Course Coordinator:Jane Taylor (jtaylor6@usc.edu.au) School:School of Health - Public Health
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.
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.
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 |
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
700 Level (Specialised)
12 units
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 |
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 |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in any Postgraduate Program.
Not applicable
PUB272
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
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.
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: |
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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: |
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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: |
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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.
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.
N/A
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 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
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.
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