Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

As a practitioner working in a variety of health and education settings, it is vital to understand human health behaviour. To bring about change in individual and population health behaviours, you need skills in developing educational strategies based on theory and evidence. This unit complements studies in health and education courses and prepares you for your professional practice.

Aims

The aim of this unit is to learn how to act as a change agent, that is, to bring about change in health-related behaviours through educational interventions.

Objectives

On completion of this unit, you should be able to:

1. Demonstrate and apply knowledge of key health education and behaviour change theories, frameworks, strategies and approaches to bring about change in different contexts;
   
2. Research and design educational interventions or components thereof to suit different target populations in different settings, using evidence-based practice;
   
3. Demonstrate knowledge and application of health literacy as a function of health education.

Content

Background and value of health education; relevant theories, frameworks and approaches (behaviour change, teaching and learning, communication, motivation) and recommendations for developing, implementing and evaluating health education interventions in different contexts.

Approaches to Teaching and Learning

This unit takes an activity-based approach to teaching and learning. A range of strategies (i.e. scenarios, role plays) will be used to illustrate the application of theories. Opportunities will be also provided for you to explore and apply the theories in contexts relevant to your future areas of practice.

This will help you to develop practical skills in the design, testing, implementation, and evaluation of educational interventions or parts thereof for different target groups.

Assessment name: Report and Presentation
Description: Formative and Summative.
You are required to collaborate in small groups to design a short health education program/sessions for the target group researched in Assessment 1, and trial the program to make necessary improvements and develop the final program resources. Process and findings will be presented in a group written report and in-class presentation. You will also be required to reflect on presentations of other students.
Relates to objectives: 1,2,3
Weight: 45%
Internal or external: Internal
Group or individual: Group
Due date: TBD

Assessment name: Examination (written)
Description: Summative. Short answer and/or essay.
Relates to objectives: 1,3
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Examination period

Assessment name: Report
Description: Formative and Summative
You will identify heath education issues for a specific target group, review theory and evidence for health education programs to address them, and make recommendations for heath education in that group.
Relates to objectives: 1-3
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Glanz K, Rimer, B.K. & Sharyn, S.M. (2005) Theory at a Glance: A Guide for Health Promotion Practice. United States National Cancer Institute. http://www.cancer.gov/PDF/481f5d53?63df?41bc?bfaf?5aa48ee1da4d/TAAG3.

Other recommended readings will be provided throughout the unit.

Risk assessment statement

Substantial computer-based work will be required. Students should refer to the guidelines for safe work at VDUs contained in the SPH Guidelines to Students. Students should ensure that their workstations are adjusted in accordance with these guidelines and that regular rest breaks are taken.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 06-Feb-2013