PUP038 Health Promotion 1: Paradigms
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: | PUP038 |
|---|---|
| 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: | PUP038 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Karen Menigoz | k.menigoz@qut.edu.au |
Overview
This introductory unit is important because it provides the foundational knowledge and skills you require for health promotion practice. This unit will ensure you understand the fundamental principles and paradigms of health promotion as well as frameworks such as the ecological model, life-course perspective, cross-sectoral action and partnerships, advocacy and settings-based approaches. This unit complements other public health units; PUP032 Health Promotion 2: Theories, PUP034 Health Promotion 3: Program Planning, and PUP037 Health Promotion 4: Program Evaluation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify important historical milestones that have shaped health promotion as an effective practice to improve population health
- Critically analyse and synthesise current and relevant evidence for health promotion and the political tensions associated with its prioritising prevention
- Identify and analyse frameworks and strategies underpinning effective health promotion practice and cross-sectoral collaboration to achieve better population health outcomes
- Analyse and interpret how identified needs of target population groups inform the development of responsive health promotion programs and interventions
- Critically analyse real world health promotion programs and their effectiveness in addressing behavioural risk factors negatively impacting population health
Content
This unit covers the foundational principles and fundamental paradigms of health promotion practice nationally and internationally, the evidence for health promotion as a public health tool to improve population health outcomes, its influence on policy and practice, and the impact of current and future social, economic, ecological and political trends.
To begin with, this unit will 'set the scene' by considering the evolution of health promotion practice, and what has developed in the years since The Ottawa Charter for Health Promotion (1986). From here, you will explore a range of contemporary approaches to health promotion, including the ecological model, life course perspectives, cross-sectoral action and partnerships and settings-based approaches. You will consider health promotion in the context of the upstream/downstream model of public health and community development. Next, you will explore the art and science of social marketing and advocacy as tools for your future health promotion or public health practice as well as consideration of ethics in working with a diverse range of people and communities. Finally, you will consider the scope of real world health promotion and exciting future possibilities.
Learning Approaches
This unit reflects the reality of health promotion practice that requires practitioners to understand and apply a variety of paradigms and approaches to influence Government priorities, partner across sectors, and empower communities in order to improve population health. Action based learning is selected in this unit because it has the potential to promote deeper examination of diverse socio-cultural, economic and political contexts. This hands-on approach develops self- directed learning and autonomy through student centred activities in interactive tutorials, scenarios and activities designed to generate multi-faceted solutions and responses to local, national and global health issues.
The lecture/tutorials are available online and on campus. These collaborative sessions maximise shared learning and build upon the diverse experiences of the student group.
Feedback on Learning and Assessment
You will be provided with timely and constructive feedback by:
1. Constructive feedback in your assessment item and on your Grading Criteria Sheet.
2. Group feedback during tutorials/ on Canvas.
3. Face-to-face customised feedback during in person or virtual consultation appointments as required.
Assessment
Overview
Each assessment item is either formative and/or summative. The purpose of formative assessment is to show you how your work can be improved. It is diagnostic in nature since it focuses on why an outcome was obtained, rather than the standard of outcome. The purpose of summative assessment is classification and prediction. It focuses on outcome, standard and comparison with benchmarks.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Behavioural risk factor report
As a student working in a Non-Government Organisation, you will write a report for your manager who has asked for an evidence update on a behavioural risk factor that is impacting the health of the population and that could be effectively addressed through health promotion intervention. The report will include considerations such as: health issues and impacts; the prevalence in specific populations; government policies and priorities; tensions between prevention and treatment; suitability of settings, such as schools, workplaces, community; and ongoing investment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Program critique
Building on your repot in assessment 1, in this assignment, you will continue with your selected behavioural risk factor and provide a program critique report to your manager, on a real world health promotion program/intervention that has been developed, implemented, and evaluated to address the risk factor in a target population. The report will be used by the Non-Government Organisation you are working for, to learn from the findings for future health promotion programs/interventions.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
Resource Materials
Recommended text(s)
There is no set textbook for this unit however the following two textbooks are recommended as benchmark references not only for this unit, but for your work in health promotion.
Fleming, M & Baldwin, L. (2020). Health promotion in the 21st century: New approaches to achieving health for all. New York: Routledge.
Fleming, M. L., & Parker, E. (2007). Health promotion: Principles and practice in the Australian context (3rd. ed.). Allen & Unwin.
Risk Assessment Statement
Substantial computer-based work will be required.
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: Behavioural risk factor report - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Behavioural risk factor report, Program critique
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: Behavioural risk factor report - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Behavioural risk factor report, Program critique
Unit Outline: Semester 1 2024, Online
| Unit code: | PUP038 |
|---|---|
| Credit points: | 12 |
Overview
This introductory unit is important because it provides the foundational knowledge and skills you require for health promotion practice. This unit will ensure you understand the fundamental principles and paradigms of health promotion as well as frameworks such as the ecological model, life-course perspective, cross-sectoral action and partnerships, advocacy and settings-based approaches. This unit complements other public health units; PUP032 Health Promotion 2: Theories, PUP034 Health Promotion 3: Program Planning, and PUP037 Health Promotion 4: Program Evaluation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify important historical milestones that have shaped health promotion as an effective practice to improve population health
- Critically analyse and synthesise current and relevant evidence for health promotion and the political tensions associated with its prioritising prevention
- Identify and analyse frameworks and strategies underpinning effective health promotion practice and cross-sectoral collaboration to achieve better population health outcomes
- Analyse and interpret how identified needs of target population groups inform the development of responsive health promotion programs and interventions
- Critically analyse real world health promotion programs and their effectiveness in addressing behavioural risk factors negatively impacting population health
Content
This unit covers the foundational principles and fundamental paradigms of health promotion practice nationally and internationally, the evidence for health promotion as a public health tool to improve population health outcomes, its influence on policy and practice, and the impact of current and future social, economic, ecological and political trends.
To begin with, this unit will 'set the scene' by considering the evolution of health promotion practice, and what has developed in the years since The Ottawa Charter for Health Promotion (1986). From here, you will explore a range of contemporary approaches to health promotion, including the ecological model, life course perspectives, cross-sectoral action and partnerships and settings-based approaches. You will consider health promotion in the context of the upstream/downstream model of public health and community development. Next, you will explore the art and science of social marketing and advocacy as tools for your future health promotion or public health practice as well as consideration of ethics in working with a diverse range of people and communities. Finally, you will consider the scope of real world health promotion and exciting future possibilities.
Learning Approaches
This unit reflects the reality of health promotion practice that requires practitioners to understand and apply a variety of paradigms and approaches to influence Government priorities, partner across sectors, and empower communities in order to improve population health. Action based learning is selected in this unit because it has the potential to promote deeper examination of diverse socio-cultural, economic and political contexts. This hands-on approach develops self- directed learning and autonomy through student centred activities in interactive tutorials, scenarios and activities designed to generate multi-faceted solutions and responses to local, national and global health issues.
The lecture/tutorials are available online and on campus. These collaborative sessions maximise shared learning and build upon the diverse experiences of the student group.
Feedback on Learning and Assessment
You will be provided with timely and constructive feedback by:
1. Constructive feedback in your assessment item and on your Grading Criteria Sheet.
2. Group feedback during tutorials/ on Canvas.
3. Face-to-face customised feedback during in person or virtual consultation appointments as required.
Assessment
Overview
Each assessment item is either formative and/or summative. The purpose of formative assessment is to show you how your work can be improved. It is diagnostic in nature since it focuses on why an outcome was obtained, rather than the standard of outcome. The purpose of summative assessment is classification and prediction. It focuses on outcome, standard and comparison with benchmarks.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Behavioural risk factor report
As a student working in a Non-Government Organisation, you will write a report for your manager who has asked for an evidence update on a behavioural risk factor that is impacting the health of the population and that could be effectively addressed through health promotion intervention. The report will include considerations such as: health issues and impacts; the prevalence in specific populations; government policies and priorities; tensions between prevention and treatment; suitability of settings, such as schools, workplaces, community; and ongoing investment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Program critique
Building on your repot in assessment 1, in this assignment, you will continue with your selected behavioural risk factor and provide a program critique report to your manager, on a real world health promotion program/intervention that has been developed, implemented, and evaluated to address the risk factor in a target population. The report will be used by the Non-Government Organisation you are working for, to learn from the findings for future health promotion programs/interventions.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
Resource Materials
Recommended text(s)
There is no set textbook for this unit however the following two textbooks are recommended as benchmark references not only for this unit, but for your work in health promotion.
Fleming, M & Baldwin, L. (2020). Health promotion in the 21st century: New approaches to achieving health for all. New York: Routledge.
Fleming, M. L., & Parker, E. (2007). Health promotion: Principles and practice in the Australian context (3rd. ed.). Allen & Unwin.
Risk Assessment Statement
Substantial computer-based work will be required.
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: Behavioural risk factor report - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Behavioural risk factor report, Program critique
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: Behavioural risk factor report - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Behavioural risk factor report, Program critique