92721 Health Education and Health Promotion
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 92934 Clinical Management in Diabetes AND 92845 Primary Health Care in Diabetes
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 96026 Health Promotion
Description
This subject is designed for individuals seeking to deepen their understanding of health education and promotion, applicable across various health and community sectors. Choose this subject for its focus on behavioural change, social learning, and communication strategies, all critical in health education. It stands out due to its accreditation by the Australian Diabetes Educators Association (ADEA), ensuring alignment with industry standards. Students gain proficiency in designing and assessing health programmes, particularly for diabetes and chronic conditions. Learning occurs through practical and theoretical methods, fostering real-world application and critical thinking.
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)
- Exploring definitions, history and key concepts in health promotion and health education
- Understanding and applying behaviour change theories and theoretical frameworks in diabetes prevention and management
- Utilising tools and approaches for assessing individual and community needs
- Applying social marketing and health promotion principles in promoting healthy lifestyles
- Planning and implementing effective health promotion programs at the local and community level
- Evaluating health promotion programs: process, impact, outcomes
- Developing knowledge and application of evidence-based guidelines on diabetes education and communication for person-centred self-management
- Understanding the importance of cultural, ethnic, economic and social backgrounds of the person with diabetes and their carers, as well as their life stage, and physical and cognitive abilities.
- Developing evidence-based effective communication skills (including the strength-based and health literacy guided communication approach) and motivational techniques to assist with the education, behaviour change and support of people living with or at risk of developing diabetes
- Applying behaviour change principles in understanding how change can be effective and sustainable.
- Utilising problem-solving techniques and non-judgemental approaches when dealing with people living with diabetes or at risk of developing diabetes.
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 diabetes. |
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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 assignment gives students the opportunity to engage with contemporary issues and challenges posed by childhood obesity as a risk factor for diabetes. The assessment uses a poster format to develop students’ sense of how to disseminate information to consumers, and develop and apply tools for measuring effectiveness. |
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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: | Individual |
| Weight: | 40% |
| Length: | A4 or A3 poster (PDF format) and 800-word written supportive statement |
Assessment task 3: Consumer focused behaviour change: Health app review
| Intent: | Apps have become ubiquitous in today's digital landscape, finding utility in every aspect of our lives, including managing chronic conditions like diabetes. This assessment aims to develop students’ skills in assessing the usefulness and quality of smart device apps for diabetes education and management in the context of facilitating behavioural changes based on the Social Cognitive Theory. The knowledge will be useful in assisting consumers/clients to choose suitable apps to increase health literacy, facilitate self-management, and support sustainable behaviour change. The knowledge will be useful in assisting consumers/clients to choose apps to increase health literacy, facilitate self-management, and support sustainable 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: | Individual |
| Weight: | 20% |
| Length: | Grid showing results of the assessment of all three apps using the quality tool plus 600-800 word (includes citations but not tables or references) review of the highest quality app. |
Assessment task 4: Video-based Assessment
| Intent: | This is an optional case study. It is aimed at improving students' consultation skills with clients using the communication techniques taught throughout the subject. Students need to demonstrate the person-centered communication skills using the appropriate diabetes language. |
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| Length: | A short video recording |
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 Canvas. 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 Canvas 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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For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
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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: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
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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.
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