PUB HLTH 3124 - Health Promotion III

North Terrace Campus - Semester 1 - 2021

Health Promotion III is the required specialist course for a major in Health Promotion. It builds on Social Foundations of Health II to develop students' understanding of health promotion at individual, group, community and national levels, as well as their critical thinking around the social determinants of health approaches to health interventions. The course provides both a theoretical basis and a practical focus in order to prepare students for employment or further study. It aims to build students' understanding of key theoretical concepts and principles in health promotion, and of contemporary challenges in the practice of health promotion.

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Course Details

Course Code	PUB HLTH 3124
Course	Health Promotion III
Coordinating Unit	Public Health
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	PUB HLTH 2200
Assumed Knowledge	PUB HLTH 1001
Assessment	Quiz, written assignments and group work

Course Staff

Course Coordinator: Dr Mohammad Mahmood

Phone: +61 8313 3586
Email: afzal.mahmood@adelaide.edu.au
Location: AHMS, Level 9

Course Timetable

The full timetable of all activities for this course can be accessed from .

Timetable details are located on MyUni.

Course Learning Outcomes

1	review and critique major approaches to health promotion (e.g. policy, behaviour change, community engagement, advocacy and social marketing)
2	critically explain the historical, social and political context of major health promotion programs and theories, including the Ottawa Charter
3	apply major approaches to health promotion policy and theory to contemporary public health issues such as alcohol consumption, problem gambling and obesity
4	critically assess the applicability of major health promotion theories and strategies in vulnerable communities, including persons of low SES, Indigenous Australians and refugees
5	identify and describe the key challenges facing health promotion programs in both developed and developing country contexts
6	explain and demonstrate the importance of research and evaluation in health promotion theory and practice

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-6
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1-6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4-6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	N/A
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-6
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1

Learning Resources

Required Resources

The recommended textbooks for this course are:
Fleming, M & Parker, E (2007) Health Promotion: Principles and Practice in the Australian Context. 3rd Edition. Crows Nest: Allen and Unwin

Egger G, Spark R, Donovan R (2013) Health Promotion Strategies and Methods. 3rd Edition. McGraw Hill

Recommended Resources

Students will have access to a series of readings which will be made available electronically through MyUni.

Online Learning

The course will draw on online learning resources such as relevant recorded lectured from local teaching staff and externally – e.g. TED talks and You Tube recordings. These will be coordinated and made accessible to students through MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

Weekly three hour learning sessions will include a lecture and a workshop to clarify core concepts, explore relationships between the material covered and to work through examples of concepts and interactive small group activities and discussion to give students the opportunity to apply the concepts covered in seminars and online learning.

Workshops will include a mix of guest speakers with expertise in specific health promotion issues, theoretical approaches or workplace settings.

Workshops will be supported by online learning activities and relevant readings to introduce core concepts, which will be applied and discussed in the face to face classes.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Teaching in Health Promotion III begins with the assumption that students are active participants in the learning process, rather than passive recipients of information. We assume that you are willing and able to prepare fully for classes, to participate in discussions and to carry your share of the workload.

Students are expected to attend all sessions and attendance sheets will be kept.

As a general rule, in any university course you will need to allow a minimum of three independent hours of study for every hour undertaken in formal class work contact. This means that, for Health Promotion III, you will have to set aside at least a further 9 hours/week for reading around topics, preparation for class activities and work on assignments.

You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full time and studying full time.

Learning Activities Summary

The course is divided into 4 modules:

1. Health Promotion: Background, theory and approaches

2. Health and human behaviour

3. Planning, implementation and evaluation

4. Health promotion in practice

Specific Course Requirements

N/A

Small Group Discovery Experience

N/A

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
Quizzes	Formative		2, 3, 4
Assigment 1: Essay	Summative	20%	1, 2, 4
Assignment 2: Health Promotion Plan	Summative	35%	1-6
Group Work	Summative	10%	3-5
Assignment 3: Final Report	Summative	35%	1-6

Assessment Related Requirements

Students are expected to attend and participate in all classes; attendance sheets will be kept.

Assessment Detail

All assessment tasks are designed to enable students to develop an in-depth understanding of key health promotion priorities and to critically evaluate contemporary and historical responses to these, especially in a local context.

Quizzes Formative

Assignment 1 (20%): 1500 word essay describing and critiquing major approaches to health promotion related to a specific condition, population or setting

Assignment 2: (35%) Health Promotion Program Plan 2000 – 2,500 words. Students will describe the evidence based approaches that could be implemented to address the health promotion issue they have identified. They should include consideration of alignment with strategic health priorities, Aboriginal and Torres Strait Islander relevance and impact, equity issues, community partnership and engagement as well as communication and evaluation of the proposed program.

Group Assignment: (10%) Each group will develop a series of questions to be asked of the expert panels. Questions should be based on an understanding of health promotion theory and contemporary challenges in health promotion. Students will self and peer assess their participation in the group process

Assignment 3: (35%) A 2500 word essay which brings together learning throughout the semester. Following a brief summary of the findings of Assignments 1 and 2 (including consideration of feedback received), students will reflect on their plan considering current policy and program approaches. This will include an analysis of current challenges and potential new strategies to address them.

Submission

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process </student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Additional assessments on medical, compassionate or a mix of medical and compassionate grounds are available to eligible students who have a Fail grade, or any pass grade up to Distinction level, if it is considered that the impairment suffered was sufficient to prevent the student from achieving a higher grade.

Students who achieve a mark in the range of 45-49% may be offered a replacement or additional assessment. This is discretionary, and will depend on students having attempted all assessments.

Details and application forms for additional assessments are available on the Examinations Website, at http://www.adelaide.edu.au/student/exams/. Students who wish to apply for an additional assessment on medical or compassionate grounds must apply through their School or Faculty within 7 days of the occurrence of the condition or circumstances

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

To improve course organisation, the one 3-hour session is divided into two (2 hr workshop and 1 hr lecture) sessions.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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