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 determinants of a health and wellbeing priority, and develop a health promotion strategy portfolio based on evidence and theory. You will learn about health promotion evaluation approaches and develop a process evaluation plan for your health promotion strategy portfolio.
|Online – 3 hours of structured asynchronous online learning activities and an optional 1-hour online Zoom drop in session||4hrs||Not applicable||13 times|
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 strategy theories
Partnerhsips for health promotion action
Process evaluation planning
Process evaluation indicators, methods, tools and measures
700 Level (Specialised)
|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 theory 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”.
Enrolled in any Postgraduate Program
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, approx. 1200 words
|Week 5||Online Assignment Submission with plagiarism check|
Online pre-recorded oral presentation (15 minutes)
|Week 9||Online Assignment Submission with plagiarism check|
Completion of template, approx. 1200 words
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Strategy evidence report|
To demonstrate your advanced 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 [6 peer reviewed papers]. 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.
|All - Assessment Task 2:Strategy portfolio presentation|
To demonstrate your advanced knowledge and skills in researching, designing and communicating a sustainable strategy portfolio that addresses determinants of a complex health and wellbeing topic for a priority population.
Design and orally present an evidence-based portfolio of strategies for a health and wellbeing topic in a selected priority community. 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 being addressed; justification for the priority population/community; explanation of how key best-practice health promotion principles have been addressed; summary of the evidence used to design the strategy portfolio; strategy portfolio, including theoretical basis and capacity to address determinants of the health and wellbeing topic. Use Vancouver JAMA style referencing. Further details on how to design a strategy portfolio will be available on Canvas.
|All - Assessment Task 3:Process evaluation plan|
To demonstrate your advanced knowledge and skills in using the evidence-based literature to design and communicate a process evaluation plan to evaluate health promotion portfolio strategies.
Develop a written health promotion process evaluation plan for two (2) of the strategies included in the strategy portfolio you developed in Task 2, Strategy portfolio presentation. You will also draw on your Task 1 Evidence summary for this task. The 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 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 10 questions to be included in a survey tool to collect process evaluation data. Use Vancouver-style referencing. The process 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 Ernest Bauman,Don Nutbeam||2013||Evaluation in a Nutshell||n/a||McGraw-Hill Education|
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