Overview
Focusing on global public health concerns and current priorities will ensure you are equipped with the most current knowledge and skills needed to address the ever-evolving health challenges worldwide. The COVID-19 pandemic highlighted the interconnectedness of global health and the necessity for a coordinated international response. The ongoing issues of health inequities and the impact of globalisation on health systems are critical areas that require your attention. This unit will emphasise current public health priorities to enable you to develop innovative solutions, implement effective policies, and contribute to building resilient health systems. Additionally, addressing contemporary issues aligns with global health agendas, including the Sustainable Development Goals (SDGs), fostering a comprehensive understanding of the complex factors influencing health outcomes on a global scale. By engaging with these priorities, you will be better prepared to tackle contemporary health challenges and respond effectively to emerging and future crises, ensuring that you can make a significant impact in the global health system.
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 1 - 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 Postgraduate 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 SUTE
Assessments need much clearer expectations and marking criteria. Assessment feedback should be provided prior to next assessment item.
Assessment 1 was due in week 5 of the term and assessment 2 in week 12. All students received feedback on assessment 1 around week 8. But there were some whose assessments raised possible academic integrity issues. Therefore, perhaps a handful of students’ feedback was delayed. It is recommended that, to maintain high quality teaching and learning, feedback on assessment 1 should be provided prior to assessment 2 submission.
Feedback from SUTE
The class should be in small number of students as it's easy to learn and no noise in class
We have tried to maintain a cap on the number of students according to room capacities. Due to unavailability of classrooms, there were some issues at the beginning of the term. But we addressed that as the teaching term continued. We will try to maintain reasonable class size wheneverpossible.
- Critically assess the structure and function of global health systems, identifying key components and their roles in delivering health services.
- Analyse the impact of determinants on health outcomes and explain how they align with and contribute to the Sustainable Development Goals (SDGs).
- Identify and evaluate emerging public health issues, including the Global Burden of Disease (GBD), and propose evidence-based solutions to address these challenges.
- Examine the influence of political determinants on health policies, comparing differences within and between countries, and assess their impact on health outcomes.
- Develop and advocate for strategies that promote health equity and uphold human rights, focusing on improving health outcomes for marginalised and vulnerable populations.
Not Applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 60% | |||||
| 2 - Presentation - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Laptop/Computer
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.kaphle@cqu.edu.au
Module/Topic
Global Health Systems
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Social Determinants of Health
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Global Health Issues
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Health Policies and Practice
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Health Equity and Human Rights
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Health Equity and Human Rights
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and tutorials
Module/Topic
Priority Populations Health [Part 1]
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Module 6: Priority Populations Health [Part 2]
Chapter
Moodle and classroom resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Rural and Remote Health
Chapter
Moodle and Classroom Resources
Events and Submissions/Topic
Lecture and Tutorials
Assessment 1 [Written Project Proposal]
Project Proposal Due: Week 9 Friday (16 May 2025) 5:00 pm AEST
Module/Topic
Health System Strengthening
Chapter
Moodle and Classroom Resources
Events and Submissions/Topic
Lecture and Tutorials
Module/Topic
Assessment
Chapter
Events and Submissions/Topic
Assessment 2 [Digital Poster]
Module/Topic
Assessment
Chapter
Events and Submissions/Topic
Assessment 2 [Digital Poster Presentation]
Student Unit and Teaching Evaluation [SUTE]
Presentation of Proposal Due: Week 12 Friday (6 June 2025) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Students are required to attend classes according to the timetable.
1 Written Assessment
Choose one of the contemporary public health issues concerning global communities. Taking a social determinants approach, develop a place-based project proposal to address the public health issue you have chosen for this assessment. In your project proposal, you must include following areas.
1. Background: provide context to your chosen public health issue with evidence (peer review articles and statistics) and discuss why it is a significant issue concerning global communities.
2. Determinants of Health: identify the critical determinants that are influential to the public health issue you are focusing on this project and discuss how addressing these determinants could contribute to promote health outcomes for your targeted population groups.
3. Project plan: outline project aims, objectives, intervention strategies, partnerships, and outcomes.
4. Project evaluation: include evaluation methods and process in line with the proposal.
5. Potential challenges and mitigation strategies: identify potential challenges that may arise while implementing the project and develop mitigation strategies.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Week 9 Friday (16 May 2025) 5:00 pm AEST
Submit in Moodle
Week 11 Monday (26 May 2025)
Grades and feedbacks provided to students.
The proposal will be assessed based on the demonstrated understanding of all aspects of the tasks including critical analysis of a public health issue, project plan, referencing, and writing conventions.
1. Analysis of public health issue and challenges
- Relevant, up to date and evidence-based information
- Critical analysis of the issue with coherent discussion [based on the prompts provided]
- Appropriate use of relevant literature to support discussion
- Logical presentation of ideas and succinct writing
2. Clearly written project plan [uses SMART principles]
3. Clearly written evaluation plan [clearly developed indicators and methods]
4. Referencing
- Adequate number of references [minimum 8 and maximum 12 references]
- Appropriate use of in-text citations
- Accurate presentation of references (APA referencing style)
- Complies with normal academic standards maintaining academic integrity
5. Writing conventions
- Clearly written, accurate spelling, grammar, and sentence construction
- Maintains coherence and logical connection of ideas in writing
- No use of generative AI or other applications for writing
- Critically assess the structure and function of global health systems, identifying key components and their roles in delivering health services.
- Analyse the impact of determinants on health outcomes and explain how they align with and contribute to the Sustainable Development Goals (SDGs).
- Identify and evaluate emerging public health issues, including the Global Burden of Disease (GBD), and propose evidence-based solutions to address these challenges.
- Examine the influence of political determinants on health policies, comparing differences within and between countries, and assess their impact on health outcomes.
- Develop and advocate for strategies that promote health equity and uphold human rights, focusing on improving health outcomes for marginalised and vulnerable populations.
2 Presentation
Using the contents prepared in assessment one, students are asked to prepare a digital poster and record a less than five minutes presentation for a public health conference.
In a creative form, your poster must include following components.
1. Introduction: introduce public health issue.
2. Significance of the issue: highlight the evidence to discuss the significance of the public health issue.
3. Proposed interventions: outline the proposed project interventions.
4. Evaluation: include evaluation methods.
5. Challenges and mitigation strategies: outline challenges with measures to address.
6. Conclusion: provide a succinct conclusion.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Week 12 Friday (6 June 2025) 5:00 pm AEST
Submit assessment in Moodle.
Exam Week Monday (16 June 2025)
Grades and feedbacks provided to students.
Poster and presentation will be assessed using following criteria.
1. Demonstrates creativity and innovation to design the poster
2. Maintains academic standard in presenting contents
3. Adheres with the academic integrity and referencing guide using APA style
4. Provides clear, concise, evidence-based and logical information
5. Demonstrates critical thinking and analysis of the issue
- Critically assess the structure and function of global health systems, identifying key components and their roles in delivering health services.
- Analyse the impact of determinants on health outcomes and explain how they align with and contribute to the Sustainable Development Goals (SDGs).
- Identify and evaluate emerging public health issues, including the Global Burden of Disease (GBD), and propose evidence-based solutions to address these challenges.
- Examine the influence of political determinants on health policies, comparing differences within and between countries, and assess their impact on health outcomes.
- Develop and advocate for strategies that promote health equity and uphold human rights, focusing on improving health outcomes for marginalised and vulnerable populations.
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?
