1. Home
  2. Health Promotion Planning and Administration [HST2220]

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.

  • Unit Title

    Health Promotion Planning and Administration

  • Unit Code

    HST2220

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces the concepts and skills central to planning and implementing public health programs and projects. It examines the specific planning and administration requirements of successful public health initiatives. Students are also introduced to the different stages and forms of evaluation used to assess the value of public health projects.

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss theories and models relevant to planning public health initiatives.
  2. Examine effective methods of formative and outcome evaluation.
  3. Examine health needs assessment techniques.
  4. Identify administrative skills required to implement and evaluate public health programs.
  5. Identify effective public health intervention strategies.
  6. Identify public health funding strategies and sources.
  7. Implement public health programs effectively.
  8. Set SMART objectives based on program goals and needs.

Unit Content

  1. Current theories and models of public health planning.
  2. Grant application writing.
  3. Impact evaluation.
  4. Needs assessment and formative evaluation.
  5. PRECEDE/PROCEED Model.
  6. Processes for managing public health programs.
  7. Resourcing public health programs.
  8. Sustainable dissemination of programs.

Additional Learning Experience Information

On-Campus Lectures, case studies, small group activities and discussions. Off-Campus E-learning In this unit, students learn about the complexities of health promotion programming by developing their own program plans for a specific health issue. The unit focuses on delivering a methodical (step-by-step) approach to program planning so that students can more easily dissect and understand complexities. Relevant research and industry examples are provided from local and international contexts in order to engage students and stimulate creative thinking. Some Indigenous case studies are aso discussed in order to promote cross cultural awareness. Students also learn the importance of writing clear and concise plans that can be implemented effectively. This unit is essential for students who want to learn best practice techniques for program success and for those who aspire to work in 'hands on' health contexts. It also provides the building blocks for other health promotion units, including: HST2111 (Health Promotion Strategies) and HST3111 (Applied Health Promotion).

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
AssignmentPlanning Project: Part A40%
AssignmentPlanning Project: Part B30%
ExaminationEnd of semester examination30%
ONLINE
TypeDescriptionValue
AssignmentPlanning Project: Part A40%
AssignmentPlanning Project: Part B30%
ExaminationEnd of semester examination30%

Text References

  • ^ McKenzie, J. F., Neiger, B. I., & Thackeray, R. (2008). Planning, implementing and evaluating health promotion programs, a primer (5th ed.). San Francisco, CA: Benjamin Cummings.
  • Central Sydney Area Health Service & N.S.W. Health. (1994). Program management guidelines for health promotion. Sydney, Australia: State Health.
  • Egger, G., Donovan, R., & Spark, R. (1993). Health and the media: Principles and practices for health promotion. Sydney, Australia: McGraw Hill.
  • Egger, G., Spark, R., & Lawson, J. (2005). Health promotion strategies and methods. NSW: McGraw Hill.
  • Smith, S. H., & McLean, D. D. (1988). ABC's of grantsmanship. Reston, VA: American Association for Health, Physical Education, Recreation and Dance.
  • O'Connor, M. L., & Parker, E. (2001). Health promotion: Principles and practice in the Australian context  (2nd ed.). St Leonards: Allen & Unwin.
  • Holman, C. D. J., Donovan, R. J., & Corti, B. (1994). Report of the evaluation of the Western Australian Health Promotion Foundation. Perth, Western Australia: University of Western Australia, Department of Public Health and Graduate School of Management.
  • Green, L., & Kreuter, M. (1999). Health promotion planning: An educational and ecological approach (3rd ed.). San Francisco: Pearson Education Inc.
  • Australian Institute of Health and Welfare. (2006). Australia's health No.10. Canberra, Australia: Australian Government Publishing Service.
  • Hawe, P., Degeling, D., & Hall, J. (1990). Evaluating health promotion. A health worker's guide. NSW: McLennan & Petty.

Journal References

  • American Journal of Health Promotion
  • Australian Journal of Public Health
  • Health Promotion Journal of Australia
  • Health Education Quarterly

Website References

^ Mandatory reference

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.

HST2220|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.

  • Unit Title

    Health Promotion Planning and Administration

  • Unit Code

    HST2220

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces the concepts and skills central to planning and implementing public health programs and projects. It examines the specific planning and administration requirements of successful public health initiatives. Students are also introduced to the different stages and forms of evaluation used to assess the value of public health projects.

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss theories and models relevant to planning public health initiatives.
  2. Examine effective methods of formative and outcome evaluation.
  3. Examine health needs assessment techniques.
  4. Identify administrative skills required to implement and evaluate public health programs.
  5. Identify effective public health intervention strategies.
  6. Identify public health funding strategies and sources.
  7. Implement public health programs effectively.
  8. Set SMART objectives based on program goals and needs.

Unit Content

  1. Current theories and models of public health planning.
  2. Grant application writing.
  3. Impact evaluation.
  4. Needs assessment and formative evaluation.
  5. PRECEDE/PROCEED Model.
  6. Processes for managing public health programs.
  7. Resourcing public health programs.
  8. Sustainable dissemination of programs.

Additional Learning Experience Information

On-Campus Lectures, case studies, small group activities and discussions. Off-Campus E-learning In this unit, students learn about the complexities of health promotion programming by developing their own program plans for a specific health issue. The unit focuses on delivering a methodical (step-by-step) approach to program planning so that students can more easily dissect and understand complexities. Relevant research and industry examples are provided from local and international contexts in order to engage students and stimulate creative thinking. Some Indigenous case studies are aso discussed in order to promote cross cultural awareness. Students also learn the importance of writing clear and concise plans that can be implemented effectively. This unit is essential for students who want to learn best practice techniques for program success and for those who aspire to work in 'hands on' health contexts. It also provides the building blocks for other health promotion units, including: HST2111 (Health Promotion Strategies) and HST3111 (Applied Health Promotion).

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
AssignmentPlanning Project: Part A40%
AssignmentPlanning Project: Part B30%
ExaminationEnd of semester examination30%
ONLINE
TypeDescriptionValue
AssignmentPlanning Project: Part A40%
AssignmentPlanning Project: Part B30%
ExaminationEnd of semester examination30%

Text References

  • ^ McKenzie, J. F., Neiger, B. I., & Thackeray, R. (2008). Planning, implementing and evaluating health promotion programs, a primer (5th ed.). San Francisco, CA: Benjamin Cummings.
  • Central Sydney Area Health Service & N.S.W. Health. (1994). Program management guidelines for health promotion. Sydney, Australia: State Health.
  • Egger, G., Donovan, R., & Spark, R. (1993). Health and the media: Principles and practices for health promotion. Sydney, Australia: McGraw Hill.
  • Egger, G., Spark, R., & Lawson, J. (2005). Health promotion strategies and methods. NSW: McGraw Hill.
  • Smith, S. H., & McLean, D. D. (1988). ABC's of grantsmanship. Reston, VA: American Association for Health, Physical Education, Recreation and Dance.
  • O'Connor, M. L., & Parker, E. (2001). Health promotion: Principles and practice in the Australian context  (2nd ed.). St Leonards: Allen & Unwin.
  • Holman, C. D. J., Donovan, R. J., & Corti, B. (1994). Report of the evaluation of the Western Australian Health Promotion Foundation. Perth, Western Australia: University of Western Australia, Department of Public Health and Graduate School of Management.
  • Green, L., & Kreuter, M. (1999). Health promotion planning: An educational and ecological approach (3rd ed.). San Francisco: Pearson Education Inc.
  • Australian Institute of Health and Welfare. (2006). Australia's health No.10. Canberra, Australia: Australian Government Publishing Service.
  • Hawe, P., Degeling, D., & Hall, J. (1990). Evaluating health promotion. A health worker's guide. NSW: McLennan & Petty.

Journal References

  • American Journal of Health Promotion
  • Australian Journal of Public Health
  • Health Promotion Journal of Australia
  • Health Education Quarterly

Website References

^ Mandatory reference

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.

HST2220|1|2