PUB530 Health Education and Behaviour Change
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: | PUB530 |
|---|---|
| Antirequisite(s): | PUB329, PUB341 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,488 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | PUB530 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 48 credit points |
| Assumed Knowledge: | 48 credit points of university study |
| Anti-requisite: | PUB329, PUB341 |
| Coordinator: | Yvette Miller | yvette.miller@qut.edu.au |
Overview
Health practitioners working in a variety of health and education settings need to be able to facilitate positive changes in human health behaviour. Health promotion strategies based on theory and evidence are required to bring about changes in individual health behaviours. This unit complements studies in health and education courses and prepares you for PUB406 Health Promotion Practice and PUB875 Professional Practice, and subsequently your professional practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply education, learning, communication and behaviour change theories and approaches to bring about health behaviour change in different contexts;
- Source and synthesise appropriate evidence to support the design of health education strategies;
- Design health educational resources that are evidence-based, culturally sensitive, and can meet the needs of specific target populations;
- Collaborate effectively in teams in planning for the design and delivery of health education resources
- Justify and communicate health education resource design and delivery approaches to professional audiences
Content
The unit covers the following:
- the background and value of health education
- health education planning models, theories, frameworks and approaches
- best practice for developing, implementing and evaluating health education interventions in different contexts
- educational interventions for diverse groups
- entrepreneurial approaches to health behaviour change
- digital tools and techniques for recorded presentations
Learning Approaches
In this unit, you will learn by engaging in the following:
- lecture in the first week - delivered on campus and the recording is available online
- online modules (including pre-recorded lectures) are available for the remainder of the unit
- tutorials (separate online and on-campus offerings)
- readings
- team discussions
- formative assessment opportunity prior to Assessment 1
To prepare for a tutorial class you will be expected to have engaged with the relevant online module and readings prior. The class maximises shared learning, provides opportunities for group problem-solving, and builds upon the experiences that students bring to the unit.
Feedback on Learning and Assessment
You will receive feedback from:
- Teaching staff and peers during problem-based learning exercises undertaken during tutorials
- Teaching staff feedback on formative assessment prior to Assessment 1
- Teaching staff feedback on marking criteria sheets provided for the first two summative assessments
Assessment
Overview
There are three assessments in this unit:
1. Pitch and Reflection - This connects your understanding between health education frameworks, theories and planning models to pitch for support for the development of a health education resource. You will demonstrate your presentation skills for a professional audience. Being able to work in a team and conduct professional presentations will be critical to your career in a health field.
2. Education Resource - This will further develop your skills in following planning models and designing health education resources.
3. Timed Online Assessment - This is an online, open book examination that draws on your knowledge of the key concepts from the semester and your ability to apply these concepts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Pitch and Reflection
You will work in groups to follow the initial phases of a planning model to pitch for support to develop a health education resource. Your team members are representatives of organisations that are partnering together to improve the health and wellbeing of Queenslanders at high risk of chronic conditions. The resource will be for modifying a specific health behaviour in a target group identified as having elevated chronic disease risk. You will pitch to a hypothetical organisation or institution which has the resources you are seeking for development of the resource. The pitch will be presented as a recorded presentation with accompanying speaker script or notes.
In addition, you will submit a reflection of your experience of working in your group and the role that each member played in the process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Education Resource
Using the results of your group's work for Assessment 1, you will complete the last development phase of the planning model. You will develop a health education resource for the target group to improve a health behaviour. You will show that you are meeting the various needs of the target group with a culturally sensitive, theory- and evidence-based resource.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Timed Online Assessment
A range of question types will test your knowledge and application of education, learning, communication and behaviour change theories and approaches to bring about health behaviour change in different contexts. You will have a set time window to complete the questions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
No resources needed
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.PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO1, Timed Online Assessment - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO2, ULO3, Pitch and Reflection, Education Resource - Communicate with professional, non-professional and community audiences about public health using diverse technologies.
Relates to: ULO5, Pitch and Reflection - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO3, Education Resource - Collaborate and negotiate with key stakeholders to advocate for the health and wellbeing of communities and populations.
Relates to: ULO4, Pitch and Reflection
Unit Outline: Semester 1 2024, Online
| Unit code: | PUB530 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Successful completion of 48 credit points |
| Assumed Knowledge: | 48 credit points of university study |
| Anti-requisite: | PUB329, PUB341 |
Overview
Health practitioners working in a variety of health and education settings need to be able to facilitate positive changes in human health behaviour. Health promotion strategies based on theory and evidence are required to bring about changes in individual health behaviours. This unit complements studies in health and education courses and prepares you for PUB406 Health Promotion Practice and PUB875 Professional Practice, and subsequently your professional practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply education, learning, communication and behaviour change theories and approaches to bring about health behaviour change in different contexts;
- Source and synthesise appropriate evidence to support the design of health education strategies;
- Design health educational resources that are evidence-based, culturally sensitive, and can meet the needs of specific target populations;
- Collaborate effectively in teams in planning for the design and delivery of health education resources
- Justify and communicate health education resource design and delivery approaches to professional audiences
Content
The unit covers the following:
- the background and value of health education
- health education planning models, theories, frameworks and approaches
- best practice for developing, implementing and evaluating health education interventions in different contexts
- educational interventions for diverse groups
- entrepreneurial approaches to health behaviour change
- digital tools and techniques for recorded presentations
Learning Approaches
In this unit, you will learn by engaging in the following:
- lecture in the first week - delivered on campus and the recording is available online
- online modules (including pre-recorded lectures) are available for the remainder of the unit
- tutorials (separate online and on-campus offerings)
- readings
- team discussions
- formative assessment opportunity prior to Assessment 1
To prepare for a tutorial class you will be expected to have engaged with the relevant online module and readings prior. The class maximises shared learning, provides opportunities for group problem-solving, and builds upon the experiences that students bring to the unit.
Feedback on Learning and Assessment
You will receive feedback from:
- Teaching staff and peers during problem-based learning exercises undertaken during tutorials
- Teaching staff feedback on formative assessment prior to Assessment 1
- Teaching staff feedback on marking criteria sheets provided for the first two summative assessments
Assessment
Overview
There are three assessments in this unit:
1. Pitch and Reflection - This connects your understanding between health education frameworks, theories and planning models to pitch for support for the development of a health education resource. You will demonstrate your presentation skills for a professional audience. Being able to work in a team and conduct professional presentations will be critical to your career in a health field.
2. Education Resource - This will further develop your skills in following planning models and designing health education resources.
3. Timed Online Assessment - This is an online, open book examination that draws on your knowledge of the key concepts from the semester and your ability to apply these concepts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Pitch and Reflection
You will work in groups to follow the initial phases of a planning model to pitch for support to develop a health education resource. Your team members are representatives of organisations that are partnering together to improve the health and wellbeing of Queenslanders at high risk of chronic conditions. The resource will be for modifying a specific health behaviour in a target group identified as having elevated chronic disease risk. You will pitch to a hypothetical organisation or institution which has the resources you are seeking for development of the resource. The pitch will be presented as a recorded presentation with accompanying speaker script or notes.
In addition, you will submit a reflection of your experience of working in your group and the role that each member played in the process.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Education Resource
Using the results of your group's work for Assessment 1, you will complete the last development phase of the planning model. You will develop a health education resource for the target group to improve a health behaviour. You will show that you are meeting the various needs of the target group with a culturally sensitive, theory- and evidence-based resource.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Timed Online Assessment
A range of question types will test your knowledge and application of education, learning, communication and behaviour change theories and approaches to bring about health behaviour change in different contexts. You will have a set time window to complete the questions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
No resources needed
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.PU52 Bachelor of Public Health
- Apply public health principles and evidence to improve population health outcomes.
Relates to: ULO1, Timed Online Assessment - Critically analyse scholarly literature and effectively conduct research to inform evidence based public health practice.
Relates to: ULO2, ULO3, Pitch and Reflection, Education Resource - Communicate with professional, non-professional and community audiences about public health using diverse technologies.
Relates to: ULO5, Pitch and Reflection - Apply culturally safe and inclusive approaches to work with diverse individuals, groups and communities, including Indigenous Australians.
Relates to: ULO3, Education Resource - Collaborate and negotiate with key stakeholders to advocate for the health and wellbeing of communities and populations.
Relates to: ULO4, Pitch and Reflection