In this course, you will develop the knowledge and skills required to plan for the implementation and evaluation of health promotion action. You will research evidence-based health promotion strategies used to address the determinants of a health and wellbeing priority and develop a health promotion strategy portfolio based on evidence and theory. You will learn about evaluation approaches including formative and process levels which you will develop for your health promotion plan.
|Learning materials – 2 hours of independent structured learning materials||2hrs||Week 1||13 times|
|Tutorial/Workshop 1 – 2 hour workshop||2hrs||Week 1||13 times|
Health promotion implementation and evaluation competencies
Health promotion implementation and evaluation values, principles and process
Evidence-based health promotion strategies
Health promotion strategy portfolio
Health promotion strategy theories
Partnerships for health promotion
Process evaluation planning
Process evaluation indicators, methods, tools and measures
300 Level (Graduate)
|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 best practice health promotion principles and processes to plan for the implementation and evaluation of ethical and culturally sensitive health promotion action.||
A, B, B.1, B.2, B.3, B.4, B.5, A.6, B.6, A.8, 1, 1.2, 4, 4.1, 4.3, 5, 5.1, 7, 7.2, 8, 8.1, 9, 9.4
|2||Use evidence-based literature to research, design and communicate a sustainable strategy portfolio that addresses determinants of a complex health and wellbeing priority.||
A, B, B.3, B.6, A.8, A.10, 1, 1.3, 1.5, 2, 2.1, 2.2, 3, 3.1, 3.2, 3.3, 3.4, 4, 4.1, 7, 7.3, 7.4, 7.5, 8, 8.5, 9, 9.4
|3||Use evidence-based approaches to research and design a comprehensive plan to evaluate the strategy portfolio in a health promotion project.||
Creative and critical thinker
B, B.7, B.8, 4, 4.1, 4.3, 9, 9.1, 9.2, 9.3, 9.4
|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|
|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|
|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|
|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|
|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|
|A.8||Seeking the best available information and evidence needed to implement effective policies and programmes that influence health|
|B.8||The evidence base and research methods, including qualitative and quantitative methods, required to inform and evaluate health promotion action|
|A.10||Sustainable development and sustainable health promotion action|
|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|
|1.5||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|
|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|
|3.4||Facilitate the development and sustainability of coalitions and networks for health promotion action.|
|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|
|5.1||Work with stakeholders to agree a shared vision and strategic direction for 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.|
|8.1||Use ethical, empowering, culturally appropriate and participatory processes to implement health promotion action|
|8.5||Monitor the quality of the implementation process in relation to agreed goals and objectives for health promotion action.|
|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|
|9.3||Use evaluation findings to refine and improve health promotion action|
|9.4||Use research and evidence-based strategies to inform practice|
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).|
Early feedback will be provided across the semester via reflective quizzes and case examples to check understanding of foundation concepts to support 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?|
Completion of template
|Week 5||Online Assignment Submission with plagiarism check and in class|
Oral presentation (15 minutes + 2 minutes questions); short written critique
|Refer to Format||Online Assignment Submission with plagiarism check and in class|
Written plan (completion of a template)
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Strategy evidence report|
To demonstrate your knowledge and skills in sourcing and using peer-reviewed literature to inform the design of a health promotion strategy portfolio.
Select a health and wellbeing topic for a priority population group of interest to you. Source, critique and summarise evidence-based literature on health promotion strategies that have been implemented and evaluated to address determinants of your chosen health and wellbeing topic. Generate evidence-based recommendations for effective health promotion strategies to be included in a comprehensive portfolio that will address your selected health and wellbeing topic. Use Vancouver JAMA style referencing. The strategy evidence report template and further details on how to approach and complete the strategy evidence critique will be available on Canvas.
|All - Assessment Task 2:Strategy portfolio presentation|
To demonstrate knowledge and skills in researching, designing and communicating a sustainable health promotion strategy portfolio to address the determinants of a health and wellbeing topic.
In groups of three or four, you will work collaboratively to design and orally present an evidence-based portfolio of strategies for a health and wellbeing topic in a selected community. You will delivery your oral presentation in week 8 or 9 Your oral presentation is for a professional audience and to be delivered via appropriate technology, for example, PowerPoint. Your presentation will include: an introduction to the health and wellbeing topic and priority population being addressed; summary of the evidence and principles used to inform strategy choices; strategy portfolio, including theoretical basis and capacity to address determinants of the health and wellbeing topic; references. As a group, you will also submit a work plan detailing how you collaborated in your group to develop the presentation and a short, written critique of your peers' presentations. Use Vancouver JAMA style referencing. Further details on how to design a strategy portfolio and the oral presentation, work plan and peer critique requirements will be available on Canvas.
|All - Assessment Task 3:Process evaluation plan|
To develop your knowledge and skills in designing and communicating an evaluation plan for a health promotion project plan.
Individually you will develop and communicate an evaluation plan to evaluate the health promotion strategy portfolio designed in Task 2. Using the evaluation plan template provided you will develop and provide justification for process evaluation to assess an allocated strategy and activities [exposure, participation, delivery, program satisfaction, context] and identify an indicator of change and how you will measure any changes. This will include process performance indicators and relevant data collection methods and tools, types, sources, and timeframes. Once you have developed your process evaluation you will develop 5 questions to be included in a survey tool to collect process evaluation data. Use Vancouver JAMA style referencing. The evaluation plan template and further details on how to approach and complete the evaluation plan will be 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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Adrian Bauman,Don Nutbeam||2014||Evaluation in a Nutshell||2nd||McGraw-Hill Education Australia|
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.
Your eligibility for supplementary assessment in a course is dependent on 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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