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Unit of study_

PUBH5033: Disease Prevention and Health Promotion

Semester 1, 2022 [Online] - Camperdown/Darlington, Sydney

This core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and wellbeing, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills.

Unit details and rules

Unit code PUBH5033
Academic unit Public Health
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Philayrath Phongsavan, philayrath.phongsavan@sydney.edu.au
Tutor(s) James Kite, james.kite@sydney.edu.au
Daniel Surkalim, daniel.surkalim@sydney.edu.au
Philayrath Phongsavan, philayrath.phongsavan@sydney.edu.au
Karen Lee, karen.c.lee@sydney.edu.au
Lucy Corbett, lucy.corbett@sydney.edu.au
Luciana Massi, luciana.massi@sydney.edu.au
Type Description Weight Due Length
Participation Tutorial participation
Participation, including completion of the scenario-based learning task
10% Multiple weeks 8 weeks
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment Project plan and evaluation
Written assessment
45% STUVAC
Due date: 01 Jun 2022 at 23:59
2500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Problem analysis
Written assessment
25% Week 06
Due date: 30 Mar 2022 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO6
Presentation Solutions scoping presentation
Presentation
20% Week 11
Due date: 09 May 2022 at 15:00
5 minutes
Outcomes assessed: LO1 LO6 LO5 LO4 LO2

Assessment summary

  • Tutorial participation requires students to contribute to discussions during their assigned tutorial each week. Students also need to complete an online scenario-based learning task.
  • Assessment 1 requires students to conduct a problem analysis for a particular health issue.
  • Assessment 2 requires students to identify an appropriate goal and objectives for addressing their chosen health issue, appraise relevant evidence, and propose a solution.
  • Assessment 3 requires students to draw on their work in Assessment 1 and 2 to propose a solution to their health issue and an evaluation framework for their solution.

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

Students at this level demonstrate an advanced understanding and application of all the key concepts addressed in this unit. They also demonstrate an exceptional ability to synthesise relevant evidence, critically appraise this evidence, and apply their findings to a given context. Students show initiative and creativity in their work.

Distinction

75 - 84

Students at this level demonstrate a very good understanding and application of all or most of the key concepts addressed in this unit. They also demonstrate an ability to synthesise relevant evidence, critically appraise this evidence, and apply their findings to a given context.

Credit

65 - 74

Students at this level demonstrate a good understanding and application of all or most of the key concepts addressed in this unit. They demonstrate an ability to synthesise relevant evidence and their work exhibits some characteristics of critical appraisal.

Pass

50 - 64

Students at this level demonstrate an acceptable understanding and application of all or most of the key concepts addressed in this unit. They demonstrate an ability to identify and describe relevant evidence.

Fail

0 - 49

Students at this level have not met 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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Assessments 1 and 3 - 5% of total possible marks will be deducted for every day late. Assignments submitted more than 10 days late will not be marked, except with prior approval of the unit coordinator. Assessment 2 presentation - Because of the nature of the assessment task, we cannot accept late submissions.

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.

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.

WK Topic Learning activity Learning outcomes
Ongoing Scenario-based learning activity Independent study (1 hr) LO2 LO4 LO5
Progressive Mini lectures Independent study (5 hr) LO1 LO2 LO3 LO4 LO5
Week 02 The building blocks of prevention and health promotion Independent study (4 hr) LO1
Applying prevention levels and health promotion strategies Online class (2 hr) LO1
Week 03 Ottawa Charter and health promotion principles, values and approaches Online class (2 hr) LO1
Week 04 Identifying enablers and risk factors influencing health and wellbeing Online class (2 hr) LO2
Week 05 Prioritising goals, objectives and evidence Online class (2 hr) LO2 LO4 LO5
Week 06 Using evidence to develop disease prevention and health promotion programs Independent study (4 hr) LO2 LO4 LO5
Week 07 Using evidence to design effective solutions Online class (2 hr) LO4 LO5
Week 09 Evaluating disease prevention and health promotion programs to inform policy and practice Independent study (4 hr) LO3 LO4 LO5
Formative and process evaluation Online class (2 hr) LO3 LO4 LO5
Week 10 Solutions scoping presentations (Assessment 2) Presentation (2 hr) LO2 LO4 LO5 LO6
Week 11 Impact and outcome evaluation Online class (2 hr) LO3 LO4 LO5
Week 12 Evaluation: bringing it all together Online class (2 hr) LO3 LO4 LO5

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 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.

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

  • LO1. identify and define fundamental disease prevention and health promotion concepts
  • LO2. synthesise and critique existing disease prevention and health promotion evidence
  • LO3. identify and define fundamental evaluation concepts
  • LO4. critique the design, implementation, and evaluation of disease prevention and health promotion interventions
  • LO5. apply evidence, values and principles, ethics, theories, and frameworks to the design and evaluation of a public health action (intervention), to prevent ill-health or promote health
  • LO6. conduct effective literature searching strategies.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

Student feedback indicated that most students were satisfied with the unit, finding it relevant, interesting, and rewarding and the teaching to be of a high standard. We were very grateful to see so many students praise the support and advice provided by us and the tutors. It was also pleasing that many of you felt that the unit structure was interesting, practical, and challenging. However, some of you felt that the workload was too great for a 6-credit point unit and questioned the value of peer assessment as part of Assessment 2. Others reported that some important information and tasks (like the scenario-based learning task) was difficult to find on Canvas and wanted more practical instruction on critical appraisal of evidence. Based on this feedback, we will review the workload of the unit, with an eye to reducing it or better communicating what we expect of you. This may result in changes to tutorials or mini lectures and/or changes to the assessment instructions and requirements. In addition, we will provide more information up-front on the benefits of peer assessment and how best to approach the task. We will also review our Canvas site and work with the Faculty’s Education Design team to improve the usability of our Canvas site. Lastly, we will explore ways to provide more practical instruction on critical appraisal to strengthen the connections between tutorial tasks and assessments.

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.