| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Health Promotion |
| Unit ID: | HEAPH6007 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061307 |
| Other Change: | |
| Brief description of the Unit |
This unit aims to explore the crucial role played by health professionals in clinical and other healthcare settings as educators and promoters of health. It also delves into the idea of health professionals as change agents for individuals and groups, communities, and populations. The unit seeks to understand illness prevention and health promotion as a contrast to the current illness model. It critically explores modern approaches to health promotion and education, including family violence, social and emotional well-being, health literacy, and behaviour change theory as a vehicle for change. It emphasizes the concepts of social justice, equity, access, affordability, and community development in health promotion and health education. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | |  | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explain the concept of the health professional as a change agent in relation to the health status of individuals, groups, communities and populations |
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| K2. | Situate the role of health professional within the promotion of health and provision of health education to individuals, groups, communities and populations, with an emphasis on priority groups and populations |
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| K3. | Investigate a variety of health promotion approaches, strategies and applications for individuals, groups, communities and populations utilised by health professionals |
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| Skills: |
| S1. | Demonstrate communication and advanced level interpersonal teaching skills in health education, health literacy and health promotion methods within the context of multidisciplinary teams |
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| S2. | Critically evaluate the outcomes of health education and health promotion methods when working across the life span of individuals, groups, communities and populations, with an emphasis on priority groups and populations |
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| S3. | Apply models of therapeutic communication appropriate to a variety of public health and health promotion strategies including e-health |
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| Application of knowledge and skills: |
| A1. | Integrate health promotion theory into public health practice including the public health practitioner as a change agent, in a variety of health settings, utilising a variety of delivery technologies in health promotion programs |
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| A2. | Research and critically appraise contemporary literature on health education and health promotion |
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| A3. | Develop an ethical public health practitioner led health promotion strategy that addresses the underlying social, political, cultural and environmental determinants of health and the immediate problems facing a population |
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| Unit Content: |
Health care approaches and strategies including multidisciplinary care, and in relation to diverse, Indigenous and other priority populations. Health-illness continuum. Health promotion including the role of public health practitioner, strategies, communication methods, health literacy and empowerment, Illness prevention and early intervention. Health education and health literacy. Models of therapeutic communication applied to primary and public health care, and community health including the principles of community development, social justice and equality. The public health practitioner as change agent. Health as a concept of self, family, community, culture and local/global populations, and how these relate to specific issues. Values that guide healthy public policy. Role of government in health promotion and primary health, evidence-based practice, problem solving, analytical and critical enquiry, and application to primary health. Types/formats of different program solving delivery methods, utilising appropriate information technologies, e.g. eHealth, telemedicine. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, A1, A2, A3 | Health promotion perspectives | Pre-recorded oral presentation | 10% - 30% | | 2. | K2, K3, S1, S2, S3, A1, A2, A3 | Digital poster using e-portfolio | Digital poster | 30% - 50% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Health promotion program plan | Written Task | 40% - 60% |
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