95734 Health Promotion and Advocacy
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
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) AND 95725 Interpersonal Communication AND 95730 Psychosocial Perspectives in Health AND 95731 Principles of Primary Health Care)
Description
Students undertaking this subject are provided with an introduction to the principles and practice of health promotion and advocacy. Students examine the characteristics of successful local, state/territory and national health promotion programs and policies 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 specific populations including 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 health, justice and equality.
Subject learning objectives (SLOs)
| A. | Discuss the scientific, social, cultural and economic bases of health promotion |
|---|---|
| B. | Discuss the characteristics of health promotion programs and campaigns that address significant health issues in Australia. |
| C. | 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. |
| 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. |
| F. | Analyse and synthesise appropriate health promotion and advocacy strategies aiming at individual, community and medial levels of health promotion |
Course intended learning outcomes (CILOs)
This subject also 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)
- Respect and respond to the needs of diverse groups to improve health outcomes. (1.2)
- Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques. (1.3)
- Evaluate the effectiveness and efficiency of health projects and programs. (2.1)
- Identify and use culturally sensitive and appropriate communication techniques aimed at improving health in diverse populations. (3.1)
- Uses theoretical frameworks to strengthen community action and create supportive environments. (4.3)
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
Students in this subject are actively involved in practical exercises online and during tutorials. Online and tutorial activities will collaboratively engage students in the examination of local and international health promotion case studies. Online activities including small lecture components will take approximately five hours per week. Students will be required to read material, view short film clips and listen to podcasts in order to prepare for classroom activities and exercises.
In the final week of the subject, students will participate in the Public Health Virtual Experience Program offered by the Australasian Society for HIV, Viral Hepatitis and Sexual Health Medicine through an external platform. Participation in the experience is compulsory.
Content (topics)
- Principles and core concepts of health promotion and advocacy
- Public Health Policy and Health Promotion
- Health Promotion and Advocacy in and for Specific Populations
- Planning and Evaluating Health Promotion
Assessment
Assessment task 1: Online Activities
| Intent: | To assess students’ ability to apply core concepts of health promotion and advocacy. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.0, 1.2, 1.3, 2.1, 3.1 and 4.3 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | You will have 15 minutes to complete multiple-choice activities (questions not answered at time-out will not attract points). Essay type activities and marked online-discussions are approx. 250 words. |
Assessment task 2: Group Presentation
| Intent: | To understand the processes involved in planning evidence-based health promotion campaigns. Furthermore, students will develop skills in working collaboratively in groups. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and E This assessment task contributes to the development of graduate attribute(s): 1.2, 1.3 and 3.1 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Length: | 12 minutes presentation (max.) plus abstract (no more than 150 words). |
Assessment task 3: Analysing Health Promotion Campaigns
| Intent: | To apply principles of health promotion and to gain an understanding of the role of health promotion in targeting priority populations. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and F This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1 and 4.3 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Max. 1,200 words excluding reference list |
References
Baum, F., Freeman, T., Jolley, G., Lawless, A., Bentley, M., & Vartto, K. et al. (2013). Health promotion in Australian multi-disciplinary primary health care services: case studies from South Australia and the Northern Territory. Health Promotion International, 29(4), 705-719. doi: 10.1093/heapro/dat029
Cokelet, E., & Wilson, R. (2009). Advocacy to Improve Health for Women and Children: Strategies and Stories From the Field. Retrieved 9 July 2020, from https://www.path.org/publications/detail.php?i=2506
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, 16(3), 569-79.
Lalonde, A.B., Menendez, H, & Perron, L. (2010). The role of health professional associations in the promotion of global women's health. Journal of Women's Health, 19(11), 2133-7.
Lin, V., & Fawkes, S. (2007) Health promotion in Australia: twenty years on from the Ottawa Charter. Promotion & education. 14(4), 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 1(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. 6(3), 204-11.
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