PUB215 Upstream! Creating a Just World Through Public Health Practice
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | PUB215 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | PUB215 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Christina Malatzky | christina.malatzky@qut.edu.au |
Overview
This unit introduces public health’s core values - equity, social justice, sustainable development, health of community, and the individual, respect for diversity and self-determination, empowerment and community participation and illustrates how these values are enacted in contemporary public health practice. It also develops foundational understanding of the core competencies of public health practice. These include the ability to apply knowledge of public health sciences, including the social sciences, understand how to create inclusive programs and policies for diverse populations, assess and analyse complex social and health information, and develop partnerships and collaborations through which to advocate for reducing health inequities. By participating in this unit you will gain insight into multidisciplinary approaches to addressing the health needs of communities and broader populations.
Learning Outcomes
On successful completion of this unit you will be able to:
- Select and evaluate information sources to inform public health prevention strategies.
- Communicate public health information to influence key decision makers using digital technologies.
- Apply the Public Health values, frameworks, principles and skills to the prevention and/or control of a real world Public Health issue;
- Reflect on the values and teamwork skills required for professional public health practice.
- Discuss the complexities underpinning community diversity and inclusion when addressing the broader determinants of a Public Health issue.
Content
The major topics to be covered include:
- Bachelor of Public Health conceptual framework
- History and definitions of Public Health
- Public Health values
- Key theoretical frameworks that inform Public Health practice
- The broader social determinants of health
- Public Health in the context of the Sustainable Development Goals
- The core competencies of Public Health, including diversity and inclusiveness, and assessment and analysis
- Careers in Public Health locally and globally, and ways to get career ready with volunteer opportunities
- The importance of relationships and networking in professional public health roles
- Entrepreneurial approaches to addressing Public Health issues
- Reflective and critical thinking
- Communicating persuasively using digital technologies
Learning Approaches
In this unit, you will learn by engaging in the following:
- lectures (delivered on-campus and recordings are available online)
- tutorials (separate online and on-campus offerings)
- discussion panels with Public Health professionals
- Careers in Public Health event
- online readings and learning materials
- real world examples of public health practice
- reflections on personal motivations for public health practice
- team learning and peer feedback
- digital tools for research and improving written work
- library online modules and support for information literacy search skills in public health
- Student Success Group support workshops
This unit engages you in your learning through an inquiry-based learning approach. In order to maximise your learning experience in this unit, preparation in advance of tutorial sessions and active participation is expected of you. The unit will use a blend of face-to-face and online activities to develop your critical knowledge of the Public Health values, frameworks, principles and skills through the application of these elements to a real world Public Health issue.
Feedback on Learning and Assessment
Assessment items will be spaced throughout the semester to provide the opportunity for feedback on your learning at key points. You will gain peer and tutor feedback on the activities conducted in tutorials. You will also receive written feedback on your first assessment, which will prepare you for your final assessment. In completing the tutorial activities for the final assessment you will receive feedback iteratively during the semester.
Assessment
Overview
There are two assessments in this unit:
1. Annotated Bibliography - This task will allow you to scope the literature available on a real world Public Health issue and apply important information literacy skills.
2. Prevention Strategy - This task draws on the materials in this unit to develop a topic based population oriented prevention strategy in the form of a short digital story.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography
You will provide a list of relevant and high quality literature about a real world Public Health issue, including a brief description of their relevance to the selected topic. Your literature must consider the complexities underpinning diversity and inclusion when addressing the broader determinants of public health issues. You will provide a research journal documenting the process undertaken to select and describe research. You will also be required to properly reference the literature using a specific referencing style.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Prevention Strategy
You will take on the role of a public health professional working in a team to develop a strategy for a government body in response to a public health issue. In this scenario, you will work on this task throughout the semester, and present your proposed strategy to relevant government officials in week 13.
Part A
Individually, you will complete a series of tutorial activities across the teaching period, each designed to support the development of your prevention strategy. You will receive formative and peer feedback on these activities. During the tutorials, as you complete these activities, you will interact with your team to ensure your individual work informs the development of your team's proposed prevention strategy. You will also reflect on public health values, how these align with personal values and the ways these contribute to professional identity. You will submit one of these tasks for summative feedback in week 13.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this component of the assessment. See the relevant assessment details in Canvas for specific guidelines.
Part B
Your team will take on the challenge of developing a topic based population oriented prevention (T-POP) strategy. Your team will collaboratively develop a teamwork agreement, and then present the T-POP strategy you have developed over the course of the semester to your peers at the end of the teaching period, as if you were presenting to relevant government officials. Your presentation will be delivered orally using appropriate information and visual technologies and without other written aids. Each member of your team will answer a question from the marker at the conclusion of your presentation.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Fleming, M. L., Parker, E. & Correa-Velez, I. (2019).Introduction to Public Health (4th ed.). Chatswood, NSW: Elsevier Australia.
Risk Assessment Statement
Substantial computer-based work will be required. Students should ensure that their workstations are properly adjusted and that regular rest breaks are taken.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.BA01 Bachelor of Arts
- Demonstrate the ability to understand and apply knowledge about society, culture and technology, for a range of contexts, audiences and purposes.
Relates to: ULO1, Annotated Bibliography, Prevention Strategy - Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO3, Prevention Strategy - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO3, Prevention Strategy - Independently formulate questions, and apply foundational research methods and analysis to investigate relationships between society, culture and technology.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO2, Prevention Strategy - Develop knowledge about Indigenous and diverse intercultural contexts to reflect on individual positionality, ethical practice, integrity, and adaptability.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Work productively as a reflective learner, team member and collaborator to achieve goals and to build personal and professional networks and develop entrepreneurial thinking in community and workplace contexts.
Relates to: ULO4, Prevention Strategy
PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO3, ULO4, Prevention Strategy - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO1, Annotated Bibliography, Prevention Strategy - Communicate with professional, non-professional and community audiences about public health using diverse technologies.
Relates to: ULO2, Prevention Strategy - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Collaborate and negotiate with key stakeholders to advocate for the health and wellbeing of communities and populations.
Relates to: ULO4, Prevention Strategy
Unit Outline: Semester 1 2027, Online
| Unit code: | PUB215 |
|---|---|
| Credit points: | 12 |
Overview
This unit introduces public health’s core values - equity, social justice, sustainable development, health of community, and the individual, respect for diversity and self-determination, empowerment and community participation and illustrates how these values are enacted in contemporary public health practice. It also develops foundational understanding of the core competencies of public health practice. These include the ability to apply knowledge of public health sciences, including the social sciences, understand how to create inclusive programs and policies for diverse populations, assess and analyse complex social and health information, and develop partnerships and collaborations through which to advocate for reducing health inequities. By participating in this unit you will gain insight into multidisciplinary approaches to addressing the health needs of communities and broader populations.
Learning Outcomes
On successful completion of this unit you will be able to:
- Select and evaluate information sources to inform public health prevention strategies.
- Communicate public health information to influence key decision makers using digital technologies.
- Apply the Public Health values, frameworks, principles and skills to the prevention and/or control of a real world Public Health issue;
- Reflect on the values and teamwork skills required for professional public health practice.
- Discuss the complexities underpinning community diversity and inclusion when addressing the broader determinants of a Public Health issue.
Content
The major topics to be covered include:
- Bachelor of Public Health conceptual framework
- History and definitions of Public Health
- Public Health values
- Key theoretical frameworks that inform Public Health practice
- The broader social determinants of health
- Public Health in the context of the Sustainable Development Goals
- The core competencies of Public Health, including diversity and inclusiveness, and assessment and analysis
- Careers in Public Health locally and globally, and ways to get career ready with volunteer opportunities
- The importance of relationships and networking in professional public health roles
- Entrepreneurial approaches to addressing Public Health issues
- Reflective and critical thinking
- Communicating persuasively using digital technologies
Learning Approaches
In this unit, you will learn by engaging in the following:
- lectures (delivered on-campus and recordings are available online)
- tutorials (separate online and on-campus offerings)
- discussion panels with Public Health professionals
- Careers in Public Health event
- online readings and learning materials
- real world examples of public health practice
- reflections on personal motivations for public health practice
- team learning and peer feedback
- digital tools for research and improving written work
- library online modules and support for information literacy search skills in public health
- Student Success Group support workshops
This unit engages you in your learning through an inquiry-based learning approach. In order to maximise your learning experience in this unit, preparation in advance of tutorial sessions and active participation is expected of you. The unit will use a blend of face-to-face and online activities to develop your critical knowledge of the Public Health values, frameworks, principles and skills through the application of these elements to a real world Public Health issue.
Feedback on Learning and Assessment
Assessment items will be spaced throughout the semester to provide the opportunity for feedback on your learning at key points. You will gain peer and tutor feedback on the activities conducted in tutorials. You will also receive written feedback on your first assessment, which will prepare you for your final assessment. In completing the tutorial activities for the final assessment you will receive feedback iteratively during the semester.
Assessment
Overview
There are two assessments in this unit:
1. Annotated Bibliography - This task will allow you to scope the literature available on a real world Public Health issue and apply important information literacy skills.
2. Prevention Strategy - This task draws on the materials in this unit to develop a topic based population oriented prevention strategy in the form of a short digital story.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography
You will provide a list of relevant and high quality literature about a real world Public Health issue, including a brief description of their relevance to the selected topic. Your literature must consider the complexities underpinning diversity and inclusion when addressing the broader determinants of public health issues. You will provide a research journal documenting the process undertaken to select and describe research. You will also be required to properly reference the literature using a specific referencing style.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Prevention Strategy
You will take on the role of a public health professional working in a team to develop a strategy for a government body in response to a public health issue. In this scenario, you will work on this task throughout the semester, and present your proposed strategy to relevant government officials in week 13.
Part A
Individually, you will complete a series of tutorial activities across the teaching period, each designed to support the development of your prevention strategy. You will receive formative and peer feedback on these activities. During the tutorials, as you complete these activities, you will interact with your team to ensure your individual work informs the development of your team's proposed prevention strategy. You will also reflect on public health values, how these align with personal values and the ways these contribute to professional identity. You will submit one of these tasks for summative feedback in week 13.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this component of the assessment. See the relevant assessment details in Canvas for specific guidelines.
Part B
Your team will take on the challenge of developing a topic based population oriented prevention (T-POP) strategy. Your team will collaboratively develop a teamwork agreement, and then present the T-POP strategy you have developed over the course of the semester to your peers at the end of the teaching period, as if you were presenting to relevant government officials. Your presentation will be delivered orally using appropriate information and visual technologies and without other written aids. Each member of your team will answer a question from the marker at the conclusion of your presentation.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Fleming, M. L., Parker, E. & Correa-Velez, I. (2019).Introduction to Public Health (4th ed.). Chatswood, NSW: Elsevier Australia.
Risk Assessment Statement
Substantial computer-based work will be required. Students should ensure that their workstations are properly adjusted and that regular rest breaks are taken.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.BA01 Bachelor of Arts
- Demonstrate the ability to understand and apply knowledge about society, culture and technology, for a range of contexts, audiences and purposes.
Relates to: ULO1, Annotated Bibliography, Prevention Strategy - Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO3, Prevention Strategy - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO3, Prevention Strategy - Independently formulate questions, and apply foundational research methods and analysis to investigate relationships between society, culture and technology.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO2, Prevention Strategy - Develop knowledge about Indigenous and diverse intercultural contexts to reflect on individual positionality, ethical practice, integrity, and adaptability.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Work productively as a reflective learner, team member and collaborator to achieve goals and to build personal and professional networks and develop entrepreneurial thinking in community and workplace contexts.
Relates to: ULO4, Prevention Strategy
PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO3, ULO4, Prevention Strategy - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO1, Annotated Bibliography, Prevention Strategy - Communicate with professional, non-professional and community audiences about public health using diverse technologies.
Relates to: ULO2, Prevention Strategy - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO5, Annotated Bibliography, Prevention Strategy - Collaborate and negotiate with key stakeholders to advocate for the health and wellbeing of communities and populations.
Relates to: ULO4, Prevention Strategy