Overview
Public health programs require a coordinated effort and are typically based on a systematic planning model. This unit builds on your understanding of public health by providing a planning framework and the necessary tools to tackle complex public health issues at population, community and individual levels. Effective public health programs incorporate a combination of initiatives to promote and protect health, hence you will explore and critique a range of individually focused initiatives (aimed at changing individual behaviour) and structural initiatives (aimed at changing social, economic, political, and environmental factors). Public health advocacy will be explored as a key strategy for facilitating 'upstream' changes such as regulation, policy or procedural changes. You will have the opportunity to develop a planning model to address a specific public health issue; this model can be used to prioritise health issues, select appropriate public health initiatives and develop indicators to assess health impacts and outcomes over time.
Details
Pre-requisites or Co-requisites
48 credit points
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
An increase is being seen in the use of generative AI.
Develop clear guidelines on the appropriate use of generative AI in assessments, ensuring students understand ethical and academic integrity expectations. Revise assessment design to emphasise critical thinking, application, and reflection, reducing opportunities for AI-generated responses. Provide targeted support on academic writing and independent analysis, and consider integrating AI literacy workshops to help students use these tools responsibly while maintaining academic rigour.
- Articulate the importance of a planning model to guide program planning within public health
- Distinguish between 'individually focused' and 'structural' public health initiatives
- Determine the most appropriate combination of initiatives for addressing a key public health issue
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
- Develop a planning model to address a specific public health issue
- Solve ethical concerns relating to initiative development.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 20% | ||||||
| 2 - Written Assessment - 40% | ||||||
| 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 | ||||||
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.
c.omullan@cqu.edu.au
Module/Topic
Module 1: The Foundation of Public Health Initiatives: Evidence, Planning and Partnerships
- Introduction to Public Health Initiatives
- Planning and Partnerships
- Evidence
- The Social Determinants of Health (Optional)
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 1: Online tutorial (Introduction to Unit)
Module/Topic
Module 2: Public Health Initiatives – Individual Approaches
- Health Education and Health Literacy
- Health Education: Critical Consciousness Education for Liberation
- Social Marketing
- New Technologies: Smartphone Apps
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Module/Topic
Module 3: Public Health Initiatives – Structural Approaches
- Changing the Environment
- Advocacy and Regulatory Approaches
- Healthy Public Policy
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 4: Online tutorial (Focus on Assessments 1 and 2)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: Public Health Initiatives – Community-Based Interventions
- Introduction to Community-Based Initiatives
- The Value of Community-Based Initiatives
- Analysing Community-Based Initiatives
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Assessment 1 Quiz Opens (Monday 25th August 2025, 9.00 am, AEST) - Based on modules 1, 2 and 3
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 5: Selecting and Prioritising Public Health Initiatives
- Prioritising Public Health Issues
- Defining Problems and Setting Goals and Objectives
- Selecting Public Health initiatives
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 9: Online Tutorial (focus on Assessment 3)
Report Due: Week 8 Friday (12 Sept 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 6: Planning, Monitoring and Evaluating Public Health Initiatives with a Logic Model
- Planning and Developing a Logic Model
- Monitoring and Evaluating Public Health Initiatives
- Developing and Using a GANTT Chart
Chapter
Various online readings and resources
Events and Submissions/Topic
Discussion board forum
Week 11: Drop-in tutorials (focus on assessment 3)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
A/Professor Cathy O'Mullan is the Unit Coordinator and oversees the overall structure and administration of the unit. Kalie Green is the Lead Lecturer and your main point of contact for all teaching-related matters, including lectures, assessments, and academic support. If you have questions or need assistance during the term, please get in touch with Kalie.
1 Written Assessment
Assessment 1 consists of 4 online short-answer essay-style questions to assess students' understanding of Modules 1, 2 and 3.
Each question is worth 5 marks.
Answers are expected to be succinct (approximately 200 to 300 words). Dot points are acceptable where appropriate. Students should reference peer-reviewed literature.
The quiz will be open one week before the final submission - students can save their work and return to it - the quiz does not have to be completed in one sitting.
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.
The 72-hour grace period does not apply to this assessment.
Week 7 Monday (1 Sept 2025) 4:00 pm AEST
Students will be given 1 week to complete the online assessment. Assessment will open on Monday 25 August 2025 at 9.00am.
Week 9 Monday (15 Sept 2025)
Within 2 weeks of submission.
Assessment 1 will be a series of 4 short-answer, essay-style questions. Each question will be allocated a mark of 5. Each answer will be allocated a grade between 0- 5 based on the level of knowledge and depth of understanding relating to key concepts from the unit.
- Distinguish between 'individually focused' and 'structural' public health initiatives
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
2 Written Assessment
Scenario: You have been invited as a public health practitioner to write a 2500-to-3000-word report on a public health program.
Please select ONE of the three programs (more information about these programs is available through the links on e-Readings). Alternatively, students also have the opportunity to choose a public health program of interest to them (please seek approval from the unit coordinator by Friday of Week 5).
In your report, you will need to:
- Provide a background on the health issue.
- Provide an overview of the project and outline the public health initiatives (strategies) used.
- Critique the effectiveness of the initiatives/strategies by examining the evidence (regarding the project itself and from the broader literature).
- Provide recommendations on how the project can be improved.
Please refer to the following documents BEFORE you start your report:
- Tips for Assessment 2
- Assessment criteria
- Attend or watch the recorded tutorial in week 4 (see virtual tutorials).
To ensure you have covered all relevant points, review your assignment against the assessment criteria before submission.
Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must
critically evaluate and modify any AI-generated content you use.
Week 8 Friday (12 Sept 2025) 4:00 pm AEST
Submit in a word document on the Moodle site.
Week 10 Friday (26 Sept 2025)
Two weeks after submission
This report will be marked using criterion-referenced assessment. The criterion includes the following:
- Structure (5%)
- Background to the health issue (10%)
- Overview of the initiative and strategies (25%)
- Critique of strategies (25%)
- Recommendations (20%)
- Quality of Sources (10%)
- Referencing (5%)
Further information, including a marking rubric, can be found on the Moodle site.
- Articulate the importance of a planning model to guide program planning within public health
- Distinguish between 'individually focused' and 'structural' public health initiatives
- Determine the most appropriate combination of initiatives for addressing a key public health issue
- Articulate the importance of public health advocacy as a key strategy for improving the health of the community
3 Written Assessment
Scenario: As a public health practitioner, you have been asked to review a community needs assessment (choose from 1 of 2 examples on Moodle/e-Readings) to prioritise a public health issue to be addressed in your community. You will need to develop a program plan for implementation.
This information will need to be presented in a 2500 to 3000-word report format and include a basic planning model.
In your report, you should:
• Provide brief background information on the selected community (choose from one of the two needs assessments on Moodle).
• Provide a rationale for the selection of the public health issue to be addressed.
• Outline the problem statement, goals and objectives of the program you intend to undertake.
• Develop a program description template and a model to guide the planning of your program.
• Outline how you would monitor and evaluate your program
• Include a basic GANTT chart to map the timeframe for your program
Please refer to the following documents BEFORE you start your report:
• Logic Model template
• Tips for assessment 3
• Assessment criteria
• Attend or watch the recorded tutorial in week 9 (see virtual tutorials).
To ensure you have covered all relevant points, review your assignment against the assessment criteria before submission.
Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
Review/Exam Week Monday (13 Oct 2025) 4:00 pm AEST
Please submit on the Moodle site.
Two weeks after submission
The report will be marked using criterion-referenced assessment. The criteria used include:
- Structure and referencing (10%)
- Background information on Community (10%)
- Rationale for Public Health Issue (15%)
- Problem statement, Objectives and Goals (10%)
- Appropriateness of Initiatives (15%)
- Appropriateness of Monitoring and Evaluation Plan (10%)
- Appropriateness of Planning Model (20%)
- Appropriateness of Gantt Chart (10%)
Further information, including a marking rubric, can be found on the Moodle site.
- Articulate the importance of a planning model to guide program planning within public health
- Determine the most appropriate combination of initiatives for addressing a key public health issue
- Develop a planning model to address a specific public health issue
- Solve ethical concerns relating to initiative development.
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?
