School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.

  • Unit Title

    Introduction to Health Promotion
  • Unit Code

    HST1120
  • Year

    2020
  • Enrolment Period

    1
  • Version

    1
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Julie Susan DARE

Description

This unit introduces the philosophical basis and current frameworks for health promotion. The unit is designed to develop students' understanding of the need for health promotion actions to combine an evidence-based approach with creative insights, in order to meet the needs of diverse population groups in different social contexts.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess the processes of change that influence the health environment and individual health.
  2. Demonstrate knowledge and skills to deliver effective health promotion programs.
  3. Describe evaluation strategies used to determine the effectiveness of health promotion.
  4. Describe the guiding principles and frameworks of health promotion.
  5. Explain the definitions and components of health and population health.
  6. Identify the significance of the determinants of health.

Unit Content

  1. Principles and frameworks of health promotion.
  2. Structural approaches to health promotion.
  3. Individual behavioural approaches to health promotion.
  4. Individual medical approaches to health promotion.
  5. Integrating approaches to health promotion.
  6. Evaluating health promotion.
  7. Health promotion in special populations.
  8. Health promotion in specific settings.
  9. Challenges and future directions in health promotion.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 113 x 3 hour seminarNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

On-Campus Seminars include lectures, small group activities, discussions, and audiovisual materials. Where possible, in-class presentations by industry representatives are arranged. Off-Campus E-learning, with course work provided in written form, and online access to activities, recordings and audiovisual materials. Where possible on-campus guest presentations are recorded and made available to off-campus students through Blackboard/MyECU. In this unit students are introduced to the guiding principles and frameworks for contemporary health promotion. As such, this unit forms an essential background to future health promotion study. Students learn that for health promotion actions to be sustainable, an integrated and multilevel approach which addresses the complex determinants of health is required. Students develop an understanding of how to classify individual (downstream) and structural (upstream) health promotion approaches, and consider evaluation strategies used in health promotion practice. Attention is also paid to the need to develop health promotion actions which are culturally appropriate for special populations, including Indigenous groups and people from ethnically diverse backgrounds.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
TestMutliple choice quiz10%
AssignmentHealth Promotion Photovoice40%
ExaminationEnd-of-semester examination50%
ONLINE
TypeDescriptionValue
TestMultiple choice quiz10%
AssignmentHealth Promotion Photovoice40%
ExaminationEnd-of-semester examination50%

Core Reading(s)

  • Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach. (6th ed.). Sydney: Elsevier Australia. Retrieved from https://ecu.on.worldcat.org/oclc/988578809
  • Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach. (6th ed.). Sydney: Elsevier Australia. Retrieved from https://ecu.on.worldcat.org/oclc/988578809

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST1120|1|1

School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

  • Unit Title

    Introduction to Health Promotion
  • Unit Code

    HST1120
  • Year

    2020
  • Enrolment Period

    2
  • Version

    1
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Julie Susan DARE

Description

This unit introduces the philosophical basis and current frameworks for health promotion. The unit is designed to develop students' understanding of the need for health promotion actions to combine an evidence-based approach with creative insights, in order to meet the needs of diverse population groups in different social contexts.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess the processes of change that influence the health environment and individual health.
  2. Demonstrate knowledge and skills to deliver effective health promotion programs.
  3. Describe evaluation strategies used to determine the effectiveness of health promotion.
  4. Describe the guiding principles and frameworks of health promotion.
  5. Explain the definitions and components of health and population health.
  6. Identify the significance of the determinants of health.

Unit Content

  1. Principles and frameworks of health promotion.
  2. Structural approaches to health promotion.
  3. Individual behavioural approaches to health promotion.
  4. Individual medical approaches to health promotion.
  5. Integrating approaches to health promotion.
  6. Evaluating health promotion.
  7. Health promotion in special populations.
  8. Health promotion in specific settings.
  9. Challenges and future directions in health promotion.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 113 x 3 hour seminarNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

On-Campus Seminars include lectures, small group activities, discussions, and audiovisual materials. Where possible, in-class presentations by industry representatives are arranged. Off-Campus E-learning, with course work provided in written form, and online access to activities, recordings and audiovisual materials. Where possible on-campus guest presentations are recorded and made available to off-campus students through Blackboard/MyECU. In this unit students are introduced to the guiding principles and frameworks for contemporary health promotion. As such, this unit forms an essential background to future health promotion study. Students learn that for health promotion actions to be sustainable, an integrated and multilevel approach which addresses the complex determinants of health is required. Students develop an understanding of how to classify individual (downstream) and structural (upstream) health promotion approaches, and consider evaluation strategies used in health promotion practice. Attention is also paid to the need to develop health promotion actions which are culturally appropriate for special populations, including Indigenous groups and people from ethnically diverse backgrounds.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
TestMutliple choice quiz10%
AssignmentHealth Promotion Photovoice40%
ExaminationEnd-of-semester examination50%
ONLINE
TypeDescriptionValue
TestMultiple choice quiz10%
AssignmentHealth Promotion Photovoice40%
ExaminationEnd-of-semester examination50%

Core Reading(s)

  • Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach. (6th ed.). Sydney: Elsevier Australia. Retrieved from https://ecu.on.worldcat.org/oclc/988578809
  • Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach. (6th ed.). Sydney: Elsevier Australia. Retrieved from https://ecu.on.worldcat.org/oclc/988578809

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST1120|1|2