.|
|1.1||Work collaboratively across sectors to influence the development of public policies which impact positively on health and reduce health inequities|
|1.2||Use health promotion approaches which support empowerment, participation, partnership and equity to create environments and settings which promote health|
|1.3||Use community development approaches to strengthen community participation and ownership and build capacity for health promotion action|
|1.4||Facilitate the development of personal skills that will maintain and improve health|
|1.5||Work in collaboration with key stakeholders to reorient health and other services to promote health and reduce health inequities.|
|2||Advocate for Health|
|2.1||Use advocacy strategies and techniques which reflect health promotion principles|
|2.2||Engage with and influence key stakeholders to develop and sustain health promotion action|
|2.3||Raise awareness of and influence public opinion on health issues|
|2.4||Advocate across sectors for the development of policies, guidelines and procedures across all sectors which impact positively on health and reduce health inequities|
|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|
|3.2||Facilitate effective partnership working which reflects health promotion values and principles|
|3.3||Build successful partnership through collaborative working, mediating between different sectoral interests|
|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.|
|5.1||Work with stakeholders to agree a shared vision and strategic direction for health promotion action|
|5.2||Use leadership skills which facilitate empowerment and participation (including team work, negotiation, motivation, conflict resolution, decision-making, facilitation and problem solving)|
|5.3||Network with and motivate stakeholders in leading change to improve health and reduce inequities|
|5.4||Incorporate new knowledge to improve practice and respond to emerging challenges in health promotion|
|6.3||Collect, review and appraise relevant data, information and literature to inform health promotion action|
|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|
|8.1||Use ethical, empowering, culturally appropriate and participatory processes to implement health promotion action|
|9||Evaluation and Research|
|9.5||Contribute to the development and dissemination of health promotion evaluation and research processes|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
PUB704 and PUB742
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Early feedback will be provided via three (3) online formative quizzes in the first three weeks and case study example activities across the semester to consolidate your understanding of course concepts and skills for assessment.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 5||Online Assignment Submission with plagiarism check|
|Week 9||Online Assignment Submission with plagiarism check and in class|
|All||3||Artefact - Professional, and Written Piece||Individual||40%||
Written advocacy plan and two (2) advocacy products (approx. 1200 words)
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Health promotion settings critique|
To demonstrate your knowledge and skills in critiquing a health promotion setting framework for health promotion action.
You will work individually to critique a health promotion settings case example (provided). Your written critique should include the following: Brief description of the health promotion setting case example; Justification for the settings approach for health promotion action; Description of the selected settings framework used in the case example; Discussion of the strengths and limitations of the application of the settings framework used; Recommendations for future improvements to the application of the settings framework used, and Use of Vancouver JAMA style referencing. Further details are provided to students at the commencement of semester.
|All - Assessment Task 2:Policy planning analysis|
To demonstrate your skills in investigating the application of policy processes in the adoption of Health in All Policies (HiAP).
In groups, you will investigate the factors that influence the likelihood of Health in All Policies being adopted, using the policy process factors provided. You will present your policy analysis via an oral presentation using a multimedia platform of your choice. The oral presentation should: Be 8-10 minutes in length; Incorporate evidence of a range of enablers and/or challenges for adopting HiAP; Visually present a range of policy factors relevant to the policy process; Discuss key policy concepts; Use Vancouver JAMA style referencing. Further details on how to approach and complete the policy planning analysis will be available to students at the commencement of the course.
|All - Assessment Task 3:Advocacy plan and products|
To demonstrate your knowledge and skills in developing an advocacy plan to advocate for a HiAP approach to a range of stakeholder audiences within the policy context.
|Product:||Artefact - Professional, and Written Piece|
You will work individually to research, produce and justify an advocacy plan and two (2) advocacy products to advocate for a HiAP approach within a given policy context setting. The written advocacy plan should include: Three (3) recommendations (from a list provided) to progress a Health in All Policies approach; Three (3) advocacy strategies for different stakeholder audiences; Justification for the chosen audiences, medium and framing of advocacy strategies; Use of Vancouver JAMA style referencing. The advocacy products should include: Two advocacy products of different genre; One media advocacy genre of your choice from options provided; Approximately 400 words per product. Further details on how to approach and complete this advocacy plan will be available to students at the commencement of the course.
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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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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