95751 Global Sexual Health
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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
Result type: Grade and marks
Requisite(s): 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 48 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 48 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 48 credit points of completed study in spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation
Description
This subject introduces students to key issues in global sexual, reproductive, maternal and child health and extends their skills in applying rights-based approaches to health inequities. Students develop an understanding of the life-cycle approach and investigate determinants of sexual and reproductive health at each life stage. In addition, students consider the particular issues and challenges faced by priority populations in attaining sexual, reproductive, maternal and child health and wellbeing. Addressing sexual and reproductive health and rights remains controversial and yet is crucial for improving health, ensuring wellbeing, attaining universal health coverage and achieving equitable development. Students explore these ongoing contentions and challenges to improving sexual, reproductive, maternal and child health with a view to critiquing existing strategies, promoting social justice and advocating for evidence-based approaches to these complex health issues.
Subject learning objectives (SLOs)
| A. | Explain the life-cycle approach to sexual and reproductive health, distinguish key issues at each life-stage and demonstrate the importance of addressing sexual, reproductive, maternal and child health. |
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| B. | Describe global determinants of sexual, reproductive, maternal and child health across the life-cycle and for priority populations. |
| C. | Research, discuss and critique contentions around global sexual, reproductive, maternal and child health. |
| D. | Critically analyse strategies used to address and mitigate risks of sexual and reproductive ill-health across the life-cycle. |
| E. | Apply a rights-based framework to advocating for evidence based approaches to complex sexual, reproductive, maternal and child health issues. |
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)
- 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)
- Reflects on the ethical implications for public health research and practice. (4.1)
- Uses theoretical frameworks to strengthen community action and create supportive environments. (4.3)
- Demonstrates critical thinking in the development and practice of public health. (5.1)
- Translate public health policy into evidence-based strategies. (5.2)
- Assess and evaluate the relevance and quality of research in the context of specific health issues and populations. (5.3)
- 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 course also contributes specifically to the following graduate attributes:
1. Advocacy and Social Justice:
Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context: 1.1; 1.2; 1.3
2. Adaptability:
Demonstrate creative and adaptive thinking within a changeable social, political and technological environment: 2.2
4. Ethics and diversity:
Are ethical and responsible professionals who value the diversity of people and communities: 4.1; 4.3
5. Critical thinking and practice:
Translate research and evaluation into social and professional practice through critical thinking and knowledge integration: 5.1; 5.2; 5.3
6. Indigenous Cultural Respect:
Demonstrates 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 has been designed to include a variety of teaching and learning strategies to actively engage students with the subject matter, promote learning, and foster the development of practical skills in advocacy and the application of rights-based approaches. Pre-class work will introduce students to the key concepts to be explored in-depth during lectures and tutorials, and will include mixed media such as videos, journal articles, blogs and the exploration of online resources. This engagement with important resources prior to lectures and tutorials is encouraged so that students may contribute to and actively learn in class. Five (5) assessable in-class quizzes (Assessment Task 1) have been included in order to provide students with early feedback on their understanding of key concepts and to provide confidence and direction for students to participate during in-class discussions and activities.
In class sessions will provide a venue for students to work collaboratively to build their understanding of the life-cycle approach to sexual, reproductive, maternal and child health, and the priority issues, populations, and key strategies at each life-stage. Practical exercises including the investigation of case-studies, role-play, table-top simulations, collaborative group work and advocacy exercises will enhance this learning and provide an opportunity for practical application of new knowledge and skills. As part of their assessment for this subject (Assessment Task 2), students will be assigned to present on evidence and issues for a particular area of sexual, reproductive, maternal and child health, and moderate a guided discussion on this topic, further encouraging engagement with the content matter and collaborative peer work.
The third assessment task requires students to consolidate their learning and choose a population or life-stage of particular interest to them for in-depth investigation. The final assessment task (Assessment Task 4) will enable students to utilise multimedia tools to provide an advocacy demonstration for a specific audience, thus allowing students to apply their knowledge of sexual and reproductive health and rights and showcase newly developed advocacy skills.
Canvas will provide a venue to discuss course content, concepts and assignments at any time. Early and continuing feedback will be provided both in-person and through the Canvas discussion board.
Content (topics)
- Sexual and reproductive health across the life-cycle;
- Priority issues, populations and accompanying key strategies at each life-stage;
- Global morbidity and mortality attributable to sexual, reproductive, maternal and child ill-health;
- Socio-cultural determinants of sexual, reproductive, maternal and child health globally;
- Costs and benefits of providing sexual, reproductive and contraceptive, maternal and child health services and education;
- Contribution of addressing sexual, reproductive, maternal and child health to achieving universal health coverage;
- Sexual and reproductive health and well-being as a right;
- Advocacy for social justice and sexual, reproductive, maternal and child health equity.
Assessment
Assessment task 1: In-class Quizzes
| Intent: | Students should complete the pre-class activities so they may contribute to and actively learn in class. The in-class quizzes will provide students with early feedback on their understanding of key concepts and confidence and direction to participate during in-class discussions and activities. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.2 and 5.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | Each quiz will consist of 10 questions and will be available through a link on Canvas. |
Assessment task 2: Evidence & Issues Presentation & Guided Discussion
| Intent: | This assessment task is designed to encourage students to engage deeply with a contentious issue facing the life-stage or population group covered in their assigned week. Students will use evidence and a rights-based approach to critique opposing views on the controversial topic and present their findings during the tutorial of their assigned week. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and E This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.3, 2.2, 4.1, 4.3, 5.1, 5.2 and 5.3 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 25% |
| Length: | 15 minute presentation with 10 minutes of guided discussion. |
Assessment task 3: Case Study Report
| Intent: | The case study report will allow students to consolidate their learning and further investigate and report on the sexual, reproductive, maternal or child health issue in a country of their choice based on the list of options provided on Canvas. |
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| 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): 1.2, 1.3, 2.2, 4.1, 4.3, 5.1, 5.2, 5.3 and 6.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 2000 words. |
Assessment task 4: Advocacy Demonstration
| Intent: | This assessment task presents students with the opportunity to apply their knowledge of sexual and reproductive health and rights and showcase newly developed advocacy skills. As controversies persist in addressing sexual, reproductive, maternal and child health, this task is designed to provide students with practical experience in advocating for evidence based interventions in this field- a common first step to program development and implementation. |
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| 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, 1.3, 2.2, 4.1, 4.3, 5.1 and 5.3 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 5-10 minutes. |
Required texts
Refer to Canvas for a full list of recommended readings.
References
Refer to Canvas for access to up to date references for this subject.
Other resources
UTS Student Centre
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Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
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/.
UTS Library
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
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.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.