95744 Intervention Design in Health Promotion
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(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 95740c Ethics and Theories of Health Promotion)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
Description
This subject builds on the foundation subject ‘Health Project Management’ (95736) and the major subject ‘Ethics and Theories of Health Promotion’ (95740). In this subject, students are provided with the opportunity to apply their theoretical knowledge to a range of practical health promotion scenarios. Students further develop skills and knowledge necessary to develop contemporary health promotion initiatives for different populations and public health issues in a range of settings. This includes in-depth needs assessments, and evidence-based approaches to planning, designing, implementing and managing these initiatives. Furthermore, students gain skills in developing and communicating appropriate health promotion messages, developing media and stakeholder strategies, and in the practical design of physical and/or digital health promotion materials.
Subject learning objectives (SLOs)
| A. | Critique and apply different approaches to needs assessment for health promotion activities |
|---|---|
| B. | Critique and apply frameworks and other approaches to plan and design health promotion activities |
| C. | Contrast approaches aimed at implementing and managing health promotion activities |
| D. | Appraise the design aspect of health promotion materials and initiatives in the context of planning frameworks and theories upon which they are based |
| E. | Design evidence-based interventions for health promotion |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- 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)
- Develop creative and innovative responses to health issues. (2.2)
- Facilitate meaningful collaboration between stakeholders to develop effective public health strategies. (3.2)
- Assess and evaluate the relevance and quality of research in the context of specific health issues and populations. (5.3)
Teaching and learning strategies
A range of teaching and learning strategies will be used to assist students with their learning. Students will participate in workshops, which will support their learning in building on theories and concepts of health promotion studied in previous years through a collaborative approach to applying these to different practical interventional scenarios. Students use these scenarios to apply concepts, interpret information, form judgements and develop creative solutions. Critical evidence-based thinking is developed through analysis, interpretation of and reflection on links between health promotion and population health. Formative feedback will be provided early in the teaching Session to stimulate students' critical thinking and ensure they are on the right track. Assessments incorporating evidence-based research, needs assessments, as well as all the stages of the design, development and implementation of a real health promotion campaign will ensure student development of the skills required for future work in health promotion. It is anticipated that the knowledge and skills gained in this subject will allow students to appreciate challenges associated with health promotion intervention. Students will have the opportunity to engage in dialogue with professionals engaged in local and global health promotion to learn about personal and/or professional experience from within industry in relation to the key concepts and learning objectives. Prior to attending the fortnightly workshops, students will be expected to engage in preparatory activities aided by resources such as websites, online videos, literature, podcasts and other material which will be provided on Canvas.
Content (topics)
- Needs assessments and gap analyses in health promotion including relevant frameworks
- Planning and designing health promotion activities
- Frameworks (Multi-source methods, integrated health promotion, intervention mapping)
- Health Promotion Settings
- Developing program objectives in line with legislation and policy
- User participation/involvement
- Contextualising behaviour change theories
- Types of activities (interactive/non-interactive, gamification, social media campaigns, community-wide interventions)
- Designing campaign materials
- Managing and implementing health promotion activities
- Implementation barriers and facilitators
- Sustainable management of health promotion campaigns
- Monitoring health promotion campaigns
Assessment
Assessment task 1: In-Class or Online Activities
| Intent: | To assess students’ knowledge of preceding weeks and their ability to apply core concepts of health promotion and assess and evaluate existing research in the context of specific health issues and populations. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 2.2, 3.2 and 5.3 |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 20 minutes to complete multiple-choice quizzes. Essay type activities and marked online-discussions are approx. 250 words. |
Assessment task 2: Needs Assessment (Group Part A)
| Intent: | Students will examine an identified population group’s health concerns and critically appraise key elements of a health promotion program plan to address these concerns by building a community profile and developing a needs assessment plan for the group. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and D This assessment task contributes to the development of graduate attribute(s): 1.2 and 3.2 |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1000 words (+/-10%), excluding reference list |
Assessment task 3: Health Promotion campaign (Group Part B)
| Intent: | This assessment task requires students to demonstrate their application of knowledge and skills within a real-life context, based on evidence-based research completed in prior assessment. As part of a group, they are provided with the opportunity to work collaboratively and contribute their own set of skills to a wider working group, whilst providing them with the ability to understand, provide and implement feedback. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.2, 1.3, 2.2 and 3.2 |
| Groupwork: | Group, group and individually assessed |
| Weight: | 40% |
| Length: | 12 minutes presentation (max.) plus abstract (no more than 150 words) |
Minimum requirements
Students must attend at least 80% of tutorials in this subject. If a student is prevented from meeting this threshold as a result of illness or other circumstances beyond the student's reasonable control, suitable alternative arrangements may be approved.
Note: Poor attendance may result in failure of the subject. https://www.uts.edu.au/about/uts-governance/rules/uts-student-rules
Recommended texts
Egger, G., Spark, R., & Donovan, R. (2005). Health Promotion Strategies and Methods (2nd ed.). McGraw-Hill Australia Pty Ltd.
Fleming, M. L., & Baldwin, L. (Eds.). (2020). Health Promotion in the 21st Century: New approaches to achieving health for all. Allen & Unwin.
McKinnon, M. (Ed.). (2021). Health Promotion: A practical guide to effective communication. Cambridge University Press.
Naidoo, J., & Wills, J. (2009). Foundations for Health Promotion (4th ed.). Elsevier Health Sciences.
Other resources
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