95733 Non-Communicable Disease Prevention and Management

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 2024 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 24 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 24 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 24 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 24 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 24 credit points of completed study in spk(s): C10470 Bachelor of Public Health Bachelor of Economics OR 24 credit points of completed study in spk(s): C10468 Bachelor of Public Health Bachelor of Business OR 24 credit points of completed study in spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation OR 24 credit points of completed study in spk(s): C10469 Bachelor of Public Health Bachelor of Management

Description

Non-communicable diseases (NCDs) have displaced infectious diseases as the most significant health challenge for most countries. Globally, two-thirds of all deaths are the result of NCDs, with premature deaths and complex co-morbidities comprising a challenge for governments that extends well beyond the health sector. This subject introduces students to fundamental concepts, causes, and policies for managing NCDs. After considering the definition and social and environmental determinants of NCDs, students then critically assess the primordial, primary, secondary and tertiary prevention model in relation to NCDs. The subject also considers the role of public health in NCD prevention and importance of cross-sectoral engagement, with a particular focus on minority, excluded, and lower socioeconomic groups in Australia.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

A.	Describe how NCDs are defined and understand the common risk factors driving the NCD burden globally and in Australia
B.	Analyse the role of social and environmental determinants of the NCD burden
C.	Understand the different goals and strategies for primordial, primary, secondary and tertiary prevention and apply them to current NCD prevention approaches
D.	Critically appraise current international and Australian health governance on prevention strategies
E.	Evaluate how current strategies can address the needs of specific vulnerable populations, including Indigenous and economically marginalised communities

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

Analyse and contextualise complex data including statistical information in public health. (1.1)
Respect and respond to the needs of diverse groups to improve health outcomes. (1.2)
Translate and communicate knowledge and research effectively to various audiences. (3.3)
Reflects on the ethical implications for public health research and practice. (4.1)
Recognises the need of supportive and responsive evidence-based practice in diverse communities. (4.2)
Uses theoretical frameworks to strengthen community action and create supportive environments. (4.3)
Public Health graduates will have knowledge of health programs and policies to evaluate and inform professional practice and capabilities to work with and for Indigenous Peoples as reflexive public health practitioners (6.0)

Contribution to the development of graduate attributes

This subject also contributes specifically to the following graduate attributes:

1.0 Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context
2.0 Demonstrate creative and adaptive thinking within a changeable social, political and technological environment.
4.0 Are ethical and responsible professionals who value the diversity of people and communities
5.0 Translate research and evaluation into social and professional practice though critical thinking and knowledge integration
6.0 Demonstrate professional competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, emotional and spiritual wellness

Teaching and learning strategies

This subject aims to foster deep learning where the teaching and learning works towards understanding concepts and principles and how to apply them to real-world situations rather than memorising facts. We will make use of problem-based approaches where students work collaboratively to generate solutions and in doing so learn from each other and build on their existing knowledge. The exercises are designed to surface misunderstandings which can be addressed with constructive feedback. Between face-to-face sessions students will work independently utilising recorded lectures and interactive exercises on Canvas.

Specific techniques include:

Peer discussion of NCD prevention and management concepts
Experiential learning where students develop solutions to authentic public health problems
Inquiry-based independent learning where students gather and synthesise scientific evidence about NCDs and their prevention and management
Use informal and formal presentation opportunities to allow students to test their understanding in a supportive environment

Content (topics)

Module 1: Framing NCDs

Definitions and framing of NCDs
Burden of disease for NCDs globally and Australia
The social determinants of health and NCDs.

Module 2: Strategies for prevention and management of NCDs

Primordial prevention, risk prevention strategies; mass screening;
Primary prevention, identifying at-risk communities, strategies for reducing incidence of the disease.
Secondary prevention, focus on those who are asymptomatic or developing first symptoms
Tertiary prevention, reducing complications from illness
Quaternary prevention, preventing over-treatment.

Module 3: NCDs and health governance

Global and Australian government responses to the NCD burden
Specific issues for marginalised and vulnerable populations, including Australian Aboriginal and Torres Strait Islander communities.
Professional practice for NCD management and prevention

Assessment

Assessment task 1: Media article critique

Intent:	The purpose of this activity is to critique media articles in terms of their recognition of NCDs as having social and environmental determinants.
Objective(s):	This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.1, 3.3, 4.1 and 4.2
Type:	Report
Groupwork:	Individual
Weight:	20%
Length:	1000 words (+/- 10%)
Criteria:	Identifies two appropriate media articles covering non-communicable or chronic diseases Clearly outlines how the journal articles describes the burden of disease Critically analyses the framing of NCDs in each article Critiques how the articles engage with the social determinants of health For each question, compares and contrasts the articles

Assessment task 2: Group presentation

Intent:	This group presentations helps students to develop an understanding of the strengths and weaknesses of the current model for prevention and management of NCDs, and to develop and weigh up practical responses given resource and funding limitations.
Objective(s):	This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 3.3 and 4.3
Type:	Presentation
Groupwork:	Group, group and individually assessed
Weight:	35%
Length:	7-minute presentation in which all group members must present (plus 3 minutes questions/discussion in class – no further slides).
Criteria:	Provides basic data about the burden of disease Outlines the etiology of the disease, looking at both risk factors and upstream social determinants, as well as links between them. Examined each part of the model: primordial, primary, secondary, tertiary and quaternary prevention and how they can be applied to your community Makes an appropriate recommendation where the focus and resources for your disease must go – where in the model and where will spending be most effective Demonstrates meaningful contribution from each group member

Assessment task 3: Individual policy analysis

Intent:	This essay requires students to consider how well current government policies address the NCD burden when applied to specific vulnerable populations. It asks students to consider and apply learnings from the course in critiquing the policy and develop a practical response where appropriate.
Objective(s):	This assessment task addresses subject learning objective(s): A, B, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 3.3, 4.3 and 6.0
Type:	Essay
Groupwork:	Individual
Weight:	45%
Length:	2,200 words (+/- 10%)
Criteria:	Clearly introduces the program or policy, and a vulnerable group; and approach to the assignment tasks set out in a clear thesis statement Describes the role of the program or policy, the communities, burden of disease, risk factors and social determinants that it is designed to address Critically analyses the current NCD policy or program's role and the implications for one or more communities Recommends improvements to current policy or program that are based on your description and analysis Details the role of professional practice in the prevention of NCDs

Minimum requirements

A total grade of 50% or higher is required to pass this subject.

Required texts

There are no required texts. Reading materials will be provided for each week on Canvas.

Recommended texts

Reading materials will be provided for each week on Canvas.

Other resources

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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: https://www.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.

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