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 - 2025
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 Unit coordinator reflection.
Students are not grasping the basic concepts required to complete Assessment 3.
Add a note to the assessment description that all unit modules must be completed to understand the concepts covered in Assessment 3. Advise students that these modules have been condensed to allow faster completion.
Feedback from Unit coordinator reflection.
Students lack basic academic literacy skills, particularly in research and evidence-based discussion. This is despite the majority being in the second or third year of their course.
Provide students with the opportunity to review short academic literacy session recordings that cover research and writing skills from one of the first-year Public Health units (Foundations of Health).
- 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 style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.cassar@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 streaming/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 Modules 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 streaming/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 Modules 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 streaming/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 (Assessment 2) Opens: Week 6 Monday
Written Assessment - Essay Due: Week 6 Monday (25 Aug 2025) 4:00 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 streaming/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 (Assessment 2) 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 (Assessment 2) 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 streaming/Zoom session - Question and Answer session for
Module/Topic
Complete Module 5 - Working Interprofessionally & Cultural Competence
Chapter
Refer to Module 5 eReading list via Moodle
Events and Submissions/Topic
Quiz Two (Assessment 2) Closes: Week 12 Monday (30 September 2024) 11:45 pm AEST
Written Assessment - Report Due: Week 12 Monday (6 Oct 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
In this individual assessment, you will be tasked with writing an essay (Word limit 2000 words) that critically analyses a Health Promotion Social Marketing Campaign, selected from two options provided on the unit Moodle site. This task provides an opportunity to apply your understanding of health promotion theory and evidence-based practice to a real-world example.
Your essay should:
- Describe the context of the campaign, including the target population and setting.
- Analyse the health promotion strategies used, based on a review of the relevant academic literature.
- Evaluate the underlying principles and assumptions that informed the campaign’s design and implementation.
- Critically assess the campaign’s alignment with best practice in health promotion.
- Recommend culturally appropriate improvements or alternative strategies, considering their application in diverse settings such as schools, workplaces, health services, or communities.
Submit as a Word document, using double-line spaced, size 12 font. Include a cover page with your assignment.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Week 6 Monday (25 Aug 2025) 4:00 pm AEST
Week 8 Monday (8 Sept 2025)
2 weeks following submission
Your essay will be assessed according to the following criteria:
Structure and Academic Writing (ULO 3)
- Clear and logical organisation consistent with academic essay conventions
- Coherent argument development and appropriate use of language and style
Explanation of Campaign Context (ULO 3, ULO 4)
- Clear description of the campaign’s background, target audience, and setting
- Consideration of cultural and contextual factors relevant to the campaign
Analysis of Health Promotion Strategies (ULO 1, ULO 2)
- Critical evaluation of the strategies used in the campaign
- Demonstrated understanding of different types of health promotion strategies and their application
Evaluation of Underlying Assumptions and Implications (ULO 1)
- Insightful discussion of the theoretical and practical assumptions underpinning the campaign
- Analysis of the implications for health promotion practice and outcomes
Use of Evidence and Referencing (ULO 3)
- Effective use of high-quality, relevant academic sources to support analysis
- Accurate and consistent referencing using the required citation style
For further guidance, including a marking rubrics and campaign essay options, please refer to the unit Moodle site.
Use of Generative AI
In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial
Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and
the reference list. Please refer to the Generative Artificial Intelligence Permissions Document for Assessment 2 to see
permitted uses for this assessment.
Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you
MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was
used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.
- 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. Each quiz has a one hour time limit. The 72-hour grace period does not apply to this assessment.
Quiz 1 - Opens Monday of Week 6 and will close the Monday (4 PM) of Week 8
Quiz 2 - Opens Monday of Week 10 and will close the Monday (4 PM) of Week 12
Quiz 1 includes questions related to the key concepts covered in lectures and readings from Modules 1, 2 and 3.
Specifically, questions relate to:
- Health promotion guiding principles (Module 1)
- Social determinants of health (Module 1)
- Health Education (Module 2)
- Empowerment (Module 2)
- Behaviour change theory (Module 2)
- Social marketing & Mass media (Module 3)
Quiz 2 includes questions related to the key concepts covered in lectures and readings from Modules 3, 4 and 5.
Specifically, questions relate to:
- Life stage approach to health promotion (Module 3)
- Program planning (Module 4)
- Needs assessment (Module 4)
- Program evaluation (Module 4)
- Interprofessional collaboration (Module 5)
- Cultural competence (Module 5)
Level of GenAI use allowed:
Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.
2
Other
Quiz 1 closes Monday of Week 8 (8th September), Quiz 2 closes Monday of Week 12 (6th October).
Results of each quiz will be released online once the quiz has closed.
Each of the quiz questions will be marked as correct or incorrect.
Your performance in each quiz will be assessed based on your ability to:
Demonstrate understanding of key health promotion concepts and strategies (ULO 2)
Apply knowledge of planning and implementation processes in health promotion (ULO 6)
Each quiz contributes 10% to your final grade. For further details and access to the quizzes, refer to the unit Moodle site.
- 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%)
In this individual assessment, you will develop a health promotion program (Word limit 2000 words) designed for delivery in your local community. You will choose one of four topic areas provided on the unit Moodle site and prepare a health promotion program that demonstrates your ability to apply health promotion theory, planning frameworks, and evidence-based strategies.
Your report should include the following components:
Justification Statement
- Provide a rationale for the program, supported by relevant data and literature.
- Identify the health issue, target population, and setting.
Needs Assessment Plan
- Outline the methods and sources you would use to assess community needs.
- Demonstrate your ability to locate and critically evaluate relevant information.
Overview of Health Promotion Strategies
- Describe and justify the strategies selected for your program.
- Discuss how these strategies align with best practice principles and are appropriate for the target population and setting.
Evaluation Plan
- Propose methods for evaluating the effectiveness of your program.
A report outline is available on the unit Moodle site to guide your structure and formatting.
Submit as a Word document, using double-line spaced, size 12 font. Include a cover page with your assignment.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Week 12 Monday (6 Oct 2025) 4:00 pm AEST
Exam Week Monday (20 Oct 2025)
Results of this final assessment item will be provided two weeks after submission.
Your report will be assessed according to the following criteria:
Justification of the Health Promotion Program (ULO 1, ULO 5)
- Clear and evidence-based rationale for the selected health issue and target population
- Demonstrated understanding of the most appropriate strategy or mix of strategies to address the issue
Needs Assessment Plan (ULO 3, ULO 6)
- Well-structured plan outlining appropriate methods and data sources
- Effective use of relevant information to inform program planning and implementation
Overview and Justification of Health Promotion Strategies (ULO 1, ULO 4, ULO 5)
- Critical evaluation of selected strategies in relation to best practice principles
- Justification of strategies as culturally appropriate and suitable for the chosen setting
- Clear argument for the appropriateness of the strategy mix in addressing the identified health issue
Evaluation Plan (ULO 6)
- Comprehensive and feasible plan for evaluating both process and outcomes
- Identification of appropriate methods, indicators, and resources for evaluation
Use of Evidence and Academic Writing (ULO 3)
- Integration of high-quality, relevant academic sources to support analysis and planning
- Accurate referencing and clear, professional writing style consistent with report conventions
For further guidance on the marking rubric, as well as the report outline and topic options, please refer to the unit Moodle site.
Use of Generative AI
In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial
Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and
the reference list. Please refer to the Generative Artificial Intelligence Permissions Document for Assessment 2 to see
permitted uses for this assessment.
Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you
MUST:
- 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was
used and - 2) you need to cite it in-text and in the reference list.
Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.
- 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?
