| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Primary Health 2: Health Promotion |
| Unit ID: | NURBN2021 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit builds on determinants of health to explore the role of the nurse as an educator and promoter of health, in clinical and diverse healthcare settings. In addition to this, the unit will explore the notion of the nurse as an agent of change - not only for individuals but also for groups, communities and populations. The unit builds on previous units in 1st year and seeks to understand illness prevention as well as health promotion as a contrast to the current illness model. In particular, the unit seeks to critically explore contemporary approaches to health promotion and health education and will illuminate health literacy and behaviour change theories as a vehicle for change. The concepts of social justice, equity, access, affordability and community development in health promotion and health education are emphasised. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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 nurse as a vehicle for change in relation to the improvement in health status of individuals, groups, communities and populations locally, nationally and globally |
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| K2. | Examine the role of nurses within the promotion of health and provision of health education to individuals, groups, communities and populations, including vulnerable populations |
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| K3. | Investigate a variety of health promotion approaches, strategies and applications for individuals, groups, communities and populations, including vulnerable populations, utilised by nurses |
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| Skills: |
| S1. | Demonstrate communication and beginning level interpersonal teaching skills in health education, health literacy and health promotion methods |
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| S2. | Critically evaluate the outcomes of health education and health promotion methods for individuals, groups, communities and populations, including vulnerable 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 nursing practice, including the nurse as an agent of change, in a variety of health settings, utilising a variety of delivery technologies in health promotion programs |
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| A2. | Apply and integrate targeted health literacy and specific therapeutic communication knowledge and skills in health education and health promotion initiatives |
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| A3. | Develop an ethical nurse-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: |
The current NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses, Code of Ethics for Nurses, National Safety and Quality Health Service Standards, Aged Care Quality Standards, National Health Priority Areas and where applicable the NMBA National Competency Standards for the Midwives, NMBA Code of Conduct for Midwives, ICM/NMBA Code of Ethics for Midwives have informed the content development of this unit.
Topics may include:
- Health care models and strategies including multidisciplinary care for diverse, vulnerable, aged, ethnic and indigenous populations (Aged care Quality Standards/ National Safety and Quality Health Service Standards).
- Health-illness continuum.
- Mental wellness in health continuum.
- Health promotion including the role of nurses, strategies, communication methods, health literacy and empowerment Illness prevention and early intervention approaches in health care.
- Targeted health promotion activity, Health education and health literacy as vehicles for change.
- Approaches to therapeutic communication applied to the care of groups and populations.
- Community health including the principles of community development, social justice and equity and the use in the improvement of health.
- The nurse as vehicle for change. Recognising and managing child abuse/ domestic violence including mandatory reporting in community work (Working with children certificate in context of nursing).
- Health as a concept of self, family, community, culture and local/global populations. Values that guide healthy public policy, social marketing and ethical health promotion.
- Role of government in Health Promotion and Primary Health Evidence-based practice, problem solving, analytical and critical enquiry, and application to primary health, health promotion and health literacy.
- Types/formats of different program delivery methods, utilising appropriate information technologies, e.g. eHealth, telemedicine and ethics of social marketing in healthcare; and Evaluation of health promotion initiatives.
- Academic integrity and social media policies.
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| 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 will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S2 | Case Study | Essay | 40-60% | | 2. | K1, K3, S1, S3, A1, A2, A3 | Critical review of a health promotion program | Synchronous Oral Presentation | 40-60% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 4. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Attendance at/attempt of all assessments | 100% Attendance at/attempt of assessments 1 and 2 | S/U Hurdle |
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