Course Outline
PUB710 Health Research Project B
Course Coordinator:Katharina Merollini (kmerolli@usc.edu.au) School:School of Health - Public Health
2024Semester 1
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
This is a research capstone course designed to consolidate your specialist knowledge and skills in implementing and communicating a significant research project on a health and well-being topic. You will work with the teaching staff to independently conduct your research project. You will report on the research process, its findings and you will generate recommendations appropriate for professional practice.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Online | |||
| Online – 3 hrs of structured asynchronous online learning activities and an optional 1-hour online Zoom drop in session. | 4hrs | Week 1 | 13 times |
Course Topics
- Selecting, constructing and piloting data collection instruments.
- Ethical and quality considerations for data collection and analysis.
- Managing and analysing data.
- Writing a journal article for a hypothetical professional audience.
- Presenting research to a hypothetical professional audience.
What level is this course?
700 Level (Specialised)
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 | Design, implement and communicate an independent research project to address a public health and wellbeing priority. |
Creative and critical thinker Empowered |
A.2, A.3, A.6, A.8, B.8, A.11, 1.2, 2.2, 2.3, 2.5, 4.1, 4.2, 4.3, 5.4, 6.1, 6.2, 6.3, 6.5, 6.6, 7.3, 8.2, 9.1, 9.4, 9.5 |
| 2 | Apply ethical and quality considerations in health research practice. |
Creative and critical thinker Ethical |
A, B, A.2, A.3, A.6, B.8, A.9, A.11, 1, 1.2, 1.4, 1.5, 2, 2.5, 4, 4.1, 4.3, 5, 5.5, 6, 6.1, 6.2, 6.3, 6.5, 6.6, 7, 7.3, 7.4, 8, 8.2, 9, 9.1 |
| 3 | Communicate a research priority issue, process and findings to a hypothetical professional audience to inform future policy, practice and research. |
Engaged Sustainability-focussed |
A, B, B.1, A.2, A.3, A.4, A.5, A.6, A.7, A.8, B.8, B.9, A.10, A.11, 1, 1.1, 1.2, 1.4, 1.5, 2, 2.2, 2.3, 2.4, 2.5, 3, 3.2, 4, 4.1, 4.2, 4.3, 4.4, 5, 5.4, 5.5, 5.6, 6, 6.3, 6.5, 6.6, 6.7, 7, 7.1, 9, 9.4, 9.5 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| 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 |
| A.2 | Respect for the rights, dignity, confidentiality and worth of individuals and groups |
| A.3 | Respect for all aspects of diversity including gender, sexual orientation, age, religion, disability, ethnicity, race, and cultural beliefs |
| A.4 | Addressing health inequities, social injustice, and prioritising the needs of those experiencing poverty and social marginalisation |
| A.5 | Addressing the political, economic, social, cultural, environmental, behavioural and biological determinants of health and wellbeing |
| A.6 | Ensuring that health promotion action is beneficial and causes no harm |
| A.7 | Being honest about what health promotion is, and what it can and cannot achieve |
| 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.9 | The empowerment of individuals and groups to build autonomy and self respect as the basis for health promotion action |
| B.9 | The communication processes and current information technology required for effective health promotion action |
| A.10 | Sustainable development and sustainable health promotion action |
| A.11 | Being accountable for the quality of one's own practice and taking responsibility for maintaining and improving knowledge and skills |
| 1 | Enable Change |
| 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 |
| 1.4 | Facilitate the development of personal skills that will maintain and improve health |
| 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 |
| 2.2 | 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 |
| 2.5 | Facilitate communities and groups to articulate their needs and advocate for the resources and capacities required for health promotion action. |
| 3 | Mediate through Partnership |
| 3.2 | Facilitate effective partnership working which reflects health promotion values and principles |
| 4 | Communication |
| 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 | Leadership |
| 5.4 | Incorporate new knowledge to improve practice and respond to emerging challenges in health promotion |
| 5.5 | Contribute to mobilising and managing resources for health promotion action |
| 5.6 | Contribute to team and organisational learning to advance health promotion action |
| 6 | Assessment |
| 6.1 | Use participatory methods to engage stakeholders in the assessment process |
| 6.2 | Use a variety of assessment methods including quantitative and qualitative research methods |
| 6.3 | Collect, review and appraise relevant data, information and literature to inform health promotion action |
| 6.5 | Identify the health needs, existing assets and resources relevant to health promotion action |
| 6.6 | Use culturally and ethically appropriate assessment approaches |
| 6.7 | Identify priorities for health promotion action in partnership with stakeholders, based on best available evidence and ethical values. |
| 7 | Planning |
| 7.1 | Mobilise, support and engage the participation of stakeholders in 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 |
| 8 | Implementation |
| 8.2 | Develop, pilot and use appropriate resources and materials |
| 9 | Evaluation and Research |
| 9.1 | Identify and use appropriate health promotion evaluation tools and research methods |
| 9.4 | Use research and evidence-based strategies to inform practice |
| 9.5 | Contribute to the development and dissemination of health promotion evaluation and research processes |
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
PUB701 and PUB725 and enrolled in Program SC713
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Knowledge about a range of research approaches, and qualitative and quantitative research methods
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
In week three (3) early feedback can be provided on your draft data collection instrument. In week eight (8) early feedback can be provided on your journal article.
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% | Approx. 1500 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 2 | Written Piece | Individual | 50% | 3000 words |
Week 10 | Online Assignment Submission with plagiarism check |
| All | 3 | Oral | Individual | 25% | 10 minutes |
Exam Period | To be Negotiated |
| All - Assessment Task 1:Data collection instrument and protocol | |
| Goal: | To demonstrate your skills in designing data collection instruments. |
| Product: | Written Piece |
| Format: | You will develop a data collection instrument to collect data for the research that you proposed in PUB725 Health Research Project A. Your data collection instrument will include: justification for the choice of instrument; description of the instrument design rationale (including theory), data collection process and instrument pilot test; revisions as a result of pilot testing; and final data collection instrument. Further information will be provided in Canvas. |
| Criteria: |
|
| All - Assessment Task 2:Journal article | |
| Goal: | To communicate a synthesis of your research process, findings and recommendations to a hypothetical scholarly audience. |
| Product: | Written Piece |
| Format: | The journal article is to adhere to the author guidelines for a relevant scholarly journal. Further information will be provided online. |
| Criteria: |
|
| All - Assessment Task 3:Conference presentation | |
| Goal: | To communicate a synthesis of your research process, findings and recommendations to a hypothetical professional audience. |
| Product: | Oral |
| Format: | The conference presentation is to adhere to the submission guidelines for a visual poster presentation for an appropriate discipline conference. The conference presentation is to be accompanied by a 10-minute recorded narration. Further information will be provided online. |
| Criteria: |
|
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
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Pranee Liamputtong | 2022 | Research Methods and Evidence-Based Practice | Fourth | Oxford University Press |
Specific requirements
Students will be required to have a reliable Internet connection, a computer, a microphone headset and a webcam for Technology Enabled Learning and Teaching Activities. External students will be responsible for access to data analysis software.
How are risks managed in this course?
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.
SafeUniSC
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 SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC 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
- 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
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