Subject Outline HC205 - Health Promotion School of Health Sciences Semester 1, 2019 - APPROVED
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Subject Outline
HC205
Health Promotion
School of Health Sciences
Semester 1, 2019
Credit points: 15
Prerequisites: Nil
Mode of Delivery: On Campus
Delivery Location: Koiari Park Campus
Subject Coordinator: Mrs Jochebed Geita
Email: jochebed.geita@pau.ac.pg
Teaching Staff:
Name Role Email
Mrs. Jochebed Geita Lecturer jochebed.geita@pau.ac.pg
1Subject Information
Synopsis
Previously, the main focus of primary health care practices was to diagnose and treat patients.
The identification of risk factors for diseases and prevention of chronic conditions have become
part of their everyday practice. The course provides the student nurse to become primary health
care (PHC) practitioners in health promotion, in encouraging them to embrace innovation within
their practices to streamline or recognize the treatment processes and improvement of patient
outcomes by facilitating and empowering the people and communities, to take control of decisions
affecting their health.
Learning Outcomes
Through successful completion of this subject students will be able to:
1. Define these terms: Primary Health Care, Health Promotion, Health Education, Public
Health, Community Development and Community Empowerment.
2. Discuss the foundations and history of health promotion including the Ottawa Charter.
3. Describe epidemiology of acute and chronic conditions, streamline Primary Health Care
and health promotion including the environmental issues and health promotion
interventions.
4. Explain the theories, models underpinning health promotion and the designated roles for
nurses in health promotion.
5. Design a relevant poster for health promotion programme and conduct it in the clinical or
community setting.
Study Time
Learning Activity Hours
Lectures 3 hours per week
Tutorial 3 hours per week (1 hour tutorial per
student/week & students will be placed in
three groups)
Independent Learning 4 hours per week
Total 10 Hours
2Prescribed Readings:
Comprehensive class notes will be made available in the Moodle. No textbook is prescribed but
access to the three major texts listed below will be helpful. (Both textbooks have been placed on
Reserve in the PAU library)
Major Text Books:
Naidoo, J. & Wills J. (2016). Foundations for Health Promotion. (4th ed.) London: Elsevier.
Maville, J.A. & Huerta, C.G. (2013). Health promotion in nursing. (3rd ed.). Clinton Park, N. Y.:
Delmar/Cengage Learning. (pp. 32-34).
McMurray, A. & Clendon, J. (2011). Community Health and Wellness: Primary Health Care in
Practice. Victoria Avenue. Elsevier Australia.
Recommended Readings:
Cottrell, R. R., Girvan, J.T. & McKenzie, J.F. (2012). Principles and foundations of health
promotion and education. (5th ed.). San Fran Francisco, CA: Pearson.
Egger, G., Spark, R. & Donovan, R. (2013). Health Promotion: Strategies and methods. North
Ryde, NSW: McGraw Hill Education.
Bennett, C. (2012). Epidemiology. In M.L. Flemming & E. Parker (Eds.). Introduction to public
health. (2nd ed.). (pp. 75-102). Chatswood, NSW: Churchill Livingstone Elsevier.
Nutbeam, D., & Harris, E., Wise, M. (2010). Theory in a nutshell: A practical guide to health
promotion theories. (3rd ed.). North Ryde, NSW: McGraw-Hill Australia. (pp. 1-8).
Potvin, L., & Jones, C.E. (2011). Twenty-five years after the Ottawa charter: The critical role of
health promotion for public health. Canadian Journal of Public Health, 102(4), 244-248.
Talbot, L., & Verrinder, G. (2014). Promoting health: The primary health care approach. (5th ed.).
Chatswood, N.S.W.: Elsevier Australia. (pp. 1-10).
Yarwood, J. & Bethany, K. (2013). Health and Wellness. In J. Crisp, C Taylor, C, Douglas & G.
Rebeiro (Eds.). Potter & Perry’s fundamentals of nursing. (4th ed.). (pp. 302-319).
Sydney, Australia: Mosby Elsevier.
e-Learning: Moodle
This subject has materials and activities available via the PAU Moodle site:
https://moodle.pau.ac.pg/moodle/
3Assessment
Summary of Assessment
Assessment Task Weighting Due Date Submission
Progress Test 15% Week 6 Date TBA by lecturer.
Health Promotion 15% Week 8/9 Hand Poster to Lecturer
Poster & straight after presentation,
Focus paper 20% and e-mail focus paper to
lecturer before 12 MD -
Friday.
Final Examination 50% Examination Week As scheduled.
Total 100%
It is the responsibility of students to keep an electronic or hard copy of all submitted assessment
tasks except in circumstances where this is not possible. e.g. where the task is submitted at the
end of activity in which it was completed.
Grading
As prescribed in the Academic Bulletin using a 9-point scale A-F.
Extensions of Time
If health or other problems legitimately prevent a student from handing in an assignment within
the due date, the lecturer may grant an extension.
Late Submission
All assessment tasks are to be submitted on the due dates as specified in this Subject Outline.
Assessment tasks submitted late will be penalised by the deduction of 5% of the maximum
possible mark for the assessment task per calendar day or part thereof. Deduction of marks will
not result in a negative mark.
4Academic Dishonesty
Students are responsible for submitting original work for assessment, without plagiarizing or
cheating, and abiding by the University’s Academic Integrity Policy which may be downloaded
from: http://www.pau.ac.pg/uploaded_assets/490756-Academic_Integrity_Policy_-_2016.pdf.
Depending on the nature and extent of the offence, penalties for academic dishonesty may
include the loss of all the marks for an assignment, or failure in the subject for which the
plagiarised assessment task was submitted. A subsequent offence may result in a student being
terminated from the University.
Attendance
Students are expected to attend all scheduled classes and attendance rolls will usually be kept.
It is understood that sickness and personal crises sometimes make one hundred percent
attendance impossible. A minimum of eighty percent attendance is required for each subject,
ninety percent if a student is on academic probation. If a student has missed more than twenty
percent or ten percent of classes respectively, the School in which the subject is taught, may
require the student to withdraw from the subject thus becoming ineligible to sit the final
examination. If this withdrawal happens after the end of week eight of a semester, the student
will receive a grade of “WF”, Withdrawal Failure.
Assessment Tasks
Task 1: Test
Due Date(s): Week 6 15%
Duration: 50 mins per student
The test will be organized in four sections which consist of A: definition of terms relating to
health promotion and primary health care (15 marks), B: True and False (10 marks), C:
matching questions (15 marks), and D: short answer questions (30 marks). Total = 70 Marks
5Task 2 & 3: Health Promotion Poster (HPP) and Focus Paper (FP)
Due Date: Week 9 (Friday) Weighting: HPP 15% and FP 20%
Task 2: Individual students will create a health promotion poster (HPP) for the Pacific Adventist
Primary School students (Grades Prep – 8) to teach them about the effects of a chosen risk
factor to health (e.g. alcohol, obesity, smoking, lack of exercise, diet, and the list goes on). The
poster should include information about why the chosen risk factor is bad for people…reasons
why they should not entertain such unsafe practices.
The size of the poster must be on 11 inches by 17 inches’ paper. The poster should be
informative enough for the primary school students to read and recognize the risks. Each
student will present their poster to groups of primary school students in week 9/10 on a date
(TBA by the lecturer). Basing on the “application of the poster,” (refer to rubrics) the teachers of
each class (PAU “C” School) and the lecturer will evaluate the effectiveness of the posters when
presented.
Task 3: The major discussion in the focus paper will base on the chosen risk factor for the
health promotion poster. The length of the focus paper is 1,500 words. The rubrics below will be
used to mark your written work basing on the APA Style marking guide.
Rubrics for Assessment Task 2: Health Promotion Poster
Assessment Weight: 10% Grade: ____/60 Student Name:
CRITERIA STANDARDS
Distinction Credit Pass Fail
(A+ to A- (B+ to B- (C+ to C- (F)
Text and Fonts Your font (e.g. The font has been Font has been Font makes it very
colour, bold, italic) carefully planned to carefully planned to difficult to read the
5 Marks has been carefully enhance readability. read the material. material.
planned to
enhance (3.5-4 marks) (2.5-3 marks) (0-2.5 marks)
readability and
content.
(4.5-5 marks)
Your poster The poster shows Poster shows an Poster is copied of
Originality shows some originality and attempt at other people’s ideas
considerable inventiveness. The originality and and/or graphics and
5 Marks
originality and content and ideas inventiveness, but shows very little
inventiveness.the are presented in an some ideas may be attempt at original
content and ideas interesting manner. copied from thoughts.
are presented in a
6unique and (3-4 marks) samples. (2.5-3 (0-2.5 marks)
interesting marks)
manner.
(4-5 marks)
Content: All content Most of the content The content is Content presented is
Accuracy throughout the is accurate but generally accurate, typically confusing or
(related to presentation is there is one piece but one piece of contains more than one
information
accurate. There of information that information is factual error.
learned in
Health) are no factual might be clearly flawed or
errors. inaccurate. inaccurate.. (0-3.5 marks)
15 Marks
(11.-15 marks) (7-11 marks) (3.5-7 marks)
Use of All graphics are A few graphics are All graphics are Several graphics are
Graphics attrative (size & not attractive but all attractive but a few unattractive AND
(pictures & colours) and support th theme do not seem to detract from the
drawings)
support the theme and content of the support the theme content of the
5 Marks and content of the presentation. and content of the presentation.
presentation. presentation.
(3-4 marks) (0-2.5 marks)
(4-5 marks) (2.5-3 marks)
Spelling and Presentation has Presentation has 1- Presentation has 3- Presentation has 5 or
Grammar no misspellings or 2 misspellings 4 misspellings more grammatical
grammatical and/or grammatical and/or grammatical and/or spelling errors.
10 Marks
errors. errors. errors.
(0-3.5 marks)
(7.5-10 marks) (5.5-7.5 marks) (3.5-5.5 marks)
Referencing Referencing Referencing follows Referencing Absent or incorrect
according to follows APA Style APA Style closely generally follows referencing with
APA 6th Style exactly and though may contain APA Style though significant errors that
without error. minor errors. contains some does not follow APA
10 Marks
References are Minimal reference errors. Some Style closely.
recent and of a older than 10 years. references may be References are ol or
high quality. No Ten references or more than 10 inappropriate or
references older more used. years. less than 10 inadequate. Plaiarism
than 10 years. references used. noted in this
Ten or more (5.5-7.5 marks) assignment.
references used. (3.5-5.5 marks)
(0-3.5 marks)
(7.5-10 marks)
Application of The student Demonstrates good Demonstrate Demonstrates
Poster demonstrates application and adequate inadequate application
excellent understanding of application and and/or understanding
10 Marks
application and in- the chosen health understanding of of the chosen health
7depth risk. Shows the chosen health condition in the poster.
understanding of moderate risk. Could be more The poster lacks
the chosen health confidence in relevant and/or relevance and/or not
risk in the poster. presenting certain better suitable to clearly suitable to the
High confidence is areas of the the Prmary target group. Lacks
identified. The condition. Primary students. Response understanding and
poster is clear and students from target group adequate analysis of
easy to read and demonstrate demonstrate basic the health risk.
understood by adequate understanding and
Primary school responses. minimal appraisal (0-3.5 marks)
students. of the concept in
(5.5-7.5 marks) the poster. Could
(7.5-10 marks) be improved
through a clearer
explanation of the
condition.
(3.5-5.5 marks)
Comments:
TOTAL
MARKS ____/60
Marker’s Signature:
Rubric for Assessment Task 3: Written Focus Paper.
Assessment Weight: 25% Total: ____/80 Student Name:
CRITERIA STANDARDS
Distinction Credit Pass Fail
(A+ to A- (B+ to B- (C+ to C- (F)
Introduction Your introduction is The introduction is Basic introduction No introduction has
Presents a clear excellent. Well good with most of the with some of the been included. The
and concise designed and issues to be central ideas and introduction and
introduction to clearly written. All presented in paper issues explained. conclusion are
explain what will be major concepts and included. Some Could be developed vague, does not
covered in the focus issues relevant to information could be further using a more present a clear
paper. the topic are clear clearer, more concise logically sequenced overview of the
(5 marks) and concise, and or provide greater approach or further topic. Central
expressed soundly focus on major explanation of the issues that should
to guide the rader. concepts. content. be included are
(4-5 marks) (3-4 marks) (2.5-3 marks) missing.
(0-2.5 marks)
Logic/organization Excellent logical Paper is presented Adequate writing Grammar, spelling,
Demonstrates presentation, logically, developing style. Effective use of sentence
correct use of establishing clarity conceptual thoughts language to describe construction and/or
grammar, spelling, of analytical well with no errors in concepts. Minimal punctuation is poor
8punctuation, thought. spelling, grammar, errors in gammar, and in need of
sentence and Organization and punctuation or writing punctuation, spelling significant
paragraph sequencing of ideas style. Organization or sentence and/or improvement.
contruction. Shows is sensible. and sequencing of paragraph Disorganized
logical organization (7.5-10 marks) ideas is clear and construction. structure. Is
and sequencing of concise. Logical Organization, sequenced poorly
paper, clarity of approach and very structure and and does not flow
expression. clear expression. expression of ideas well. Poor/unclear
(10 marks) (5.5-7.5 marks) are adequate. Could expression of
be better sequenced concepts. Errors
or provide a clearer impeded
explanation of understanding at
content. Poor use of times. Does not
formal language or consistently use
poor paragraphing. formal language or
(3.5-5.5 marks) written in point from
times or very poor
paragraphing.
(0-3.5 marks)
Knowledge: The content of the The content is Adequate knowledge Knowledge and
Knowledge of paper is intelligent commendable, and understanding of understanding of
health promotion and demonstrates thoughtful and the topic is the topic is not
concepts. high level knowledgeable. demonstrated. demonstrated.
(25 marks) knowledge. (9-16.5 marks) (4.5-9 marks) (0-4.5 marks)
(16.5-25 marks)
Relevance: The discussions are Discussion is relevant The content reflects The paper is not
Relevant clearly relevant and and mostly supported adequate use of supported by the
information is are well supported by current current information, use of current
presented. by current information, scholarly schalrly works and information,
Discussion is information, works and evidence evidence based scholarly works or
supported by scholarly works and based literature. literature to support evidence based
current information, evidence based (7-11 marks) discussion. literature.
scholarly works and literature. (3.5-7 marks) (0-3.5 marks)
evidence based (11-15 marks)
literature.
(15 marks)
Conclusion The conclusion is The conclusion is The conclusion is No conclusion has
Presents a clear well designed and relevant , clear and present but lacks been included in
and concise written. Ideas and concise. Main ideas clarity or introduces this write-up or
concluding issues covered in covered in the paper new ideas. Could be conclusion is vague
statement of the the paper are stated are stated clearly. improved by and poorly writeen.
main points covered in a refined, concise Logical, final presenting a concise There is no clear
in the paper. and meaningful comments are given. statement of ideas statement of the
(5 marks) manner. (3-4 marks) and/or logical, final main points covered
(4-5 marks) comments. in the paper or final
(2.5-3 marks) comment.
Referencing Formatting is Referencing standard Referencing standard Referencing
Adheres to APA excellent. Correctly is good and is acceptable. Some standard is
style of formatting formatted as per consistent with APA sections have extremely poor and
and referencing. APA style. No style, but could formatting problems, it is recommended
Marks deducted for referencing errors. include additional errors as per APA that you seek
incorrect All references are resources. Minor style. Paper is under academic support
referencing. Paper correct in-text and referencing problems or over the word limit. and refer to your
accurately cited in identified. In-text Some referencing APA guide. The
9is within approriate the reference list references and/or problems identified. paper is largely
word length. using APA style. citations with In-text references under or over the
(10 marks) Within word limit reference list contain and/or citations within word limit. Penalties
and no evidence of minor errors. Within reference list contain for plagiarism will
plagiarism. word limits. No errors as per APA be applied
(7.5-10 marks) evidence of style. Some areas in according to the
plagiarism. this paper are PAU Academic
(5.5-7.5 marks) bordering on policy.
plagerism. (0-3.5 marks)
(3.5-5.5 marks)
Comments:
TOTAL MARKS ____/70
Marker:
Task 4: Final Examination
Due Date(s): Examination Week Weighting: 50%
10Calendar of Classes and Assessment
Week Lecture 1 Lecture 2 Lecture 3 Assessments
1 Introduction to Subject Introduction to Public Common Community
March Outline & overview of Health Theory. Health Public Health Problems
4–8 course assessment & Human Behaviour.
2 Concepts of Health. Determinants of Foundations and
March Defining Health and Health. Influences on history of Health
11 - 14 Wellness. Health. The Promotion.
Determinant of Health.
3 Changing health Skills, tools, and Models and
March patterns and social competencies for approaches to health
18 – 22 determinants of health. health promotion. promotion.
4 Primary Health Care. Application of Primary, The New Public Health
March Applications of Primary, Secondary &Tertiary of Movement and the
19 - 23 Secondary & Tertiary Levels of Prevention. Social Model of Health.
Levels of Prevention.
5 The OTTAWA The OTTAWA Individual Models to
March CHARTER for Health CHARTER for Health Promote Health
25 – 29 Promotion & the New Promotion & the New Behaviours.
Public Health. Public Health.
6 Community Planning and Community Planning Progress Test
April interventions and developing Health Models for Health (15%)
01 - 05 Health Promotion. Promotion initiatives. promotion. PRECEDE-
PROCEED.
7 PRECEDE-PROCEED SOPIE – a model for SOPIE – a model for
April Model planning and initiating planning and initiating
8 – 12 health promotion. health promotion.
8 Skills, Tools and Assessing Health and Community Needs HP Poster
April competencies for Health Behaviours Assessment. (15%) &
15 – 19 health promotion. Focus Paper
(20%) begins
April Easter Break (April 19-22)
22 – 26 &
Mid-Semester Break (April 23-26)
9 Community Needs Nutrition and Health Nutrition and Health HP Poster
April 29 - Assessment. Promotion Promotion (15%) &
May 03 Focus Paper
(20%) begins
10 Stress Management & Social Support & Assessing Support
May Health Promotion Health Promotion System
06 - 10
11 Social Support & Social Support & Health Promotion
May Health Promotion Health Promotion Strategies &
13 – 17 Approaches – Social
Marketing for Health
Promotion
12 Health Promotion Health Promotion Health Promotion
May Strategies & Strategies & Strategies &
1120 – 24 Approaches – Social Approaches – Social Approaches – Social
Marketing Marketing Marketing for Health
Promotion
13 Study Break
May Revision Revision
27 - 31 May 29 – June 2
14
June Final Examination
3-7 50%
15
June Final Examinations
10-14
Assistance
Academic Support and Learning Centre
The Academic Support and Learning Centre can assist students with improving their written work, provide
training and guidance in research skills, referencing, critical reading etc.
Library
The University librarians offer training in database usage and other academic research skills.
Beari Meare Centre
The trained counsellors at the Beari Meare Centre are able to provide assistance when students are
experiencing personal problems that are affecting their studies.
University Chaplains
The University chaplaincy team is available to assist students with spiritual or other personal issues.
Tutorial Groupings
Team 1 Team 2 Team 3
Group 1 Group 5 Group 9
1. Abigail Augerea 1. Joan Huria 1. Serah Aure
2. Alu Kila 2. Johnny Tapas 2. Penny Daniel
3. Bobbie-Jane Putty 3. Joshua Kaina 3. Philemon Markal
4. Bobby Kavia 4. Georgina Solomon 4. Poaki Vaka
5. Damien Malhe 5. Julie Eveva 5. Quinton Touhik
6. Mavielishe Llai
12Group 2 Group 6 Group 10
1. Deanna Maree Ani 1. Kimberly Lamus 1. Rayleen Agebigo
2. Demongi Kotimbe 2. Kitron Laka 2. Robert Sabakamen
3. Delany Napu 3. Kume Kora 3. Roselyne Uraboro
4. Desley Vagi 4. Ky’drene Tommy 4. Samson Hengene
5. Doris Tummu 5. Laurel Mathias 5. Sebrynah Philipai
6. Jemaimah Asei
Group 3 Group 11
Group 7
1. Emily Tanusau 1. Pani Ronald
2. Emmanuel Gariki 1. Lilian Jacob 2. Shalom Tema
3. Ethel Lukensi 2. Lisa Digaba 3. Shammah Jacob
4. Gendi Noibando 3. Lorraine Gaiya 4. Sharon Ifugao
5. Kelly Wik 4. Lucas Kawage 5. Shirley Tiriman
5. Ludwina Availaila
Group 4 Group 12
Group 8
1. Graham Taylor 1. Shirley Michael
2. Hazel Ninge 1. Manua Samuel 2. Tina Uratun
3. Henrietta Baibuni 2. Margret Sedi 3. Tinezah Toikilik
4. Imelda Kadobu 3. Mercy Koi 4. Walter Esekiah
5. Ishmael Mileng 4. Flora Babi 5. Wande Rex
5. Naomi Iramu 6. Malcolm James
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