University of Technology, Sydney

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92570 Health Promotion and Advocacy

Warning: The information on this page is indicative. The subject outline for a 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.

UTS: Health
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.


This subject provides an introduction to the principles and practice of health promotion. Students examine the characteristics of successful local, state/territory and national health promotion programs and policy that have made a difference to health behaviour at the individual and population level. Students also investigate how health professionals work to deliver health promotion and principles for culturally competent practice with Indigenous Australians. Hands-on tasks enhance students' understanding of health promotion ideas and advocacy strategies that aim to influence the social and political structures in order to promote and sustain justice and equality.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Discuss the characteristics of health promotion programs and campaigns that address significant health issues in Australia.
B. Describe the role and practice of health professionals in relation to issues of health literacy and the delivery of health promotion to individuals, families and the community.
C. Identify important principles for working with Indigenous Australians to promote health.
D. Effectively communicate health promotion strategies and ideas to peers and facilitators.
E. Identify and analyse advocacy strategies that aim to address the needs of specific populations.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Demonstrate creative and adaptive thinking within a changeable social, political and technological environment (2.0)
  • Use an assets-based approach to engender effective communication, collaboration and leadership (3.0)

Contribution to the development of graduate attributes

This subject contributes specifically to the following graduate attributes: Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context (1.0)

Demonstrate creative and adaptive thinking within a changeable social, political and technological environment (2.0)

Use an assets -based approach to engender effective communication, collaboration and leadership (3.0)

Are ethical and responsible professionals who value the diversity of people and communities (4.0)

Translate research and evaluation into social and professional practice through critical thinking and knowledge integration (5.0)

Demonstrate professional competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, emotional and spiritual wellness (6.0)

Teaching and learning strategies

Learning in this subject will involve actively participating in group discussions (both face to face and online) concerning health promotion programs and advocacy campaigns with health professionals, consumers and community experts. Students will be required to read material, view short film clips and listen to podcasts in order to prepare for classroom activities and exercises. Resources will be available on UTSonline.

Content (topics)

  • The principles of health promotion
  • The role of health providers in planning and implementing health promotion
  • Health literacy as a consideration in health promotion
  • Health advocacy and the needs of vulnerable populations


Assessment task 1: Advocacy Analysis


To enhance student understanding of industry professionals and the advocacy strategies used to address the health needs of different population groups.


This assessment task addresses subject learning objective(s):

D and E

Type: Annotated bibliography
Groupwork: Individual
Weight: 40%

1000 words +/- 10%

Assessment task 2: Group Project


Students will develop skills in working collaboratively in groups. Students will also gain an understanding of the role of health promotion in targeting priority populations.


This assessment task addresses subject learning objective(s):

A, B, C and D

Type: Presentation
Groupwork: Group, group and individually assessed
Weight: 40%

10 minute presentation

Assessment task 3: Participation


Class participation encourages an improved student focus on in-class learning and activity, and is associated with improved student learning. Dialogue between facilitator and student, and conversation and discussion among students assist in the understanding and sharing of information and skills. Class participation, which includes group work as well as preparatory work for students to complete before attending each class, works to encourage and support the development of learning communities within the subject. It supports the UTS Model of Learning by shifting towards an active engagement by students and a focus on learning rather than teaching.


This assessment task contributes to the development of graduate attribute(s):

2.0 and 3.0

Groupwork: Individual
Weight: 20%


Baum F, Freeman T, Jolley G, Lawless A, Bentley M, Värttö K, et al. 2014; Health promotion in Australian multi-disciplinary primary health care services: case studies from South Australia and the Northern Territory. Health promotion international. vol 29, no1 pp 705-19.

Beldon A, Crozier S. 2005. Health promotion in pregnancy: the role of the midwife. The Journal of the Royal society for the Promotion of Health. vol 125 no 5 pp:216-20.

Cokelet, E., & Wilson, R. 2009. Advocacy to improve global health for Women and Children: Strategies and stories from the field: PATH;

Gruszin S, Hetzel D, Glover J. 2012. Advocacy and action in public health: lessons from Australia over the 20th century. Canberra: Australian National Preventive Health Agency.

Kelley K, Abraham C. 2007. Health promotion for people aged over 65 years in hospitals: nurses’ perceptions about their role. Journal of clinical nursing. vol 16 no 3 pp:569-79.

Lalonde AB, Menendez H, Perron L. 2010. The role of health professional associations in the promotion of global women's health. Journal of Women's Health. vol 19 no 11 pp:2133-7.

Lin V, Fawkes S. 2007 Health promotion in Australia: twenty years on from the Ottawa Charter. Promotion & education. vol 14 no 4 pp:203-8.

Naidoo J, Wills J. 2009. Foundations for health promotion: Elsevier Health Sciences.

Roden J, Jarvis L, Campbell-Crofts S, Whitehead D. 2015. Australian rural, remote and urban community nurses' health promotion role and function. Health promotion international. vol 1 no 11.

Vamos S, Rootman I. 2013. Health Literacy as a Lens for Understanding Non-communicable Diseases and Health Promotion. Global Handbook on Noncommunicable Diseases and Health Promotion: Springer; p.169-87.

Woodhouse A. 2007. The role of the family therapist and health professional in mental health promotion and youth suicide prevention. Australian e-Journal for the Advancement of Mental Health. vol 6 no 3 pp:204-11.

Other resources

UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:
For other resources/information refer to the Faculty of Health website (, the Health Student Guide ( and UTSOnline at:

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W:, 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 ( HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733

Please see for additional information on other resources provided to students by UTS.