Indigenous Health Promotion
Graduate Diploma in Indigenous Health Promotion
(GradDipIndigHProm) KF022 or GNINHEPR1000
| Course | Credit points for award | Duration full-time |
|---|---|---|
| GradDipIndigHProm | 36 | 1 year |
Overview
The Indigenous Health Promotion program aims to give Aboriginal and Torres Strait Islander health workers and other indigenous practitioners the opportunity to add to their knowledge and skills in promoting community health. This includes identifying community needs and strengths, developing and implementing an action plan, and evaluating its impact.
The course was developed in consultation with Aboriginal and Torres Strait Islander health professionals and is based on national and international best practice in Indigenous health promotion.
Course outcomes
Aboriginal and Torres Strait Islander health promotion aims to improve Aboriginal and Torres Strait Islander health at a community level. This means identifying community needs and strengths, developing a plan of action, putting it into practice and evaluating the plan to identify the extent to which positive changes have occurred. Effective health promotion requires effective communication with Aboriginal and Torres Strait Islander communities and organisations, with health service managers, and with a range of organisations and people outside the health system. This course will give students the opportunity to add knowledge and skills in promoting health to their clinical and community knowledge skills.
There is particular emphasis on demonstrating the importance of community participation and community development.
Further enquiries
Mr Jonathan Birch
Phone: +61 2 9351 1973
Fax: +61 2 9351 5205
Email:
Website:
sydney.edu.au/medicine/public-health/future/coursework/indigenoushealth
Degree resolutions
Sydney Medical School resolutions and the printed handbook are the official statement of Faculty policy. The resolutions contained in the printed handbook are accurate as at August 2012. If a conflict is perceived between the content of the printed handbook and information available elsewhere, Sydney Medical School resolutions and the information available in the handbook online shall always take precedence. See the handbook online website:
sydney.edu.au/handbooks/medicine/
See the Policy Online website: sydney.edu.au/policy, for copies of University policies.
Graduate Diploma in Indigenous Health Promotion
These resolutions must be read in conjunction with applicable University By-laws, Rules and policies including (but not limited to) the University of Sydney (Coursework) Rule 2000 (the 'Coursework Rule'), the Resolutions of the Faculty, the University of Sydney (Student Appeals against Academic Decisions) Rule 2006 (as amended) and the Academic Board policies on Academic Dishonesty and Plagiarism.
Course resolutions
1 Course codes
| Code | Course title |
|---|---|
| KF022 | Graduate Diploma in Indigenous Health Promotion |
2 Attendance pattern
3 Admission to candidature
(1)
Available places will be offered to qualified applicants based on merit, according to the following admissions criteria. In exceptional circumstances the Dean may admit applicants without these qualifications but whose evidence of experience and achievement is deemed to be equivalent.
(a)
at least three years working experience in Aboriginal and Torres Strait Island communities, and experience in engaging communities in action to improve their health;
(b)
prior learning that shows they can complete a course of study - the most obvious example is a degree or equivalent, but credit can be given for all forms of tertiary education;
(d)
support for their candidature from their local communities and, where possible, their employers.
4 Requirements for award
(1)
The units of study that may be taken for the courses are set out in the Table of Units of Study: Indigenous Health Promotion.
(2)
To qualify for the award of the Graduate Diploma in Indigenous Health Promotion a candidate must successfully complete 36 credit points, comprising:
5 Transitional provisions
Table of units of study: Indigenous Health Promotion
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Core units |
|||
| INDH5211 Community Profiling & Setting Priorities |
6 | Int March |
|
| INDH5212 Health Promotion Program Planning |
6 | Int May |
|
| INDH5213 Goals, Objectives and Strategies |
6 | Int June |
|
| INDH5221 Communication |
6 | Int August |
|
| INDH5224 Research and Evaluation |
6 | Int Sept |
|
| INDH5227 Art, Science and Politics of Prevention |
6 | P INDH5211, INDH5212, INDH5213, INDH5221, INDH5224 N INDH5226 |
Int November |
Units of study descriptions for 2013
INDH5211 Community Profiling & Setting Priorities
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int March Classes: 6-day intensive workshop Assessment: 1xwritten community profile (no word limit) (70%), and 1xclass presentation of community profile (20%) and class attendance (10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the first of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will be introduced to the overarching principles of health promotion, its conceptual and technical components and its role in preventing or reducing the impact of injury and ill health. Different concepts of health will be explored with a particular emphasis on indigenous approaches to understanding health and wellbeing. Students will then commence the development of a comprehensive profile of their chosen community. Particular attention will be given to finding, understanding, managing and presenting statistical, epidemiological and other forms of data in a way that is accessible to the students, their professional colleagues, other health and funding agencies and community members. The development of a community profile will enable students to define and understand how their community functions, the determinants of health that impact on their chosen community, and identify priority health issues. It will act as a foundation for the development of appropriate and effective health promotion programs.
INDH5212 Health Promotion Program Planning
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int May Classes: 6-day intensive workshop Assessment: 1xwritten assignment (no word limit) (90%) and class attendance (10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the second of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will explore in detail the conceptual components of a planned health promotion course. This will include the theory and practice of community engagement and participation, defining and understanding the priority health issue, its risk factors and contributing factors, exploring theories and models relevant to health behaviour, identifying target groups and stakeholders, searching the literature for evidence and ideas, and resource mobilisation. Students will also be introduced to formative research and the value of developing effective partnerships.
INDH5213 Goals, Objectives and Strategies
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int June Classes: 6-day intensive workshop Assessment: written assignment (no word limit) (90%) and class attendance (10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the third of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will develop the specific, measureable, achievable, realistic and time-limited (SMART) goal, objectives and strategies they and their community will use to address the identified priority health issue. They will understand how and when to use the three broad types of strategies in health promotion - education, mobilisation, and advocacy - to effectively address the factors contributing to the health issue. They will further explore relevant theories and models that will assist the development process and analyse and critique case studies of effective health promotion programs. Students will also be introduced to process, impact and outcome evaluation.
INDH5221 Communication
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int August Classes: 5 day intensive workshop Assessment: written assignment and development of promotional materials (60%), development and recording of a radio sting (30%) and class attendance (10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the fourth of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. This unit of study introduces students to the fundamental role of communication in health promotion and its theory and practice. Students will explore, define and understand the role of interpersonal, small group, limited and mass reach communication in changing attitudes, beliefs, values and behaviour. They will be introduced to social marketing theory and practice and will gain practical experience in this area, which also includes social media. Students will also explore case studies of effective communication campaigns that have used education, mobilisation and advocacy to influence individual behaviour, impact on populations and change the minds of decision-makers.
INDH5224 Research and Evaluation
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int Sept Classes: 5 day intensive workshop Assessment: 1x written assignment (no word limit) (30%), presentation (60%) and class attendance (10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the fifth of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will explore the role of evaluative, descriptive and intervention research in Aboriginal and Torres Strait Islander health promotion and define and understand the different methodologies used in quantitative and qualitative research . They will examine ethical issues in research and identify research methods that will assist their communities in identifying health issues and effective solutions without causing harm or being exploitative. Students will also understand how and when to conduct process, impact and outcome evaluations that will encourage transparency and accountability and provide evidence of the effectiveness of their health promotion program.
INDH5227 Art, Science and Politics of Prevention
Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater Session: Int November Classes: 5 day workshop Prerequisites: INDH5211, INDH5212, INDH5213, INDH5221, INDH5224 Prohibitions: INDH5226 Assessment: 1x written assignment (100%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This is the last of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will be introduced to and learn from highly regarded national and international health professionals who have used art, science and politics to effect significant changes to the policy and practice of preventative health. Students will also reflect on and apply the knowledge and skills learned throughout their academic year by producing a comprehensive presentation and written report. The presentation will be delivered to a panel of health promotion professionals and will demonstrate the skills and knowledge each student has mastered. The panel will provide feedback to assist students to complete their written report. The written report (due six weeks later) will include a detailed description of their community profile, priority health issue, target group and stakeholders, and the goal, objectives and strategies they and their community will implement to effectively address their health issue. Students will also be required to include an evaluation plan and to demonstrate their understanding of health promotion theories and models, literature searching and research methodologies. The report will demonstrate the student's knowledge of health promotion tools and processes and will be developed in partnership with their workplace and community, where applicable.
Textbooks
Keleher H. & MacDougall C. (2011). Understanding Health: Third Edition. Oxford University Press, South Melbourne.