Course Outline

PUB704 Health Promotion Settings and Advocacy

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

2023Semester 2

Online

Online You can do this course without coming onto campus.

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

In this course, you will develop specialised knowledge and skills in creating 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 inequities and inequalities.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Online
Online – 3 hours of structured asynchronous online learning activities and an optional 1-hour online Zoom drop in session 4hrs Week 1 13 times

Course Topics

Health promoting settings  

Healthy public policy

Policy process

Health in All Policies (HiAP)

Political and commercial determinants of health and wellbeing

Public health advocacy

Media advocacy 

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 concepts of the policy process to interpret healthy public policy. Creative and critical thinker
B.6, A.8, B.10, 1.2, 5.4, 7.2
2 Develop healthy public policy to create environments and settings that support health and wellbeing. Empowered
Sustainability-focussed
B.3, A.5, B.6, B.10, 1.1, 1.2, 5.1, 5.2, 5.3, 7.2
3 Advocate for healthy public policy across a range of stakeholder audiences. Empowered
Sustainability-focussed
B.2, B.3, B.6, B.9, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3, 4.4

* Competencies by Professional Body

CODE COMPETENCY
International Union for Health Promotion and Education
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.6 The current theories and evidence which underpin effective leadership, advocacy and partnership building and their implication for health promotion action
A.8 Seeking the best available information and evidence needed to implement effective policies and programmes that influence health
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
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
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
7.2 Use current models and systematic approaches for planning 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 any Postgraduate Program.

Co-requisites

Not applicable

Anti-requisites

PUB272

Specific assumed prior knowledge and skills (where applicable)

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

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 required for assessment.

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 25%
1200 Words
Week 4 Online Assignment Submission with plagiarism check
All 2 Oral Individual 35%
10-12 minutes
Week 9 Online Assignment Submission with plagiarism check
All 3 Artefact - Professional, and Written Piece Individual 40%
Written advocacy plan and two (2) advocacy products (approx. 1500 words)
Week 13 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Health promotion settings critique
Goal:
To demonstrate your advanced knowledge and skills in critiquing a health promotion setting framework for health promotion action.
Product: Written Piece
Format:
You will critique one (1) health promotion settings case example provided. 
Your written critique should include the following:
1) Brief description of the health promotion setting case example;
2) Justification for the settings approach for health promotion action;
3) Description of the selected settings framework used in the case example;
4) Discussion of the strengths and limitations of the application of the settings framework used;
5) Recommendations for future improvements to the application of the settings framework used, and
6) Use of Vancouver JAMA style referencing.
Further details on how to approach and complete this health promotion setting critique will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Quality of the justification of the settings approach for health promotion action.
1
2
Comprehensiveness of the application, strengths and limitations of the settings framework.
1
3
Appropriateness of future recommendations to enable health promotion action.
1
4
Quality and use of evidence to support the critique and recommendations.
1
5
Accuracy of the brief description of the health promotion setting case example.
1
All - Assessment Task 2:HiAP approach policy planning analysis
Goal:
To demonstrate your advanced skills in investigating the policy making environment for adoption of Health in All Policies (HiAP) in a given context.
Product: Oral
Format:
You will investigate the factors that influence the likelihood of Health in All Policies (HiAP) being adopted using the policy process factors. You will present your policy analysis via an oral presentation using a multimedia platform of your choice.
The oral presentation should:
1) Be 10-12 minutes in length;
2) Incorporate evidence of a range of enablers and/or challenges for adopting HiAP;
3) Visually present a range of policy factors relevant to the policy process;
4) Discuss key policy concepts;
5) Use Vancouver JAMA style referencing.
Further details on how to approach and complete the policy planning analysis will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Accurate identification of enablers and/or challenges to a HiAP approach.
2
2
Appropriate application of policy factors to explain the policy process.
2
3
Quality of insight into key policy process concepts.
2
4
Quality of the design of multimedia to communicate the policy planning analysis.
2
5
Quality of delivery of the multimedia presentation.
2
All - Assessment Task 3:HiAP approach advocacy plan and products
Goal:
To demonstrate your advanced 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
Format:
You will 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:
1) Three (3) recommendations (from the list provided) to progress a Health in All Policies approach;
2) Three (3) advocacy strategies for different stakeholder audiences;
3) Justification for the chosen audiences, medium and framing of advocacy strategies;
4) Use of Vancouver JAMA style referencing.

The advocacy products should include:
1) Two advocacy products of different genre;
2) One media advocacy genre of your choice from options provided;
3) Approximately 500 words per product.
Further details on how to approach and complete this advocacy plan will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Appropriateness of advocacy audiences, mediums and communication messages.
3
2
Justification of the advocacy audience, medium and communication messages based on the evidence.
2
3
Application of the genre for the chosen advocacy products.
2
4
Quality of written communication and referencing.
2

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

N/A

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

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

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.

SafeUSC

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 SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC 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
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • 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.

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