92721 Health Education and Health Promotion
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksAnti-requisite(s): 96026 Health Promotion
Description
The aim of this subject is for students to establish an expanded knowledge base in the theory and processes of health education and health promotion, which can be applied in a range of settings both within the health sector and in the wider community. These include pedagogical approaches to behavioural change, social learning and communication frameworks. The subject provides students with useful frameworks to plan and evaluate health education programs in the context of diabetes and/or chronic health. This subject is accredited by the Australian Diabetes Educators Association (ADEA) and aligns with its standards and guidelines.
Subject learning objectives (SLOs)
| A. | Describe and critique the major principles and theories for the promotion of health, at an individual, family, community and population level (ADEA Domain 2) |
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| B. | Discuss the individual, social, cultural, economic and scientific influences on health promotion, including the wider political and ethical issues that affect health promotion and health education activity (ADEA Domain 2) |
| C. | Appropriately apply the theories, frameworks and pedagogical approaches that inform health education and behavioural change, for patients of all ages and their families (ADEA Domain 2) |
| D. | Critically appraise best practice guidelines and empirical research as they pertain to the prioritisation and development of quality health education and health promotion policy (ADEA Domain 3) |
| E. | Analyse the implementation and evaluation of individual, community, media, national and international strategies and approaches to health education (ADEA Domains 2, 3 & 5) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who contribute to practice, policy and research to enhance health care and health outcomes (1.0)
- Locate, synthesise and apply research knowledge and skills to critically evaluate the available evidence for all aspects of diabetes management and education (1.1)
- Lead and advocate, within scope of practice, for person-centred diabetes self-management in an interdisciplinary team (2.1)
- Evaluate and build the capacity of the interdisciplinary health workforce to enable health promoting environments (2.2)
- Communicate appropriately and consistently in diverse situations (4.0)
Teaching and learning strategies
The teaching and learning strategies in this subject enable students to engage with a range of health education and health promotion topics and benefits from both access to online resources such as learning modules and videos, complemented by real time delivery of content, for example via Zoom meetings. As this is an online subject, students can work though the content at their own pace, while at the same time, meeting the requirements of the subject. It is expected that students will engage in preparatory work, when required, such as before Zoom meetings and actively participate in collaborative online activities.
Developing communication skills
Students will clarify complex concepts during online meetings and via engagement in interactive online activities. Case studies and real examples from practice will be used to facilitate discussion and simulate professional collaboration.
Online learning activities
Online resources include three independent learning modules, readings, case studies and videos, will be available on Canvas. Students will be required to engage with these resources across the learning period.
Enquiry-based learning
Students will be expected to engage with their facilitator and other students through online meetings and discussion boards. Here students will have the opportunity to engage in shared inquiry and decision making activities through reflection and inter-professional collaboration. Students will engage with a range of health education and health promotion topics, and clarify complex descriptions and terminology. Online resources, include readings, videos and interactive materials, are provided to allow students to develop their knowledge and judgement whilst working at their own pace. Zoom meetings will also allow students to ask questions and clarify concepts as well as learn from each other.
Content (topics)
- Definitions, history and key concepts in health promotion and health education
- Behaviour change theories
- Selecting appropriate theoretical frameworks for specific health promotion programs
- Assessing individual and community needs
- Social marketing of healthy lifestyles
- Planning and implementing effective health promotion programs: local and community
- Evaluation of health promotion programs: process, impact, outcomes
- Health promotion and health education for people with special needs: Indigenous Australians; the elderly; people from culturally and linguistically diverse (CALD) backgrounds; people living with disabilities
Assessment
Assessment task 1: Implementing Best Practice Guidelines for Health Promotion
| Intent: | This assessment requires students to critically review the implementation of a best practice guideline that has relevance for people living with a chronic illness. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 2.1 and 2.2 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Length: 1800-2000 words |
Assessment task 2: Developing evidence-based health education resources
| Intent: | This is an assignment where students have the opportunity, to engage in group discussion on some of the contemporary issues and challenges posed by childhood obesity as a risk factor for chronic diseases, including diabetes. The assessment uses a poster format to develop students’ sense of how to disseminate information to consumers. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 1.1 and 4.0 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | A4 or A3 poster and 800 words written supportive statement |
Assessment task 3: Consumer focused behaviour change: Health app review
| Intent: | Globally the development of mobile health technology and health applications - ‘apps’, contribute to the plethora of resources including leaflets, podcasts, websites and smart device apps aimed at behaviour change. This assessment aims to develop student’s skills in assessing the usefulness and quality of smart device apps that could be used in a health education and /or health literacy context. The knowledge will be useful in assisting consumers/clients to choose apps to facilitate and support behaviour change. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 1.1 and 2.2 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 20% |
| Length: | Grid showing results of the assessment of all three apps using the quality tool plus 600-800 word review of highest quality app. |
Minimum requirements
In order to pass Subject 92721, students must:
- Complete ALL items of assessment,
- Complete the online learning activities
- Achieve at least a PASS grade overall
Required texts
There is no required text for this subject. Essential readings will be made available at UTSOnline. Students are expected to come to class with the assigned pre-reading completed to enable contribution in group activities.
Recommended texts
Recommended reading will be referred to in classroom sessions and available via UTSOnline or the UTS library.
References
Cottrell, R.R., Girvan, J.T., McKenzie, J.F. 2008, Principles & foundations of health promotion and education, 4th ed., Benjamin Cummings, San Francisco.
Dunning, T. 2013, Care of people with diabetes, 4th edn, Wiley- Blackwell, United Kingdom.
McKenzie, J.E., Thackeray, R., Neiger, B.L. 2009, Planning, implementing, and evaluating health promotion programs: a primer, 5th ed., Benjamin Cummings, San Francisco.
Nutbeam, D., Harris, E. 2010, Theory in a Nutshell: A Guide to Health Promotion Theory, McGraw-Hill, Sydney.
Scriven, A. 2005, Health Promoting Practice: the contribution of nurses and allied health professionals, Palgrave, Basingstoke.
Scriven, A. 2017, Ewles & Simnett’s Promoting Health: A Practical Guide, 7th ed., Elsevier,
Other resources
UTS Student Centre
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Tel: 1300 ASK UTS (1300 275 887)
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For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.