Overview
This unit builds on the student's understanding of health promotion by focusing on best practice strategies. These strategies will cover a range of circumstances and settings, including brief individual interventions to the development of national health promotion policy. It is recognised that effective health promotion initiatives generally use a combination of strategies and skills that are founded on theory and research.
Details
Pre-requisites or Co-requisites
Students enrolled in CC59 Bachelor of Public Health (Specialisation) or CC4 Associate Degree in Public Health (Specialisation) are not permitted to enrol in this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student unit survey.
Improve the visual quality of recorded lectures as they appear fuzzy.
Provide directions for students in week 1 of the term on how to improve the visual quality of Echo 360 lecture videos.
Feedback from Student unit survey, Unit Coordinator reflection.
Many students lacked the skills and knowledge required to complete the final written assessment.
In preparation for their final written assessment, emphasise to students the importance of completing the unit learning materials, including weekly lectures and support sessions from weeks 6 to 10, from early in the term.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Distinguish between various health promotion strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Argue the most appropriate strategy, or mix of strategies, for addressing a health related issue, including mental, emotional, social or physical health issues
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 40% | ||||||
| 2 - Online Quiz(zes) - 20% | ||||||
| 3 - Written Assessment - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 40% | ||||||||||
| 2 - Online Quiz(zes) - 20% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- ZOOM
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
a.oorloff@cqu.edu.au
Module/Topic
Commence Module 1 - Promoting Health at a Population Level
Chapter
Refer to Module 1 eReading list via Moodle
Events and Submissions/Topic
Live ISL/Zoom session - Introduction to the unit
Module/Topic
Complete Module 1 - Promoting Health at a Population Level
Commence Module 2 - Education, Empowerment & Behaviour Change
Chapter
Refer to Module 1 & 2 eReading list via Moodle
Events and Submissions/Topic
Module/Topic
Continue Module 2 - Education, Empowerment & Behaviour Change
Chapter
Refer to Module 2 eReading list via Moodle
Events and Submissions/Topic
Live ISL/Zoom session - Assignment 1 description, Written Assessment - Essay
Module/Topic
Complete Module 2 - Education, Empowerment & Behaviour Change
Commence Module 3 - Marketing health & Life stage considerations
Chapter
Refer to Module 2 & 3 eReading list via Moodle
Events and Submissions/Topic
Module/Topic
Continue Module 3 - Marketing health & Life stage considerations
Chapter
Refer to Module 3 eReading list via Moodle
Events and Submissions/Topic
Live ISL/Zoom session - Question and Answer session for Assignment 1, Written Assessment - Essay
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Complete Module 3 - Marketing health & Life stage considerations
Chapter
Refer to Module 3 eReading list via Moodle
Events and Submissions/Topic
Quiz One Opens: Week 6 Monday
Written Assessment - Essay Due: Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Module/Topic
Commence Module 4 - Program Planning: 3 Key Stages
Chapter
Refer to Module 4 eReading list via Moodle
Events and Submissions/Topic
Live ISL/Zoom session - Assignment 3 description, Written Assessment - Report
Module/Topic
Continue Module 4 - Program Planning: 3 Key Stages
Chapter
Refer to Module 4 eReading list via Moodle
Events and Submissions/Topic
Quiz One Closes: Week 8 Monday (2 September 2024) 11:45 pm AEST
Module/Topic
Continue Module 4 - Program Planning: 3 Key Stages
Chapter
Refer to Module 4 eReading list via Moodle
Events and Submissions/Topic
Module/Topic
Complete Module 4 - Program Planning: 3 Key Stages
Commence Module 5 - Working Interprofessionally & Cultural Competence
Chapter
Refer to Module 4 & 5 eReading list via Moodle
Events and Submissions/Topic
Quiz Two Opens: Week 10 Monday
Module/Topic
Continue Module 5 - Working Interprofessionally & Cultural Competence
Chapter
Refer to Module 5 eReading list via Moodle
Events and Submissions/Topic
Live ISL/Zoom session - Question and Answer session for Assignment 3, Written Assessment - Report
Module/Topic
Complete Module 5 - Working Interprofessionally & Cultural Competence
Chapter
Refer to Module 5 eReading list via Moodle
Events and Submissions/Topic
Quiz Two Closes: Week 12 Monday (30 September 2024) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Write an essay that critiques a Social Marketing Campaign. You will have a choice from 2 campaigns - details provided on the unit Moodle site.
You will need to include in your essay a discussion of the context of the campaign and an analysis of the strategies based on a review of the health promotion literature. You will need to consider the underlying assumptions that have influenced the development of each strategy.
Week 6 Monday (19 Aug 2024) 11:45 pm AEST
Week 8 Tuesday (3 Sept 2024)
2 weeks following submission
Your essay will be marked according to: structure consistent with essay writing protocols; explanation of context; analysis of strategies used and assumptions; analysis of implications; quality of sources and accuracy of referencing.
For more information see the unit Moodle site.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Distinguish between various health promotion strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Communication
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Online Quiz(zes)
Only one attempt is possible on each quiz.
Quiz 1 - Opens Monday of Week 6 and will close the Monday of Week 8
Quiz 2 - Opens Monday of Week 10 and will close the Monday of Week 12
2
Other
Quiz 1 closes Monday of Week 8 (2nd September), Quiz 2 closes Monday of Week 12 (30th September).
Results of each quiz will be released once the quiz has closed.
The quiz questions will be marked as correct or not correct.
- Distinguish between various health promotion strategies
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
- Problem Solving
- Information Literacy
3 Written Assessment
Health Promotion Program Proposal Report (40%)
Word limit: 2,000 words
For this assignment, you can choose to address one of the four described topics - details provided on the unit Moodle site.
You are required to develop a health promotion program for delivery in your community. You will submit a report providing details of the following:
1. Justification statement
2. Needs assessment plan
3. Overview of health promotion strategies included in the program
4. Evaluation plan
This assessment is to be written as a report. A report outline is provided on the unit Moodle site.
Review/Exam Week Monday (7 Oct 2024) 11:45 pm AEST
Results of this final assessment item will be provided two weeks after submission
Your report will be marked according to: explanation of justification; description of needs assessment plan; overview of strategies used in the program; description of evaluation plan; quality of evidence.
Please refer to Moodle site for more information.
- Evaluate the principles underlying best practice in health promotion in relation to strategies
- Locate, critically evaluate and utilise information in the development of effective health promotion strategies
- Recommend culturally appropriate strategies to be applied in a variety of settings, including schools, workplaces, health service organisations and entire communities
- Argue the most appropriate strategy, or mix of strategies, for addressing a health related issue, including mental, emotional, social or physical health issues
- Determine the most appropriate methods, policies and resources to support the planning and implementation of health promotion strategies.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
