Students

HLTH3100 – Health Promotion

2023 – Session 1, Online-scheduled-weekday

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Sophie Osborne
sophie.osborne@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
130cp at 1000 level or above including HLTH200 or HLTH2000) or 130cp and admission to BHumanSc
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit provides students with an overview of the theories, practices and frameworks of health promotion as a planned approach to the improvement of health in population groups. It focuses on both local and global health promotion issues. The unit aims to increase students' understanding of the determinants of health and how these impact on the planning, implementation and evaluation of health promotion initiatives. The teaching approach facilitates a systematic approach to health promotion initiatives. The unit uses a mixture of academic texts, case studies, scenarios and reflective learning practices to immerse students in the study of modern health promotion and disease prevention and reduction practices. While designed primarily for health studies students, the unit is also suitable for students from other programs who may be interested the social, economic, political and geographic aspects of this fundamental area of human health endeavours.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Define and describe health promotion and its place within the area of public health, both nationally and internationally.
  • ULO2: Summarise key theories of contemporary health promotion and their connection to health determinants.
  • ULO3: Critically analyse some health promotion programs and projects in terms of their application of theories and practices of contemporary health promotion.
  • ULO4: Discuss and make informed opinions about some of the social, cultural, economic and political factors that may influence health promotion initiatives nationally and internationally.
  • ULO5: Describe the various elements that are needed to plan, implement and evaluate a health promotion initiative and be able to apply this knowledge to the development of a health promotion initiative.
  • ULO6: Examine and form opinions about academic writings on the process and application of an evidence-based approach to health promotion initiatives.
  • ULO7: Gain some insights into the rapidly evolving nature of health promotion globally and the effect on health promotion practitioners, with an emphasis on working in teams, across sectors and incorporating continuous flexible learning practices.

General Assessment Information

General assessment Information

Grade descriptors and other information concerning grading are contained in the Macquarie University Assessment Policy.

All final grades are determined by a grading committee, in accordance with the Macquarie University Assessment Policy, and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade and a mark which must correspond to the grade descriptors specified in the Assessment Procedure (clause 128).

To pass this unit, you must demonstrate sufficient evidence of achievement of the learning outcomes, meet any ungraded requirements, and achieve a final mark of 50 or better.

Further details for each assessment task will be available on iLearn.

Late Submissions

Unless a Special Consideration request has been submitted and approved, a 5% penalty (OF THE TOTAL POSSIBLE MARK) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a grade of ‘0’ will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical concern. 

 For example:

Number of days (hours) late

Total Possible Marks

Deduction

Raw mark

Final mark

1 day (1-24 hours)

100

5

75

70

2 days (24-48 hours)

100

10

75

65

3 days (48-72 hours)

100

15

75

60

7 days (144-168 hours)

100

35

75

40

>7 days (>168 hours)

100

-

75

0

 

For any late submissions of time-sensitive tasks, such as scheduled tests/exams, performance assessments/presentations, and/or scheduled practical assessments/labs, students need to submit an application for Special Consideration

Assessment Tasks

Name Weighting Hurdle Due
Essay 35% No Week 7 6th April 2023, 11.55pm
Group Work Presentation 20% No P1: Wks 9-12 (in tuts.) P2: Wk 8 30th April 2023 11.55pm
Individual Reflection Report 10% No Week 10-13 10th May- 31st May, 2023, 11.55pm
Final Exam 35% No TBC MQ Exam period

Essay

Assessment Type 1: Essay
Indicative Time on Task 2: 24 hours
Due: Week 7 6th April 2023, 11.55pm
Weighting: 35%

 

Essay of 1800 words on a health promotion topic.

 
On successful completion you will be able to:
  • Define and describe health promotion and its place within the area of public health, both nationally and internationally.
  • Summarise key theories of contemporary health promotion and their connection to health determinants.
  • Critically analyse some health promotion programs and projects in terms of their application of theories and practices of contemporary health promotion.
  • Discuss and make informed opinions about some of the social, cultural, economic and political factors that may influence health promotion initiatives nationally and internationally.
  • Describe the various elements that are needed to plan, implement and evaluate a health promotion initiative and be able to apply this knowledge to the development of a health promotion initiative.
  • Examine and form opinions about academic writings on the process and application of an evidence-based approach to health promotion initiatives.
  • Gain some insights into the rapidly evolving nature of health promotion globally and the effect on health promotion practitioners, with an emphasis on working in teams, across sectors and incorporating continuous flexible learning practices.

Group Work Presentation

Assessment Type 1: Presentation
Indicative Time on Task 2: 20 hours
Due: P1: Wks 9-12 (in tuts.) P2: Wk 8 30th April 2023 11.55pm
Weighting: 20%

 

This assessment is the end-product (an in-class presentation) of a small group project which gives students an opportunity to implement core content from the course. The group is to plan, develop and design one assigned aspect of a health promotion initiative and present this to the class.

 
On successful completion you will be able to:
  • Define and describe health promotion and its place within the area of public health, both nationally and internationally.
  • Critically analyse some health promotion programs and projects in terms of their application of theories and practices of contemporary health promotion.
  • Discuss and make informed opinions about some of the social, cultural, economic and political factors that may influence health promotion initiatives nationally and internationally.
  • Describe the various elements that are needed to plan, implement and evaluate a health promotion initiative and be able to apply this knowledge to the development of a health promotion initiative.
  • Examine and form opinions about academic writings on the process and application of an evidence-based approach to health promotion initiatives.
  • Gain some insights into the rapidly evolving nature of health promotion globally and the effect on health promotion practitioners, with an emphasis on working in teams, across sectors and incorporating continuous flexible learning practices.

Individual Reflection Report

Assessment Type 1: Reflective Writing
Indicative Time on Task 2: 5 hours
Due: Week 10-13 10th May- 31st May, 2023, 11.55pm
Weighting: 10%

 

This individual report is to provide students with an opportunity to reflect on the role they had to adopt in the small group project in addressing the topic and the assigned approach. The report should include comment on the health promotion issue and the experience of doing the group project.

 
On successful completion you will be able to:
  • Define and describe health promotion and its place within the area of public health, both nationally and internationally.
  • Critically analyse some health promotion programs and projects in terms of their application of theories and practices of contemporary health promotion.
  • Discuss and make informed opinions about some of the social, cultural, economic and political factors that may influence health promotion initiatives nationally and internationally.
  • Describe the various elements that are needed to plan, implement and evaluate a health promotion initiative and be able to apply this knowledge to the development of a health promotion initiative.
  • Gain some insights into the rapidly evolving nature of health promotion globally and the effect on health promotion practitioners, with an emphasis on working in teams, across sectors and incorporating continuous flexible learning practices.

Final Exam

Assessment Type 1: Examination
Indicative Time on Task 2: 25 hours
Due: TBC MQ Exam period
Weighting: 35%

 

2 hour exam (plus 10 mins reading time)

 
On successful completion you will be able to:
  • Define and describe health promotion and its place within the area of public health, both nationally and internationally.
  • Summarise key theories of contemporary health promotion and their connection to health determinants.
  • Critically analyse some health promotion programs and projects in terms of their application of theories and practices of contemporary health promotion.
  • Discuss and make informed opinions about some of the social, cultural, economic and political factors that may influence health promotion initiatives nationally and internationally.
  • Describe the various elements that are needed to plan, implement and evaluate a health promotion initiative and be able to apply this knowledge to the development of a health promotion initiative.
  • Examine and form opinions about academic writings on the process and application of an evidence-based approach to health promotion initiatives.
  • Gain some insights into the rapidly evolving nature of health promotion globally and the effect on health promotion practitioners, with an emphasis on working in teams, across sectors and incorporating continuous flexible learning practices.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

As a student enrolled in this unit, you will engage in a range of online learning activities, including readings, pre-recorded lectures and tutorials. Details can be found on the iLearn site for this unit.

Required reading

The following text is essential for this unit. There will also be chapters available of the book on Leganto.

Keleher, H., & MacDougall, C. (2015). Understanding Health, 4th edition. Oxford University Press.

Recommended readings:

Bauman, A. and Nutbeam, D., 2014. Evaluation in a Nutshell. A practical guide to the evaluation of health promotion programs. McGraw Hill Medical.

Nutbeam, D., Harris, E. and Wise, M., 2010. Theory in a Nutshell. A practical guide to health promotion theories. 3rd ed. McGraw Hill Medical.

Technology Used

Active participation in the learning activities throughout the unit will require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

Unit Schedule

Wk

 

Lecture

 

Mode

Tutorial

TOPIC 1: Introduction and Background

 

1

 

Introduction  (L1)

READING: Keleher & MacDougall: Ch 1 and 2: Concepts of Health and Determinants of Health:

 

Pre Rec.

No tutorial

 

 

Brief History of Health Promotion (L2)

READING: Keleher & MacDougall: Ch 7: Health Promotion

 

Pre Rec.

TOPIC 2: Health Promotion Planning

 

2

 

Health Promotion in a Global Context (L3)

Issues, priorities, and organisations

READING: Keleher & MacDougall: Ch6 – Global Health

READING: Watts, C., & Cairncross, S. (2012). Should the GBD risk factor rankings be used to guide policy? Lancet, 380 (9859), 2060-61. doi: 10.1016/S0140-6736(12)62121-7.

 

Pre.Rec

Tutorial

 

 

 

Evidence-based HP/Intelligence Gathering (L4)

Public health information

Contextual assessment / cultural understanding

READING: Keleher & MacDougall: Ch10 –Evidence in Public Health

 

Pre Rec.

3

 

Evaluation of HP (L5)

READING: Bauman, A., & Nutbeam, D. (2014). Evaluation in a Nutshell. A practical guide to the evaluation of health promotion programs. McGraw Hill Medical. Ch 2 – Key stage, methods and types of evaluation.

READING: Keleher & MacDougall: Ch 18 – Program Planning and Evaluation

 

Pre-rec

Tutorial

 

 

Targeting specific health issues (L6)

READING: Keleher & MacDougall: Ch11 – Determinants of Behaviours

READING: Keleher & MacDougall: Ch16 – Social Marking

 

Pre Rec.

TOPIC 3: Working inside and outside the health sector

 

4

 

Settings-based HP (L7)

Workplaces, Schools, Hospitals

READING: Keleher & MacDougall: Ch 13 – Ecology and Health

 

 

Pre.Rec

Tutorial 

 

 

 

Social Impact Assessments, health impact assessments (L8)

READING: Harris-Roxas, B., Viliani, F., Bond, A., Cave, B., Divall, M., Furu, P., ... & Winkler, M. (2012). Health impact assessment: the state of the art. Impact Assessment and Project Appraisal, 30(1), 43 -52. doi: 10.1080/14615517.2012.666035

 

Pre. Rec.

5

 

Communicating public health and health promotion data using GIS (L9)

READING: Zook, M., Graham, M., Shelton, T. and Gorman, S. (2010). Volunteered Geographic and Crowdsourcing Disaster Relief: A Case Study of the Haitian Earthquake. World Medical & Health Policy, vol 2(2):7-33

 

Pre-rec

Tutorial 

 

 

 

Understanding epidemiology in health promotion (L10)

READING: Keleher & MacDougall: Ch9 – Epidemiology

 

Pre Rec.

6

 

Policy Development (L11)

READING: Keleher & MacDougall: 19 – Policy for Health

READING: Keleher & MacDougall: Ch 20 – Organisational Change

 

 

Pre Rec.

Tutorial

 

 

Policy Development case study: air pollution (L12)

READING: Tilford, S. (2017). Air pollution – are we doing enough? International Journal of Health Promotion and Educuation, 55(4): 229-231

 

 

Pre Rec

7

 

Indigenous children and maternal health (L13)

READING: Bowes, J. & Grace, R. (2013). Closing the gap in the early childhood years: Prevention and early intervention approaches to parenting education, early childhood education and health for Indigenous children and families in Australia. Australian Institute of Health and Welfare.

 

Pre Rec.

Tutorial

 

 

Bottom-up vs top-down approaches (L14)

READING: see iLearn for scanned article by A/Prof N. Biddle ANU.

 

Pre Rec.

Mid-semester break

No classes

Dates: Week commencing 10th April – 24 April

 

TOPIC 4: Addressing and Communicating Health Promotion Issues

 

8

 

Targeting broader determinants of health (L15)

Human Rights, social inclusion, standards of daily living

READING: Keleher & McDougall: Ch 14 - Human Rights and Health

 

Pre. Rec

NO tutorial but student consult available.

Group Presentation meetings

 

 

Building capacity (L16)

READING: Keleher & McDougall: Ch 17- Health Education for Empowerment

 

Pre Rec

9

 

Health Promotion Case Study: Promotion of Breastfeeding (L17)

READING: Costello, A., Branca, F., Rollins, N. Stahlhofer, M. and Grummer-Strawn, L. (2017). Health professional associations and industry funding. The Lancet 389:597

 

Pre-rec

Tutorial 

Group Presentations

 

 

Health Promotion Case Study: Indigenous Health (L18)

READING: Keleher & MacDougall: Ch 12 – Social Determinants and the Health of Australia’s First Peoples

 

Pre Rec.

10

 

Legislation, enforcement and engineering. (L19)

READING: Keleher & MacDougall: Ch 5 – Population Health

 

Pre-rec

Tutorial 

Group Presentations

 

 

Health Promotion Case Study: ‘Wicked’ problems in health promotion (L20)

READING: van Beurden, E. and Kia, A. (2011). Wicked problems and Health Promotion: reflections on learning. Health Promotion Journal of Australia, 22(2):83

 

Pre Rec

 

11

 

Working across sectors (L21)

Locally & globally (case studies)

READING: Elkington, J., Van Beurden, E., Johnson, W., Dight, R., & Zask, A. (2006). RRISK-A sustainable intersectoral partnership. Youth Studies, 25(2), 17-24.

 

Pre Rec.

Tutorial

Group Presentations

 

 

Health Promotion Campaigns: Strengths and weaknesses (L22)

READING: Keleher & MacDougall: Ch 15 – Marginalised Populations

 

Pre Rec.

 

TOPIC 5: Working in Health Promotion

 

12

 

Program Development (L23)

READING: Keleher & McDougall. Ch 18 –Program Planning & Evaluation

 

Pre Rec.

Tutorial

Group Presentations

 

 

Program Management (L24)

READING: Warr, D. J., Mann, R. and Kelaher, M. (2012). ‘A lot of the things we do…people wouldn’t recognize as health promotion’: addressing health inequalities in settings of neighbourhood disadvantage. Critical Public Health, vol 23(1):95-109

 

Pre Rec.

 

13

 

Independent Study

The official examination period for S1 2023 commences from the 5 June. All students must be available for that period.

 

NA

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

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Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone

Professionalism

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.

As part of developing professionalism, students are expected to attend all small group interactive sessions including clinical, practical, laboratory, work-integrated learning (e.g., PACE placements), and team-based learning activities. Some learning activities are recorded (e.g., face-to-face lectures), however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.

Unit information based on version 2023.03 of the Handbook