HEALTH EDUCATION DEVELOPMENT

PHE2HED

2021

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.

SchoolPsychology and Public Health

Credit points15

Subject Co-ordinatorFernanda Nava Buenfil

Available to Study Abroad/Exchange StudentsYes

Subject year levelYear Level 2 - UG

Available as ElectiveNo

Learning ActivitiesN/A

Capstone subjectNo

Subject particulars

Subject rules

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

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Readings

Joining together: group theory and group skills

Resource TypeRecommended

Resource RequirementN/A

AuthorJohnson, D and Johnson, F

Year2006

Edition/Volume11TH Edition

PublisherPEARSON, SYDNEY

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Health promotion: planning and strategies

Resource TypeRecommended

Resource RequirementN/A

AuthorTones, K and Green, J

Year2010

Edition/Volume2nd Edition

PublisherSAGE, THOUSAND OAKS, CA

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Teaching for health

Resource TypeRecommended

Resource RequirementN/A

AuthorKiger, A

Year2004

Edition/Volume3RD EDN

PublisherCHURCHILL LIVINGSTON, MELBOURNE

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Promoting health: the primary health care approach

Resource TypeRecommended

Resource RequirementN/A

AuthorTalbot, L and Verrinder, G

Year2013

Edition/Volume11TH Edition

PublisherCHURCHILL LIVINGSTON, MELBOURNE

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningNo

Self sourced or Uni sourcedN/A

Entire subject or partial subjectN/A

Total hours/days requiredN/A

Location of WBL activity (region)N/A

WBL addtional requirementsN/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

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'.

Subject options

Select to view your study options…

Start date between: and    Key dates

Melbourne (Bundoora), 2021, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorFernanda Nava Buenfil

Class requirements

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

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Ice-breaker activities (group based ~1,000-words per student equivalent). Various times through the semester

N/AN/AGroupNo30 SILO1, SILO2, SILO3, SILO4

Critical essay (Individual) (1500 words)

N/AN/AIndividualNo30 SILO2, SILO3, SILO4

Grant application individual (1,700 words)

N/AN/AIndividualNo40 SILO2, SILO3, SILO4, SILO5

Bendigo, 2021, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorFernanda Nava Buenfil

Class requirements

TutorialWeek: 30 - 42
One 2.00 h tutorial per week on weekdays during the day from week 30 to week 42 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle% ILO*

Ice-breaker activities (group based ~1,000-words per student equivalent). Various times through the semester

N/AN/AGroupNo30 SILO1, SILO2, SILO3, SILO4

Critical essay (Individual) (1500 words)

N/AN/AIndividualNo30 SILO2, SILO3, SILO4

Grant application individual (1,700 words)

N/AN/AIndividualNo40 SILO2, SILO3, SILO4, SILO5