PUP032 Health Promotion 2: Theories
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: | PUP032 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,236 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | PUP032 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Susan Wilson | sk.wilson@qut.edu.au |
Overview
This unit provides you with foundation knowledge and skills in health promotion. You are introduced to health promotion theories and their use for understanding determinants of health behaviours and for the development of health promotion programming. The unit is usually taken concurrently with PUP038, which provides the scope of health promotion. In the following semester, PUP034 and PUP037 build on this knowledge and skills and allow you to fully plan for the development, implementation and evaluation of a health promotion program.
Learning Outcomes
On successful completion of this unit you will be able to:
- Justify why a health promotion intervention is warranted in a selected population.
- Apply behaviour change theories to explain the determinants of a health behaviour in a selected population.
- Apply key theoretical concepts to the development of theory-based strategies for a comprehensive health promotion intervention in a specific population/community.
Content
The content will be divided into three modules:
- Module 1: A health promotion program planning framework
- Module 2: Use of individual and interpersonal theories and strategies in health promotion
- Module 3: Use of organisational and community theories and strategies in health promotion
Learning Approaches
You will be introduced to theories, techniques and strategies of health promotion that are recognised nationally and internationally, and to their applications in diverse settings and environments. Theories underpin the selection of strategies in the design of a health promotion intervention, so understanding theories, including theories of individual behaviour change and community change, and analysis of their appropriate and effective application is essential for health promotion. To this end, case studies are presented to illustrate the real world application of key change theories supported by a Study Guide.
You will follow the Study Guide to progress through three Modules. Each week, the Study Guide informs you when to listen to a pre-recorded lecture that introduces you to a theory. This is followed by readings from a textbook and other resources, for a more in-depth understanding of the week's theory and presentation of case studies. For practice with the unit concepts and feedback on your work, you participate in a 2.5-hour tutorial class session (online students listen later to recordings). The class sessions maximise shared learning, provide opportunities for team problem-solving, and build upon the experiences the student group brings to the unit. You then apply your knowledge and skills in theory application to two written assessments.
Feedback on Learning and Assessment
You will receive feedback by:
- The lecturer and other students during problem-based learning exercises undertaken during classes
- Comments on summative assessment work in addition to criteria sheets
- Generic feedback to all students on the two summative assessments
Assessment
Overview
Two unit assessments promote higher-order thinking skills and are planned to develop your ability to think critically about theory and source evidence from the literature. To develop research proficiency, you are encouraged to undertake systematic investigations and to apply evidence-based decision making. Your ability to integrate theoretical knowledge with practical applications of that knowledge, as expressed in the unit learning outcomes, will be evaluated in these two assessments.
In the first assessment, you will apply knowledge of behaviour change theories and evidence from the literature to explain a health behaviour in a selected population/community. In the second assessment, you will draw on the knowledge gained from Assessment 1, the literature, and Module 3 to develop theory- and evidence-based strategies for a comprehensive health promotion intervention in a specific population/community.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workbook
You will justify that a population/community and health behaviour warrant a health promotion intervention. Over the first half of the semester, you apply knowledge of behaviour change theories and source evidence from the literature, to explain a health behaviour in a population/community of your choosing. You will do this using an electronic workbook that you download.
This is an assignment for the purposes of an extension.
Assessment: Professional Plans
Apply evidence from the literature and key concepts from theories of behavioural change and community change to the development of a theory-based health promotion intervention.
This is an assignment for the purposes of an extension.
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.
Requirements to Study
Costs
Purchase of a prescribed textbook, internet volume usage, costs to attend/participate in class sessions
Resources
Resource Materials
Prescribed text(s)
Glanz, K., Rimer, B.K., & Viswanath, K. (2015). Health behaviour: Theory, research and practice (5th ed.). San Francisco: Jossey-Bass.
Prescribed Text (also used in PUP034)
Other
Most readings are from the textbook. However, there are some readings (no cost) that are available from QUT Readings, which is accessible from the unit’s Canvas site.
Risk Assessment Statement
Substantial computer-based work will be required. You should ensure that you take regular rest breaks when engaging in prolonged computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: Workbook - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Workbook, Professional Plans - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Professional Plans
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: Workbook - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Workbook, Professional Plans - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Professional Plans
Unit Outline: Semester 1 2024, Online
| Unit code: | PUP032 |
|---|---|
| Credit points: | 12 |
Overview
This unit provides you with foundation knowledge and skills in health promotion. You are introduced to health promotion theories and their use for understanding determinants of health behaviours and for the development of health promotion programming. The unit is usually taken concurrently with PUP038, which provides the scope of health promotion. In the following semester, PUP034 and PUP037 build on this knowledge and skills and allow you to fully plan for the development, implementation and evaluation of a health promotion program.
Learning Outcomes
On successful completion of this unit you will be able to:
- Justify why a health promotion intervention is warranted in a selected population.
- Apply behaviour change theories to explain the determinants of a health behaviour in a selected population.
- Apply key theoretical concepts to the development of theory-based strategies for a comprehensive health promotion intervention in a specific population/community.
Content
The content will be divided into three modules:
- Module 1: A health promotion program planning framework
- Module 2: Use of individual and interpersonal theories and strategies in health promotion
- Module 3: Use of organisational and community theories and strategies in health promotion
Learning Approaches
You will be introduced to theories, techniques and strategies of health promotion that are recognised nationally and internationally, and to their applications in diverse settings and environments. Theories underpin the selection of strategies in the design of a health promotion intervention, so understanding theories, including theories of individual behaviour change and community change, and analysis of their appropriate and effective application is essential for health promotion. To this end, case studies are presented to illustrate the real world application of key change theories supported by a Study Guide.
You will follow the Study Guide to progress through three Modules. Each week, the Study Guide informs you when to listen to a pre-recorded lecture that introduces you to a theory. This is followed by readings from a textbook and other resources, for a more in-depth understanding of the week's theory and presentation of case studies. For practice with the unit concepts and feedback on your work, you participate in a 2.5-hour tutorial class session (online students listen later to recordings). The class sessions maximise shared learning, provide opportunities for team problem-solving, and build upon the experiences the student group brings to the unit. You then apply your knowledge and skills in theory application to two written assessments.
Feedback on Learning and Assessment
You will receive feedback by:
- The lecturer and other students during problem-based learning exercises undertaken during classes
- Comments on summative assessment work in addition to criteria sheets
- Generic feedback to all students on the two summative assessments
Assessment
Overview
Two unit assessments promote higher-order thinking skills and are planned to develop your ability to think critically about theory and source evidence from the literature. To develop research proficiency, you are encouraged to undertake systematic investigations and to apply evidence-based decision making. Your ability to integrate theoretical knowledge with practical applications of that knowledge, as expressed in the unit learning outcomes, will be evaluated in these two assessments.
In the first assessment, you will apply knowledge of behaviour change theories and evidence from the literature to explain a health behaviour in a selected population/community. In the second assessment, you will draw on the knowledge gained from Assessment 1, the literature, and Module 3 to develop theory- and evidence-based strategies for a comprehensive health promotion intervention in a specific population/community.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workbook
You will justify that a population/community and health behaviour warrant a health promotion intervention. Over the first half of the semester, you apply knowledge of behaviour change theories and source evidence from the literature, to explain a health behaviour in a population/community of your choosing. You will do this using an electronic workbook that you download.
This is an assignment for the purposes of an extension.
Assessment: Professional Plans
Apply evidence from the literature and key concepts from theories of behavioural change and community change to the development of a theory-based health promotion intervention.
This is an assignment for the purposes of an extension.
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.
Requirements to Study
Costs
Purchase of a prescribed textbook, internet volume usage, costs to attend/participate in class sessions
Resources
Resource Materials
Prescribed text(s)
Glanz, K., Rimer, B.K., & Viswanath, K. (2015). Health behaviour: Theory, research and practice (5th ed.). San Francisco: Jossey-Bass.
Prescribed Text (also used in PUP034)
Other
Most readings are from the textbook. However, there are some readings (no cost) that are available from QUT Readings, which is accessible from the unit’s Canvas site.
Risk Assessment Statement
Substantial computer-based work will be required. You should ensure that you take regular rest breaks when engaging in prolonged computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: Workbook - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Workbook, Professional Plans - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Professional Plans
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: Workbook - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Workbook, Professional Plans - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Professional Plans