HEALTH EDUCATION DEVELOPMENT

PHE2HED

2020

Credit points: 15

Subject outline

In this subject, having completed their studies in PHE2HED, students will be able to adopt the role of a health education and development facilitator in one-to-one or small group formats in institutional or community settings. Working in teams and using a range of experiential learning formats, students develop knowledge, skills and attitudes that will allow them to access and use resources that facilitate the planning, implementation and evaluation of education in diverse circumstances. Drawing on the Ottawa Charter for Health Promotion (WHO 1986), the Sundsvall Statement (WHO 1991), the Jakarta Declaration (WHO 1997) and the Bangkok Charter for Health Promotion (2005),this subject will enable students to engage salient teaching and learning theories and practices with the view of empowering people as individuals and small groups to engage the factors influencing their health so as to improve their own health outcomes in a globalised world.

School: Psychology and Public Health (Pre 2022)

Credit points: 15

Subject Co-ordinator: Fernanda Nava Buenfil

Available to Study Abroad/Exchange Students: Yes

Subject year level: Year Level 2 - UG

Exchange Students: No

Available as Elective: No

Learning Activities: N/A

Capstone subject: No

Subject particulars

Subject rules

Prerequisites: Must be enrolled in HBHS, HBHSB, HBPHPB, LBBSB, HZPPNB, HZHSB, HZHSID, AZAHS, HZHOTB, HZHOT, HHPPB, ABABU or AZAHTS.

Co-requisites: N/A

Incompatible subjects: N/A

Equivalent subjects: N/A

Quota Management Strategy: N/A

Quota-conditions or rules: N/A

Special conditions: N/A

Minimum credit point requirement: N/A

Assumed knowledge: N/A

Learning resources

Joining together: group theory and group skills

Resource Type: Book

Resource Requirement: Recommended

Author: Johnson, D and Johnson, F

Year: 2006

Edition/Volume: 11TH Edition

Publisher: PEARSON, SYDNEY

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Health promotion: planning and strategies

Resource Type: Book

Resource Requirement: Recommended

Author: Tones, K and Green, J

Year: 2010

Edition/Volume: 2nd Edition

Publisher: SAGE, THOUSAND OAKS, CA

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Teaching for health

Resource Type: Book

Resource Requirement: Recommended

Author: Kiger, A

Year: 2004

Edition/Volume: 3RD EDN

Publisher: CHURCHILL LIVINGSTON, MELBOURNE

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Promoting health: the primary health care approach

Resource Type: Book

Resource Requirement: Recommended

Author: Talbot, L and Verrinder, G

Year: 2013

Edition/Volume: 11TH Edition

Publisher: CHURCHILL LIVINGSTON, MELBOURNE

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Career Ready

Career-focused: No

Work-based learning: No

Self sourced or Uni sourced: N/A

Entire subject or partial subject: N/A

Total hours/days required: N/A

Location of WBL activity (region): N/A

WBL addtional requirements: N/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

COMMUNICATION - Communicating and Influencing

COMMUNICATION - Cultural Intelligence and Global Perspective

DISCIPLINE KNOWLEDGE AND SKILLS

INQUIRY AND ANALYSIS - Creativity and Innovation

INQUIRY AND ANALYSIS - Critical Thinking and Problem Solving

INQUIRY AND ANALYSIS - Research and Evidence-Based Inquiry

PERSONAL AND PROFESSIONAL - Adaptability and Self-Management

PERSONAL AND PROFESSIONAL - Ethical and Social Responsibility

PERSONAL AND PROFESSIONAL - Leadership and Teamwork

Intended Learning Outcomes

01. Facilitate and evaluate a health education literacy program that employs cooperative learning theory in diverse institutional and community settings.

02. Apply cooperative learning theories and practices to the design and facilitation of health education in an ethical and responsible fashion.

03. Identify the learning needs of particular groups and develop cooperative learning resources and activities that are appropriate to cultural context and settings.

04. Demonstrate an understanding of the 'salutogentic approach' to health education by critically evaluating and applying relevant research (to program or learning design).

05. Create effective, clear and evidence-based funding proposal to support a 'strengths- based' health literacy project for an identified 'vulnerable group'.

Melbourne (Bundoora), 2020, Semester 1, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: 325

Enrolment information: N/A

Subject Instance Co-ordinator: Fernanda Nava Buenfil

Class requirements

TutorialWeek: 10 - 22
One 2.00 hours tutorial per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Ice-breaker activities (group based ~1,200-words equivalent) Various times through the semester	N/A	N/A	N/A	No	30	SILO1, SILO2, SILO3, SILO4
Critical essay (Individual) (1500 words)	N/A	N/A	N/A	No	30	SILO2, SILO3, SILO4
Grant application individual(2,000 words)	N/A	N/A	N/A	No	40	SILO2, SILO3, SILO4, SILO5

Bendigo, 2020, Semester 2, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information: N/A

Subject Instance Co-ordinator: Fernanda Nava Buenfil

Class requirements

TutorialWeek: 31 - 43
One 2.00 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Ice-breaker activities (group based ~1,200-words equivalent) Various times through the semester	N/A	N/A	N/A	No	30	SILO1, SILO2, SILO3, SILO4
Critical essay (Individual) (1500 words)	N/A	N/A	N/A	No	30	SILO2, SILO3, SILO4
Grant application individual(2,000 words)	N/A	N/A	N/A	No	40	SILO2, SILO3, SILO4, SILO5