96023 Non-communicable Disease
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
Students explore the increasing prevalence of non-communicable diseases and global demands for a health workforce with the capacity to appropriately address the increasing burden of diabetes, cancers, cardiovascular and respiratory diseases and mental health problems at local, national and international levels. Students contextualise international and local social and economic drivers associated with this unprecedented epidemiological change. Students critically examine current global, national and regional policies for prevention, treatment and management of chronic disease and co-morbidities. Students weigh up evidence on major approaches for NCD prevention: primordial and population-level prevention activities; broad and targeted population screening; health education, guidance and counselling; as well as health promotion. The subject also discusses the health professional's role in implementing primordial, primary, secondary and tertiary prevention as well as providing care at the individual level for people with challenging and complex chronic illnesses.
Subject learning objectives (SLOs)
| A. | Consider current definitions of NCDs and how these may affect opportunities for cross-sectoral engagement; |
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| B. | Examine trends in the burden of non-communicable diseases across developed and developing countries, and the transition from infectious disease; |
| C. | Evaluate the relationship between downstream risk factors for non-communicable diseases and their association with the social, environmental and biological determinants of health; |
| D. | Analyse and critique current primordial, primary, secondary and tertiary strategies for non-communicable diseases prevention with particular regard to evidence on the effectiveness of screening, guidance and counselling, health promotion, and population-level interventions. |
| E. | Consider key practices and principles of non-communicable disease care, delivered across varied health care settings for different patient populations with particular regard to preventing the emergence of comorbidities; |
| F. | Consider the role of professional practice in NCD prevention and management; |
| G. | Describe how non-communicable diseases disproportionately affect members of vulnerable groups, as well as their families, and identify evidence based solutions to manage those impacts. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrate reflective critical thinking to enable critical appraisal of current practice, policy and research with the aim to enhance health care and healthcare outcomes, and transform health (1.0)
- Critique, interpret and synthesise data and research findings to inform the surveillance, management, prevention of disease and illness and promotion of health for the complex issues inherent in public health (1.1)
- Are socially, culturally and ethically accountable when engaging with individuals, families, interdisciplinary teams, communities, organisations and jurisdictions (3.0)
- Create and lead ethical accountability to ensure efficient use of resources and equity of access to public health services and programs (3.1)
- Interrogate, appreciate and maintain accountability in the practice of data collection, access, storage and distribution (3.2)
- Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
- Communicate and collaborate to provide optimal outcomes in public health practice and research (4.1)
- Embody the international standard of professional qualities appropriate to the scope of their role in regional, national and global health (5.0)
Contribution to the development of graduate attributes
1.0 Graduates demonstrate reflective critical thinking to enable critical appraisal of current practice, policy and research with the aim to enhance health care and health care outcomes, and transform health
2.0 Graduates are effective, collaborative and responsive health professionals and potential leaders in a particular health field.
3.0 Graduates are socially, culturally and ethically accountable when engaging with individuals, families, interdisciplinary teams, communities, organisations and jurisdictions
4.0 Graduates will communicate effectively and appropriately in challenging, complex and diverse situations
5.0 Graduates embody the international standard of professional qualities appropriate to the scope of their role in regional, national and global health
Teaching and learning strategies
The subject will be delivered using both online media and traditional classroom methods. Some instructional material will be delivered online and workshop activities will take place in class. To prepare you for face-to-face study days, we ask that you complete preparation activities that include readings, videos and online tasks as part of your assessment tasks. On-campus learning activities will include collaboration with other students in problem-based learning activities and group presentations for which you will receive feedback. Feedback will also be provided for assessment activities that include individual and group tasks including online work, presentations and a written paper.
Content (topics)
- The global burden of disease - the disease transition from infectious disease to NCDs;
- Primordial, primary, secondary and tertiary prevention, with a focus on modifiable risk factors and prevention of comorbidities
- Major strategies for prevention and management of NCDs: screening, guidance and health education, population-wide and health promotion
- International agendas, frameworks and organisations with an interest in NCDs including the Framework Convention on Tobacco Control, WHO 2020 Global Action Plan for NCDs, WHO Best Buys, Millennium Development Goals and Sustainable Development Goals, The World Bank, World Economic Forum, NCD Alliance and the Innovative Care for Chronic Conditions (ICCM)
- National and state-level frameworks including the National Strategic Framework for Chronic Conditions.
- Role of the ICCM in the management of chronic conditions and importance of interdisciplinary teams in providing optimal care
- Professional issues - working together to empower, facilitate and support optimal integrated care
- Principles of practice and management for the supportive care of non-communicable diseases such as cardiovascular disease, cancer, diabetes and respiratory disease
Assessment
Assessment task 1: Contribution to Online Discussion Forum
| Intent: | This assessment task provides an opportunity for students to critically engage with the key literature for the course through online reflection and discussions. It will help students to prepare for the face-to-face sessions and for the other assignments |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, F and G This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 4.0 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | MODULE 1:
MODULE 2:
MODULE 3:
|
Assessment task 2: Group presentation of NCD burden and application of prevention and management model
| Intent: | This assessment task fosters knowledge of current frameworks and specific strategies in the prevention and management of specific NCDs. In groups, students will be required to integrate course learnings in developing recommendations for the prevention and management of one specific NCD. Each group will be asked to present their results in class. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D, E, F and G This assessment task contributes to the development of graduate attribute(s): 1.0, 1.1, 3.0, 3.2 and 4.1 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
Assessment task 3: Critical appraisal of policy or program
| Intent: | This individual assessment task is an opportunity for students to critically appraise one international, national, or state level policy framework or NCD prevention/management project/program or assess a current chronic care framework to identify strategies to address NCDs reflecting best practice/current guidelines. Students will also consider the importance of patient care and professional practice in their essay. |
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| Objective(s): | This assessment task addresses subject learning objective(s): D, E, F and G This assessment task contributes to the development of graduate attribute(s): 1.0, 3.1 and 5.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 2200 words |
Required texts
There are no required texts for this subject.
All required and additional readings, other than text books, will be available via links from within Canvas. The required weekly readings for this subject will be advised on Canvas.
NB: It is essential that students complete all required readings. The required readings will be considered assumed knowledge for the face-to-face study days.
Recommended texts
Bonita R., Beaglehole R., Kjellstrom T. (2006). Basic epidemiology (2nd ed). World Health Organization.
McQueen, D. (Ed.) (2013). Global handbook on non-communicable diseases and health promotion. Springer.
Spasoff, R.A. (1999). Epidemiological methods for health policy. OUP.
Other resources
UTS Student Centre
Building 10
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 (https://canvas.uts.edu.au/courses/15865/pages/study-help-and-support?module_item_id=314930)
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.