Outline

Overview

This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion in the context of a disciplinary group project. Across the unit of study, students engage with their peers in the development and application of critical insight into individual and socio-ecological approaches, models of community participation, and settings approaches. Students will develop an appreciation that effective health promotion involves actions that are aimed, not only at increasing the knowledge and skills of individuals, but also at strengthening community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs through their disciplinary group project taking account of diverse populations and settings, including Indigenous, culturally and linguistically diverse groups and rural groups. Through their project work, students will consider how health promotion fits within the broader health context, and the ways in which health promotion practitioners work collaboratively with communities, work places, schools, government and other health professionals to improve the health of populations. The theoretical and applied skills that students develop will prepare students for careers in health promotion practice and research.

Unit details and rules

Unit code	HSBH3022
Academic unit	Health Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	HSBH1007 or HSBH2007 or FMHU2000
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Justin McNab, justin.mcnab@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Essay Written assessment	40%	Week 08 Due date: 14 Apr 2022 at 23:59	1500 words
Outcomes assessed:
Presentation	Action plan presentation 10 minute presentation + 5 minutes Q & A	10%	Week 11 Due date: 13 May 2022 at 15:00	15 minutes
Outcomes assessed:
Assignment	Health promotion project proposal Proposal	50%	Week 13 Due date: 29 May 2022 at 23:59	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Essay: The aim of this essay is to think critically about the differences between individual, community, and population approaches to health promotion. Drawing on a topical health promotion issue, you will debate the relative merits and limitations of individual, community, and population health promotion approaches in addressing this issue. Your essay should include attention to relevant health promotion theories, ethical issues, and policy implications, associated with using different approaches.
Action plan presentation: The aim of this assessment is to develop skills in planning for, and communicating, health promotion action. In small groups you will identify a contemporary health problem, use evidence to provide a rationale for why this is a problem. You will develop a program aim and objective/s, and identify a target group. You will prepare and orally present an action plan which outlines how you will address your project objectives including what strategy/s you will use. You should demonstrate that your plan is feasible and appropriate to the needs of your identified target group. This presentation will build towards your final assessment task to develop a health promotion project proposal.
Health promotion project proposal: The aim of this assessment is to produce a proposal for your own health promotion project to address the health issue you identified in assessment 2. You will work in your small groups but will each produce your own individual proposal. Your proposal should demonstrate that you have critically analysed your approach, drawing on theoretical and empirical evidence to justify your approach, describe the strengths and limitations, and critically assess the likely success of your approach.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction and overview	Workshop (2 hr)
Week 02	Theory and principles of health promotion	Workshop (2 hr)
Week 03	Approaches to health promotion - overview	Workshop (2 hr)
Week 04	Ethics and politics of health promotion	Workshop (2 hr)
Week 05	Approaches to health promotion - identify a case study health promotion project/intervention which addresses your group's chosen health issue or priority and/or target group	Workshop (2 hr)
Week 06	Approaches to health promotion - think critically about settings-based approaches to health promotion	Workshop (2 hr)
Week 07	Planning for health promotion - understanding harm minimisation and pill testing	Workshop (2 hr)
Week 08	Planning for health promotion - undertaking assessment of needs, identifying health priorities	Workshop (2 hr)
Week 09	Health promotion in practice - strategies to develop a project plan	Workshop (2 hr)
Week 10	Health promotion in practice - implementation strategies and the project plan	Workshop (2 hr)
Week 12	Planning for health promotion - evaluation strategies and the project plan	Workshop (2 hr)
Week 13	Planning for health promotion - reviewing the project and planning into the future	Workshop (2 hr)

Attendance and class requirements

All teaching for this unit will take place in a workshop format which combines traditional lecture-based teaching (workshops) with discussion, personal study using online content and self-guided practical exercises. Attendance is compulsory for lectures (either in person or via zoom classes for distance only students).

There are no face-to-face tutorials, but you are expected to complete online tutorial activities each week. This is essential for the successful completion of this unit to broaden your understanding and knowledge and apply concepts from the workshops to achieve the intended learning outcomes and complete the assessment tasks for this unit. The teaching and learning processes in this unit emphasise learning in groups, as well as individually.

It is a requirement of this unit that you attend a minimum of 90% of lectures, and contribute to lecture activities. Students who miss 1 of the 13 face-to-face lectures without special consideration will not be penalised. However, students who miss 2 or more lectures without special consideration will be penalised by losing 2% of their overall course mark for each missed workshop over and above the one class allowed.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand the theories of health promotion and how theory informs the development of different health promotion strategies
LO2. understand individual, community, and population level approaches to health promotion, including the ethics of promoting health at different levels
LO3. demonstrate a critical understanding of the health promotion planning process including identification of health priorities, needs, goals, health promotion strategies, and methods of evaluation
LO4. use critical analysis and problem-solving skills to design and plan a health promotion project which addresses an identified health problem or need
LO5. communicate the principles and process of health promotion effectively to lay and professional audiences.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Lecture/workshop content and tutorial activities updated where applicable

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

HSBH3022: Health Promotion: Principles and Practice

Semester 1, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect