HLTH SC 1402 - Foundations of Health and Wellbeing
North Terrace Campus - Semester 1 - 2021
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General Course Information
Course Details
Course Code HLTH SC 1402 Course Foundations of Health and Wellbeing Coordinating Unit Sch of Allied Hlth Sci & Prac Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Restrictions Restricted to B. Occupational Therapy (Hons), B. Physiotherapy (Hons) and B. Speech Pathology (Hons) students only Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Dr Jessica Stanhope
Course Coordinator: Dr Jessica Stanhope
Phone: +61 8 8313 2063
Email: jessica.stanhope@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Eliza Huppatz
Phone: +61 8 8313 3663
Email: eliza.huppatz@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Meredith Smith
Phone: +61 8 8313 7149
Email: meredith.smith@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Suzanne Dawson
Phone: +61 8 8313 3688
Email: suzanne.dawson@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Trish Serocki
Phone: +61 8 8313 3656
Email: trish.serocki@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from .
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Describe the key perspectives and theories, including an Aboriginal view of health and wellbeing. 2 Identify and explain the determinants of health, including social determinants of Indigenous health, and how they influence health and wellbeing of individuals, communities and populations. 3 Discuss the contemporary issues of health and wellbeing in an Australian and global context. 4 Analyse the role of allied health in health care systems and health promotion to facilitate optimal health and wellbeing. 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, 2 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
2, 4 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
3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
- 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 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
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Learning Resources
Required Resources
Promoting health: the primary health care approach, 6th edn. Talbot Lyn Verrinder Glenda Published by Elsevier Australia, 2018. ISBN: 9780729542579Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
Through this course students will be introduced to a broad range of concepts relating to health and wellbeing through a series of online activities supported with a weekly face to face workshop. There will be an emphasis on exploring different perspectives of health and wellbeing, particularly related to Aboriginal and Torres Strait Islander people. Workshops will enable students to consolidate, apply and integrate their learning from on the online materials.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Online Classes: 12 x 1 hour = 12 hours
Workshops: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 4 hours per week = 48 hours
TOTAL = 159 hoursLearning Activities Summary
Topics covered will include:
• Key Concepts of Health and Wellbeing• Different approaches to defining health, including multi-level approach to health and well-being• Determinants of Health• How living and working conditions influence the health and wellbeing of individuals across the lifespan• The relationship between key social identities such as gender, ethnicity, culture and health and wellbeing• Explore individual lifestyle factors which influence health and wellbeing• The role of health care professionals in facilitating healthy behaviours at an individual level• How biological determinants influence health and wellbeing across the lifespan• The importance of primary health care for allied health professionals• Australia's healthcare system (including the role of federal, state, territory and local governments on funding policy development and service delivery• How health professionals can influence individual and social determinants of health at the patient, practice and community level• How public health policy and practice can prevent disease and maintain and promote the health of the Australian population• The importance of global health concepts for healthcare professionals• Health promotion and health education principles are applied to enable people to increase control over and improve their healthSmall Group Discovery Experience
Whilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students. -
Assessment
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
The assessment for Foundations of Health and Wellbeing consists of:
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 4 Assignment Summative 20% 2, 3 Continuous Assessment Formative & Summative 40% 1, 2, 3, 4 Assessment Detail
Written Examination (40%) - A 2-hour written examination covering entire course content will be held during the University examination period. Students will be required to complete a variety of different types of questions to demonstrate their achievement of the course learning outcomes.
Assignment (20%) - Media Analysis - Students will Identify a health issue in Australia that was reported in the (after 1 Jan the year of study) media. Students will choose two living and working conditions to discuss in relation to their chosen health issue and explain why they are considered determinants of health, how they influence the health issue and the associated health outcomes mentioned in the media article. Students will need to draw on at least three additional relevant peer-reviewed journal articles to support their explanation.
Continuous Assessment (40%)Week 3 online assessment (10%)To act as diagnostic assessment for students at risk. 10 VSAQ and 5 SAQ (not requiring moderation).Portfolio of health scenarios (30%)Throughout the semester students will be compile a portfolio in which they will present their analysis of a series of 6 scenarios related to the weekly topics under study. Students will have the opportunity to gain formative feedback on their portfolio mid-way through the course and will submit their completed portfolio for summative assessment at the end of the semester.Submission
Detailed information on assessment task submission can be found in the MyUni website for this course.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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
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