HEALTH EDUCATION DEVELOPMENT

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Overview

In this subject, having completed their studies in PHE2HED, you 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 you 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 you 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.

Portfolio

Office of the Provost

School

Subject coordinator

Fernanda Nava Buenfil

Subject type

Undergraduate

Year level

Year Level 2 - UG

AQF level

Level 6 - Advanced Diploma

Available as elective

Yes

Available to study abroad / exchange students

Yes

Capstone subject
Capstones provide students with a way of integrating and applying knowledge and skills gained throughout their course.

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Subject instances

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Career ready

Work based learning (placement):No

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

Subject intended learning outcomes

On successful completion you will be able to:

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

In teams, apply cooperative learning theories and practices to the design and facilitation of health education in an ethical and responsible fashion.

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

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

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

Handbook