Overview
You will examine and apply fundamental health promotion concepts in this unit. Models of health and health promotion are identified and analysed as to their impact on the development of the health promotion discipline. In particular, determinants of health, models of sustainability and change are considered. You will examine the role of partnerships within health promotion, with a particular focus on styles of leadership within teams. Partnership and leadership skills will be developed through a small group work project. Information literacy skills are developed and integrated into the unit activities.
Details
Pre-requisites or Co-requisites
There are no requisites for 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 Phone call with non-engaged students
Some students did not participate in the class activity because they were working full-time and had no time to complete their activities
Remind students about the time commitment required to complete this unit successfully. The class activities will also be reviewed to ensure that they can be completed in a timely manner.
Feedback from Reflection
Due to the small number of enrolled students, working in groups has been a challenging task in this unit.
Consider designing a different assessment instead of asking students to complete a weekly bibliography post. Alternatively, each weekly bibliography should have some grade incentives attached to allow students to complete the activities. If there are no incentives provided, students may choose to give priority to other tasks instead of these activities.
Feedback from Reflection
The fact that only a few students are enrolled in this particular unit is a matter of concern as it could have many implications, such as limited opportunities for peer-to-peer learning, a lack of diverse perspectives in class discussions, and potentially less interaction between students and instructors. This low enrolment could also impact the unit's sustainability, and if this trend continues, it could lead to the unit being cancelled altogether.
It may be helpful to make this unit appealing to students and increase the number of students enrolled. For example, enrolment could be improved by making this unit more appealing to students by identifying the key benefits of the unit to students in other courses and communicating these benefits through effective marketing and outreach efforts. Highlighting the unit's unique strengths and advantages will increase students' enrolments, leading to greater student engagement and academic success.
- Compare and contrast various models of health and health promotion including determinants of health, models of sustainability and change
- Analyse the impact of models of health and health promotion on development of health promotion as a discipline
- Examine the role of partnerships in health promotion contexts
- Examine styles of leadership within health promotion partnerships.
- Construct an annotated bibliography in partnership with a multidisciplinary team
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 60% | |||||
| 2 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - 60% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom Capacity (microphone required; webcam optional)
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
Unit and assessment overview
Ottawa Charter and determinants of health
Chapter
Thompson, S.R., Watson, M.C. and Tilford, S., 2018. 'The Ottawa Charter 30 years on', International Journal of Health Promotion and Education, vol. 56, no.2, pp.73-84.
Events and Submissions/Topic
Module/Topic
Traditional behaviour change models
Chapter
Sundstrom, B, Brandt H, Gray L & Young Pierce., 2018. 'It's my time: Applying the Health Belief Model to Prevent Cervical Cancer among College Aged Women'. Journal of Communication Management, vol 22, no. 2, pp.161-178.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Zoom tutorial: Assessment 1 Part A Overview.
Module/Topic
Ecological models of health promotion - expanding beyond the individual
Chapter
Madsen, W 2013, '”This is a forever project”: supporting lifestyle changes in a regional Queensland community-based cardiac rehabilitation program’, Australian Journal of Primary Health, vol. 19, no. 3, pp. 178-183.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Ecological models of health promotion - operationalising the Ottawa Charter
Chapter
Hancock, T 2014, ‘The little idea that could: a global perspective on Health Cities and Communities’, National Civic Review, vol. 103, pp. 29-33.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Assessment 1 Part A due Week 4 Monday 11:45 PM
Module/Topic
Social-ecological model - systems thinking
Chapter
Bircher, J. and Kuruvilla, S., 2014. Defining health by addressing individual, social, and environmental determinants: new opportunities for health care and public health. Journal of Public Health Policy, vol. 35, no. 3, pp.363-386.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Zoom tutorial: Assessment 1 Part B Overview.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Community-based approaches to health promotion
Chapter
Estacio, E.V., Oliver, M., Downing, B., Kurth, J. and Protheroe, J., 2017. Effective Partnership in Community-Based Health Promotion: Lessons from the Health Literacy Partnership. International journal of environmental research and public health, vol. 14, no.12, p.1550.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Partnerships - types and who with
Chapter
Tooher, R., Collins, J., Braunack-Mayer, A., Burgess, T., Skinner, S.R., O'keefe, M., Watson, M. and Marshall, H.S., 2017. Intersectoral collaboration to implement school-based health programmes: Australian perspectives. Health promotion international, vol. 32, no 2, pp.312-321.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Partnerships - issues of power and decision making
Chapter
Powell, K, Thursdon, M & Bloyce, D 2014, 'Local status and power in area-based health improvement partnerships', Health, vol. 18, no. 6, pp. 561-579.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Assessment 1 Part B due Week 8, Monday 11:45 PM
Module/Topic
Partnerships - valuing all knowledge and expertise
Chapter
Wright, L.A., King, D.K., Retrum, J.H., Helander, K., Wilkins, S., Boggs, J.M., Portz, J.D., Nearing, K. and Gozansky, W.S., 2017. Lessons learned from community-based participatory research: establishing a partnership to support lesbian, gay, bisexual and transgender ageing in place. Family practice, vol. 34, no.3, pp.330-335.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Module/Topic
Cultural competence and partnerships
Chapter
Kildea, S., Hickey, S., Nelson, C., Currie, J., Carson, A., Reynolds, M., Wilson, K., Kruske, S., Passey, M., Roe, Y. and West, R., 2018. Birthing on Country (in Our Community): a case study of engaging stakeholders and developing a best-practice Indigenous maternity service in an urban setting. Australian Health Review, vol. 42, no. 2, pp.230-238.
Events and Submissions/Topic
Add annotation to wiki annotated bibliography.
Zoom tutorial: Assessment 2 Overview.
Module/Topic
Instigating change
Chapter
- Cretney, R.M., Thomas, A.C. and Bond, S., 2016. Maintaining grassroots activism: Transition towns in Aotearoa New Zealand. New Zealand Geographer, vol. 72, no. 2, pp.81-91.
Events and Submissions/Topic
Module/Topic
Review and preparation for final assessment
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
This assessment is divided into Parts A and B:
Part A is a table (20/60) outlining the various traditional health promotion models/approaches related to the Ottawa Charter for Health Promotion (up to 1000 words), which will inform part of your report. This table will need to be submitted on Monday of Week 4, at 11:59 PM. A template for this table is available in Moodle.
Part B is a report (40/60). Using the annotated bibliography from weeks 1-6 (as found in the wiki for these weeks), write a report (2000 words, not including a reference list) that analyses the strengths and weaknesses of various models/approaches to health promotion over the past 30 years. You will need to consider under which circumstances each model/approach is best suited and how different models/approaches have influenced health promotion as a discipline. Your report is due on Monday of Week 8, at 11:59 PM.
PART A is due Monday of Week 4; PART B is due Monday of Week 8
Two weeks after submission date
PART A will be marked according to the following criteria
- comprehension of relevant health promotion concepts
- accuracy in completing the table
PART B will be marked according to the following criteria.
- structure of report and adherence to report writing protocols
- evaluation of models/approaches to health promotion
- relevance of models/approaches to health promotion as a discipline
- evaluation and application of scholarly literature;
- referencing format and accuracy.
- Compare and contrast various models of health and health promotion including determinants of health, models of sustainability and change
- Analyse the impact of models of health and health promotion on development of health promotion as a discipline
- Construct an annotated bibliography in partnership with a multidisciplinary team
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
2 Written Assessment
Using the annotated bibliography related to partnerships (see wiki in Moodle over weeks 7-10), write a reflective essay (1500 words not including reference list) on the role of partnership and analyze how the class has worked in partnership in regards to contributing to each other's learning through the development of the annotated bibliographies and class discussion. You will need to relate your experiences and reflections to the literature on partnerships. Focus particularly on how the partnerships could have been improved. While you are encouraged to explore specific behaviours of individuals, please do not name individuals in your essay.
Week 12 Friday (4 Oct 2024) 11:45 pm AEST
Submit online on moodle
Results of this final assessment item will be released with the release of grades for Term 2.
Your reflective essay will be marked according to the following criteria:
- structure consistent with essay writing protocols
- depth of reflection on experiences
- application of literature to explain experiences
- acknowledgement of sources; format and accuracy of referencing
- Examine the role of partnerships in health promotion contexts
- Examine styles of leadership within health promotion partnerships.
- Construct an annotated bibliography in partnership with a multidisciplinary team
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- 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?
