PUP034 Health Promotion 3: Program Planning
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: | PUP034 |
|---|---|
| Prerequisite(s): | PUP032 |
| Antirequisite(s): | PUN613, PUP023 |
| Equivalent(s): | PUZ034 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,236 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | PUP034 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | PUP032 |
| Equivalent: | PUZ034 |
| Anti-requisite: | PUN613, PUP023 |
| Coordinator: | Karen Menigoz | k.menigoz@qut.edu.au |
Overview
This unit is in the developmental stage of your course and furthers your knowledge and skills developed in PUP032 and PUP038 for developing a health promotion program. With a large portion of health promotion work involving the development of health promotion programs, the unit allows you to develop the skills that are essential for a health promotion practitioner.
PUP034 provides you with opportunities to build, practise and provide evidence of your analysis and problem-solving skills for developing a health promotion program proposal. The unit should be taken either concurrently with PUP037, or before it.
Learning Outcomes
On successful completion of this unit you will be able to:
- Determine stakeholder involvement in the development of a health promotion intervention for a select population and setting;
- Construct a rationale for a health promotion intervention;
- Interpret and apply planning models in a specific population and setting;
- Apply health promotion principles to the development of a comprehensive health promotion intervention;
- Recommend administrative and resource requirements for health promotion intervention implementation.
Content
The content is divided into four modules:
Module 1: Needs assessment: assessing the context for program planning
Module 2: Program planning models and their application
Module 3: Program development
Module 4: Program management
Learning Approaches
This unit provides a solid foundation of knowledge in health promotion program planning principles and skills in applying these principles to address a real world problem in the analysis of local, national and global case studies. This case-based approach is augmented by four modules in a Study Guide. The Study Guide informs you when to listen to pre-recorded lectures that introduce unit concepts, read from a textbook and other resources for more in-depth analysis of the unit concepts, and advance work on their program planning proposal. For practice with the unit concepts and feedback on your work, you will participate in a 2-hour online class session (or listen later to recordings) through Canvas communication tools. At critical points in the semester, the collaborative class sessions are available online and in-person. The class sessions maximise shared learning and build upon the experiences the diversity of the student group brings to the unit, to help you progress your individual work on a real world health promotion program plan.
Feedback on Learning and Assessment
You will receive feedback:
1. From the lecturer during classes
2. Comments on summative assessment work in addition to criteria sheets
3. 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 the application of program planning principles and sourcing evidence from the literature to support this planning. 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.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Report
Needs Assessment Report: This assessment represents the initial steps in developing a health promotion program planning proposal. You will interpret and apply a planning model to a self-selected population, describe this population, develop a planning committee based on a determination of stakeholders, and construct a rationale for the health promotion program to encourage decision makers to agree to continue with the planning process.
This is an assignment for the purposes of an extension.
Assessment: Problem Solving Task
Program proposal: This assessment builds on your work in Assessment 1 and represents the final steps in developing a health promotion program planning proposal. You will apply health promotion principles to the development of a comprehensive health promotion intervention for the selected population, and include the plans for program implementation and management.
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.
Resources
Resource Materials
Prescribed text(s)
McKenzie, J.F., Neigle, B.L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed.). Boston: Pearson.
Prescribed Textbook (also used in PUP037)
Recommended text(s)
Recommended e-Textbook from QUT library (if not purchased for PUP032)
Glanz, K., Rimer, B.K., & Viswanath, K. (2015). Health behaviour and health education: Theory, research and practice (5th ed.). San Francisco: Jossey-Bass.
Other
The additional costs associated with undertaking this unit include:
1. Headset to participate in online class sessions
2. Internet volume usage
3. You are to cover your own costs to participate in class sessions
Risk Assessment Statement
Substantial computer-based work will be required. You should ensure that your workstation is adjusted and that regular rest breaks are taken if engaging in prolonged computer-based work. There are no other out of the ordinary risks associated with this unit.
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
- Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Report, Problem Solving Task - Apply advanced oral, written and technical communication and academic skills to professional practice
Relates to: Report - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Problem Solving Task
PU86 Master of Public Health
- Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Report, Problem Solving Task - Apply advanced oral,written and technical communication and research literacy skills to professional practice in interprofessional teams
Relates to: Report - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Problem Solving Task
Unit Outline: Semester 2 2024, Online
| Unit code: | PUP034 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | PUP032 |
| Equivalent: | PUZ034 |
| Anti-requisite: | PUN613, PUP023 |
Overview
This unit is in the developmental stage of your course and furthers your knowledge and skills developed in PUP032 and PUP038 for developing a health promotion program. With a large portion of health promotion work involving the development of health promotion programs, the unit allows you to develop the skills that are essential for a health promotion practitioner.
PUP034 provides you with opportunities to build, practise and provide evidence of your analysis and problem-solving skills for developing a health promotion program proposal. The unit should be taken either concurrently with PUP037, or before it.
Learning Outcomes
On successful completion of this unit you will be able to:
- Determine stakeholder involvement in the development of a health promotion intervention for a select population and setting;
- Construct a rationale for a health promotion intervention;
- Interpret and apply planning models in a specific population and setting;
- Apply health promotion principles to the development of a comprehensive health promotion intervention;
- Recommend administrative and resource requirements for health promotion intervention implementation.
Content
The content is divided into four modules:
Module 1: Needs assessment: assessing the context for program planning
Module 2: Program planning models and their application
Module 3: Program development
Module 4: Program management
Learning Approaches
This unit provides a solid foundation of knowledge in health promotion program planning principles and skills in applying these principles to address a real world problem in the analysis of local, national and global case studies. This case-based approach is augmented by four modules in a Study Guide. The Study Guide informs you when to listen to pre-recorded lectures that introduce unit concepts, read from a textbook and other resources for more in-depth analysis of the unit concepts, and advance work on their program planning proposal. For practice with the unit concepts and feedback on your work, you will participate in a 2-hour online class session (or listen later to recordings) through Canvas communication tools. At critical points in the semester, the collaborative class sessions are available online and in-person. The class sessions maximise shared learning and build upon the experiences the diversity of the student group brings to the unit, to help you progress your individual work on a real world health promotion program plan.
Feedback on Learning and Assessment
You will receive feedback:
1. From the lecturer during classes
2. Comments on summative assessment work in addition to criteria sheets
3. 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 the application of program planning principles and sourcing evidence from the literature to support this planning. 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.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Report
Needs Assessment Report: This assessment represents the initial steps in developing a health promotion program planning proposal. You will interpret and apply a planning model to a self-selected population, describe this population, develop a planning committee based on a determination of stakeholders, and construct a rationale for the health promotion program to encourage decision makers to agree to continue with the planning process.
This is an assignment for the purposes of an extension.
Assessment: Problem Solving Task
Program proposal: This assessment builds on your work in Assessment 1 and represents the final steps in developing a health promotion program planning proposal. You will apply health promotion principles to the development of a comprehensive health promotion intervention for the selected population, and include the plans for program implementation and management.
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.
Resources
Resource Materials
Prescribed text(s)
McKenzie, J.F., Neigle, B.L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed.). Boston: Pearson.
Prescribed Textbook (also used in PUP037)
Recommended text(s)
Recommended e-Textbook from QUT library (if not purchased for PUP032)
Glanz, K., Rimer, B.K., & Viswanath, K. (2015). Health behaviour and health education: Theory, research and practice (5th ed.). San Francisco: Jossey-Bass.
Other
The additional costs associated with undertaking this unit include:
1. Headset to participate in online class sessions
2. Internet volume usage
3. You are to cover your own costs to participate in class sessions
Risk Assessment Statement
Substantial computer-based work will be required. You should ensure that your workstation is adjusted and that regular rest breaks are taken if engaging in prolonged computer-based work. There are no other out of the ordinary risks associated with this unit.
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
- Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: Report, Problem Solving Task - Apply advanced oral, written and technical communication and academic skills to professional practice
Relates to: Report - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: Problem Solving Task
PU86 Master of Public Health
- Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: Report, Problem Solving Task - Apply advanced oral,written and technical communication and research literacy skills to professional practice in interprofessional teams
Relates to: Report - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: Problem Solving Task