95740 Ethics and Theories of Health Promotion
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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): ((60 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 60 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 60 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 60 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 60 credit points of completed study in spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation) AND 95734 Health Promotion and Advocacy)
Requisite elaboration/waiver:
92570 Health Promotion and Advocacy
48 CPs in Bachelor of Health Science
Description
This subject builds on the foundation subject ‘Health Promotion and Advocacy’ (92570). Students are introduced to a contemporary understanding of ethics, values and theories in health promotion. Theories from medical sociology, philosophy, and psychology as well as pedagogical approaches to behaviour change and social learning form the basis of this subject. Using contemporary health issues in Australia and internationally, students will learn how these theories and concepts can be integrated into health promotion activities to effectively and ethically improve the health of individuals and populations.
Subject learning objectives (SLOs)
| A. | Discuss and critique ethical considerations that affect health promotion activities. |
|---|---|
| B. | Appraise theories, frameworks and concepts of ethics in health promotion. |
| C. | Apply frameworks and theories in the conceptualization of health promotion activities in individuals and groups across a range of health issues and their impact on behaviours change in individuals and populations. |
| D. | Evaluate different settings and their effect on health promotion activities. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques. (1.3)
- Develop creative and innovative responses to health issues. (2.2)
- Demonstrates a capacity for autonomy, accountability and critical self-assessment. (3.4)
- 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)
Contribution to the development of 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
This subject uses a blended approach of online learning and on-campus interactive workshops. The online learning includes content delivered by readings, presentations and videos, plus activities to promote reflection and critical thinking by using real-world scenarios and hypotheticals. Students' critical thinking will be developed through analysis of a broad range of issues and challenges. Discussion questions will facilitate interaction and sharing of ideas in the online weeks, and two (2) of the discussion board questions will contribute to the subject assessment.
The workshops provide an opportunity to work be involved in real-time discussions and debates and to collaboratively in small groups to explore the ideas, theories and frameworks and to develop strategies to address potential challenges and barriers to health promotion activities. Students will be provided with any required reading or activities prior to the workshops. In the final week of the subject students will present in groups as part of their assessment, building on content knowledge and experiences working collaboratively.
Content (topics)
- Contemporary understandings of health and wellbeing
- Understandings and perspectives of ‘ethics’ and ‘values’ in the context of health promotion
- Ethical considerations health promotion activities
- Overcoming barriers
- Theoretical frameworks and behaviour change models, including; socio-ecological model; health belief model; stages of change model; social cognitive theory; theory of reasoned action/planned behaviour; minority stress theory
- Integrated and intersectoral health promotion
- Settings of health promotion
Assessment
Assessment task 1: Quizzes
| Intent: | To assess students’ understanding of key concepts of ethics and theories of health promotion. |
|---|---|
| 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): 1.3, 2.2, 4.1 and 4.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | You will have 10 minutes to complete the quiz (questions not answered at time-out will not attract points). |
Assessment task 2: Case study: Knowing oneself ethically
| Intent: | This assessment enables students to understand their own ethical and moral biases and supports the development of a set of ethical values appropriate for a health promotion professional |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A This assessment task contributes to the development of graduate attribute(s): 3.4 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Up to 1000 words (not including references) |
Assessment task 3: Contribution to discussion boards
| Intent: | To assess students’ understanding of key concepts of ethics and theories of health promotion and to support students to critically engage with individual learning styles |
|---|---|
| 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): 1.3, 2.2, 4.1 and 4.2 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Maximum of 300 words per original post; Maximum 150 words per response. |
Assessment task 4: Group presentation
| Intent: | To assess students’ understanding of theories commonly used in health promotion and their standing in contemporary health promotion practice. |
|---|---|
| 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): 1.3, 2.2 and 4.2 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 15-minute presentation + abstract (no more than 150 words) |
Other resources
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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.
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