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Course Outline

PUB305 Public Health Practicum

Course Coordinator:Rachel Cole (rcole@usc.edu.au) School:School of Health - Public Health

2024Semester 2

UniSC 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 usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This is a capstone course where you will undertake placement within a workplace in the public health sector under the supervision of practicing health professionals and UniSC academic staff. On completion you will be able to demonstrate the application of skills, expertise and ethical principles within your discipline-specific workplace context. This course has two streams to allow for differences in discipline-specific competencies required for professional practice. Subject to availability, work-based placements may be located outside the Sunshine Coast region.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Placement – Stream 1: Environmental Health students will complete 120 hours local government placement and 120 hours state government placement. 240hrs Week 1 Once Only
Placement – Stream 2: Health Promotion/Health Communication/Indigenous Health and Wellbeing students will complete 75 hours work placement 75hrs Week 1 Once Only
Independent Study/Research – Stream 2: Associated independent study 165hrs Week 1 Once Only
Tutorial/Workshop 1 – Stream 1&2: Scheduled, technology enabled workshops, plus Task 3 presentations 2hrs Week 1 4 times
Learning materials – Stream 2: Independent learning materials and activities 1hr Week 1 3 times

Course Topics

Identification and application of discipline-specific competencies relevant to field of practice

Public health theories, legislative frameworks, codes and/or standards in practice

Reflective practice

Employability skills

 

What level is this course?

300 Level (Graduate)

Demonstrating coherence and breadth or depth of knowledge and skills. Independent application of knowledge and skills in unfamiliar contexts. Meeting professional requirements and AQF descriptors for the degree. May require pre-requisites where discipline specific introductory or developing knowledge or skills is necessary. Normally undertaken in the third or fourth full-time study year of an undergraduate program.

What is the unit value of this course?

24 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 Apply public health theory, legislative frameworks, codes and/or standards, to a discipline specific work context. Engaged 
A.1, B.1, A.2, B.2, A.3, B.3, B.4, B.5, B.6, B.7, B.8, B.9, A.11
2 Demonstrate critical thinking, problem solving and expert judgement through critically reflecting on discipline specific competencies in professional environments. Engaged 
A.11, 5.2, 5.4, 5.5, 5.6
3 Demonstrate employability skills, including professional interpersonal, written and oral communication, and conflict resolution skills. Engaged 
4.1, 4.2, 4.3, 4.4, 8.1

* Competencies by Professional Body

CODE COMPETENCY
International Union for Health Promotion and Education
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
B.4 The impact of social and cultural diversity on health and health inequities and the Implications for health promotion action
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.7 The current models and approaches of effective project and programme management (including needs assessment, planning, implementation and evaluation) and their application to health promotion action
B.8 The evidence base and research methods, including qualitative and quantitative methods, required to inform and evaluate health promotion action
B.9 The communication processes and current information technology required for effective health promotion action
A.11 Being accountable for the quality of one's own practice and taking responsibility for maintaining and improving knowledge and skills
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.
5.2 Use leadership skills which facilitate empowerment and participation (including team work, negotiation, motivation, conflict resolution, decision-making, facilitation and problem solving)
5.4 Incorporate new knowledge to improve practice and respond to emerging challenges in health promotion
5.5 Contribute to mobilising and managing resources for health promotion action
5.6 Contribute to team and organisational learning to advance health promotion action
8.1 Use ethical, empowering, culturally appropriate and participatory processes to implement health promotion action

Am I eligible to enrol in this course?

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

Pre-requisites

enrolled in SC344 or SC354 or SC367 or SC373 or SC375

Co-requisites

Not applicable

Anti-requisites

WPL310 or WPL311 or WPL320 or HLT326 or PUB352 or PUB332

Specific assumed prior knowledge and skills (where applicable)

This course can only be undertaken in the final year of your program and requires course coordinator permission to ensure you have met the assumed prior knowledge and skills required relevant to your discipline area.

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

Feedback on placement-specific workplace learning objectives will be provided by the Course Coordinator and/or relevant Placement Academic Supervisor by Week 4.

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 15% 
1800 words
 Week 5 Online Assignment Submission with plagiarism check
All 2a Artefact - Professional Individual 0% 
Up to 1000 words
 Week 9 Online Submission
All 2b Portfolio Individual 50% 
3000 words + Log book of hours
 Week 13 Online Assignment Submission with plagiarism check
All 3a Written Piece Individual 0% 
500 words
 Week 3 Online Assignment Submission with plagiarism check
All 3b Oral and Written Piece Individual 35% 
20 minute presentation
 Week 13 To be Negotiated
All - Assessment Task 1:Professional practice map/plan
Goal: 
You will develop an environmental scan of your professional placement and identify the key theory/framework/code/standards that can be used in this site.
Product: Written Piece
Format: 
Individual written map or plan; maximum of 1800 words; genre options and guidelines available on Canvas.
Criteria:
No. Learning Outcome assessed
1 
Contextualisation of work environment
 2
2 
Identification of relevant discipline-specific theories, legislative frameworks, codes and/or standards
 1
3 
Application of theory/framework/code/standard/legislation
 1
4 
Quality of communication
 3
All - Assessment Task 2a:Public Health Portfolio Progress
Goal: 
To demonstrate your progress towards application of your discipline-specific competencies by submitting draft professional work outputs required as part of the Public Health Portfolio.
Product: Artefact - Professional
Format: 
As per Public Health Portfolio task 2b.
Criteria:
No. Learning Outcome assessed
1 
Application of public health theory, frameworks, codes and standards.
 1
2 
Quality of communication
 3
All - Assessment Task 2b:Public Health Portfolio
Goal: 
You will demonstrate the application of your discipline-specific competencies in a workplace context.
Product: Portfolio
Format: 
Your portfolio will be negotiated with the course coordinator and will include:
Log book of work placement hours; 
Professional practice evaluation;
At least two (2) professional outputs relevant for your discipline and work setting.
Criteria:
No. Learning Outcome assessed
1 
Compliance with Code of Conduct
 3
2 
Application of public health theory, legislative frameworks, codes and/or standards
 1
3 
Application of critical reflection to interpret and justify conclusions and findings
 2
4 
Quality of communication
 2
All - Assessment Task 3a:Professional Practice Learning Objectives
Goal: 
You will establish workplace learning objectives relevant to developing discipline specific competencies and skills
Product: Written Piece
Format: 
Maximum 500 words
Criteria:
No. Learning Outcome assessed
1 
Alignment of individual learning objectives with discipline specific competencies
 2
2 
Appropriateness of learning objectives to industry context and project/s
 2
3 
Clarity of strategies to achieve learning objectives and work placement tasks
 3
All - Assessment Task 3b:Professional Practice Presentation
Goal: 
To critically reflect on what you have learned whilst on placement in relation to discipline-specific competencies and how you responded to feedback provided by placement supervisor(s).
Product: Oral and Written Piece
Format: 
20 minute visual presentation plus written outline
Criteria:
No. Learning Outcome assessed
1 
Critical reflection on application of discipline specific competencies (including use of technologies and equipment) throughout the placement
 2
2 
Critical reflection on achievement towards workplace learning objectives
 2
3 
Critical reflection on learnings for future practice
 2
4 
Communication for a professional audience
 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. 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

Your host work integrated learning organisation may have specific requirements you must meet to undertake placement. These may include: personal protective equipment (eg. safety footwear), national police clearance or criminal history check, evidence of specific vaccinations, Tuberculosis risk assessment (and testing if relevant), CPR, current first aid certificate or Blue Card. Refer to SONIA online for the current mandatory requirements. Note some mandatory requirements may require action 6 months prior to your work placement (e.g. Hepatitis B vaccination).

How are risks managed in this course?

Risk assessments have been performed for all field activities and low to moderate levels of health and safety risk exists. Moderate risks may include working in an Australian bush setting, working with people, working outside normal office hours for example. 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:
a.	The final mark is in the percentage range 47% to 49.4%
b.	The course is graded using the Standard Grading scale
c.	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.

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC 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.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

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

AccessAbility Services

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
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
    • UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au
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