XNB394 Advanced Health Education

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

This unit is in the advanced stage of your course and builds upon the work undertaken during XNB197 Foundations of Health Education. It will enable the development of knowledge and professional skills required to facilitate inquiry based exploration and promotion of health.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Advocate for and promote the role of health education in schools.
2. Work cooperatively and effectively as part of a professional team to form productive partnerships.
3. Selectively retrieve and critically analyse literature to support evidence based discussion and justification.
4. Apply knowledge and understanding of health concepts, health promotion theory and models to critically analyse real-world scenarios and selectively identify accurate information.
5. Apply principles of contemporary health promotion and health education theory to develop an action research health promotion plan supporting the needs of a targeted population group.

Content

Learning Approaches

This unit will engage you in a theory-to-practice approach to learning. You will gain critical knowledge of the field and professional skills. Learning approaches will include a combination of interactive lectures and tutorials, integrated workshop activities, group design tasks, independent writing tasks and use of online resources. Attendance and active participation during all classes is necessary to fulfil personal learning obligations and professional expectations.

XNB394 includes workshop experiences in health promotion theory, action research design, critical thinking, teamwork, authentic communication methods, action planning, use of technology for data analysis, employment preparation and career planning.

Feedback on Learning and Assessment

Feedback to students

A feedback will be enabled in the following ways:

1. Specific comments noted on relevant sections of summative assessment responses;
2. Highlighted descriptors within summative assessment criteria matrices;
3. General comments regarding overall summative assessment performance;
4. Verbal feedback during formative workshop learning experiences; and
5. Verbal feedback in response to proactive student assessment queries initiated during scheduled classes.
6. Formative assessment tasks with embedded peer and self-check progress review and action planning.

Assessment

Overview

General Assessment Information
This unit includes three summative assessment items directly aligned with the identified learning outcomes. These outcomes are important professional requirements and expectations necessary for working as a pre-service teacher and prospective registered teacher upon graduation from your course.

Attendance during all scheduled classes is essential for consolidating understanding of applied theoretical concepts and skills focussed preparation for summative unit assessment. Workshop style learning experiences will provide an opportunity for self-reflection in addition to formative feedback and guidance from teaching staff.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation

A group presentation promoting the purpose and value of Health as a senior secondary school subject. The target audience will be parents and students in the context of a subject selection evening, or a school leadership team in the context of proposing Health as a subject offering (new or reintroduced). This assessment task is authentic because it directly relates to the professional work of Senior Health teachers via replication of subject promotion processes in schools.

Assessment: Examination (invigilated)

An in-class invigilated examination based on content from lectures, tutorials and assigned readings during the week 1 – 4 period. The examination will comprise knowledge, understanding and application based multiple choice questions including embedded scenario stimuli.

Assessment: Professional Plan

A community road safety health promotion plan incorporating a context statement, action research strategy, RE-AIM evaluation framework, a primary data collection instrument and ethical considerations. The health promotion action strategy must align with Diffusion of Innovation Theory and include Social Ecological Model, Ottawa Charter and health literacy targets. This assessment task is authentic because it directly relates to the professional work of teachers replicating Queensland Curriculum and Assessment Authority action research project design processes managed by Senior Health teachers.

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

Risk Assessment Statement

There are no out of the ordinary risks associated with this unit.