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Course Outline

PUB702 Health Promotion Implementation and Evaluation

Course Coordinator:Jane Taylor (jtaylor6@usc.edu.au) School:School of Health - Public Health

2026Session 5

Online

 Online You can do this course without coming onto campus, unless your program has specified a mandatory onsite requirement.

Please go to unisc.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 an advanced course where you will develop the specialised knowledge and skills required to plan for the implementation and evaluation of health promotion action. You will research evidence-based health promotion strategies and partnerships used to address the socio-ecological determinants of a health and wellbeing issue, and develop a health promotion strategy portfolio based on evidence and theory. You will learn about health promotion evaluation approaches, and develop formative and process evaluation plans to evaluate your health promotion strategy portfolio.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Online
Online – 5 hours of structured asynchronous online learning materials and an optional 1-hour online drop in consultation session 6hrs Week 1 8 times

Course Topics

Health promotion implementation and evaluation competencies

Health promotion implementation and evaluation values, principles, and processes

Evidence-based health promotion strategies 

Health promotion strategy portfolio

Health promotion setting and strategy theories

Community engagement, partnerships, and Cultural Safety

Formative evaluation planning

Process evaluation planning 

Process evaluation indicators, methods, tools, and measures

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

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 Apply best practice health promotion principles and theories to plan for the implementation and evaluation of ethical and culturally safe health promotion action. Empowered
Ethical 
B.3, B.5, A.6, B.6, 1.2, 5.1, 7.2, 8.1, 9.4
2 Use evidence-based literature to research, design, and communicate a sustainable strategy portfolio that addresses socio-ecological determinants of a complex health and wellbeing issue. Empowered
Sustainability-focussed 
B.6, A.10, 1.3, 2.2, 3.1, 3.2, 3.3, 3.4, 7.3, 7.5, 9.4
3 Use evidence-based approaches to research and design a comprehensive plan to evaluate a health promotion strategy portfolio. Creative and critical thinker
Empowered 
B.7, B.8, 9.1, 9.2, 9.3, 9.4

* Competencies by Professional Body

CODE COMPETENCY
International Union for Health Promotion and Education
B.3 The determinants of health and their 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
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
2.2 Engage with and influence key stakeholders to develop and sustain health promotion action
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.
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
7.5 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
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

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 any Postgraduate Program

Co-requisites

Not applicable

Anti-requisites

PUB351

Specific assumed prior knowledge and skills (where applicable)

Not applicable

Microcredential Information

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

Learning activities designed to provide feedback on understanding of course concepts to support assessment will be available to students.

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 Plan Individual 50% 
Completion of a template, approx. 1,800 words
 Week 5 Online Submission
All 2 Plan Individual 50% 
Completion of template, approx. 1,800 words
 Week 8 Online Submission
All - Assessment Task 1:Strategy portfolio plan
Goal: 
To demonstrate your advanced knowledge and skills in researching, designing and communicating a sustainable strategy portfolio that addresses the socio-ecological determinants of a complex health and wellbeing issue for a priority population.
Product: Plan
Authorship Statement:
Format: 
You will develop an evidence-based portfolio of strategies for a health and wellbeing priority in a selected priority community of interest to you. 
In your portfolio you will describe the health and wellbeing issue being addressed and provide justification for the health and wellbeing issue and priority population/community; summary of the evidence used to design the strategy portfolio; and present the portfolio of strategies, including theoretical basis and capacity to address the socio-ecological determinants of the health and wellbeing issue. 
Use Vancouver JAMA style referencing.
Further details on how to approach and structure the strategy portfolio will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1 
Appropriate integration of evidence to develop a portfolio of health promotion strategies.
 2
2 
Appropriateness of health promotion strategies to address the socio-ecological determinants of a health and wellbeing issue.
 2
3 
Application of relevant health promotion principles to inform the design of the health promotion strategy portfolio.
 1
4 
Application of appropriate theories/models to design health promotion strategy activities.
 2
Generic Skills: 
Communication, Problem solving, Applying technologies
All - Assessment Task 2:Formative and process evaluation plan
Goal: 
To demonstrate your advanced knowledge and skills in using the evidence-based literature to design and communicate formative and process evaluation to evaluate health promotion portfolio strategies.
Product: Plan
Authorship Statement:
Format: 
Develop a written health promotion formative evaluation plan for a health promotion resource and process evaluation plan for two (2) of the strategies included in the strategy portfolio you developed in Task 1. 
The formative evaluation plan will detail a plan for gathering feedback from stakeholders on the appropriateness of a health promotion resource.
The process evaluation plan will include a justification for the process evaluation to assess project strategies and activities. For each element of process evaluation [exposure, participation, delivery, program satisfaction, context] you will identify an indicator of change and relevant data collection methods and tools, types, sources, and timeframes. Once you have established your process evaluation, you will develop 10 questions to be included in a survey tool to collect process evaluation data. 
Use Vancouver-style referencing.
The formative and process evaluation plan template and further details on how to approach and complete the evaluation plan will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1 
Appropriate integration of evidence to inform formative and process evaluation.
 3
2 
Accuracy of the formative and process evaluation components.
 2
3 
Quality of the justification for the formative and process evaluation.
 3
4 
Alignment of process evaluation questions with the evaluation plan indicators.
 3
5 
Accuracy of process evaluation tool and questions.
 3
Generic Skills: 
Communication, Problem solving, Information literacy

Assessment to competency mapping

Programme Delivery Mode Assessment Type Title Competency Teaching Methods
The CompHP Core Competencies Framework for Health Promotion 2011
All delivery modes Plan Strategy portfolio plan 1.3 Taught
2.1 Practiced
3.1 Assessed
6.3 Assessed
7.2 Assessed
7.5 Assessed
Formative and process evaluation plan 8.5 Assessed
9.1 Assessed
9.2 Assessed
9.3 Assessed
B.7 Assessed
B.8 Assessed

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

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:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale

Assessment: Submission penalties

Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.

The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty

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

For course-specific questions, contact your teaching staff or Course Coordinator.  

For other enquiries or to access support, please contact Student Central: 

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