letterhead template
Background
To complete the unit, a
ief practice reflection task must be submitted. Students will reflect upon PUBH632 content in terms of: (a) how it relates to and extends their existing knowledge and skills; and
(b) how they believe it will inform their future practice and support them in meeting relevant competency standards.
Assessment specifications
Due date
7 November XXXXXXXXXX:00 pm)
Weighting
10%
Length and/or format
800 words
Purpose
To enable students to reflect upon their learning within the unit, and how it relates to competency standards for public health practice
Learning outcomes
1 and 4
Submission
Turnitin (via the PUBH632 LEO page)
Feedback
Marks and feedback will be provided via LEO
Assessment criteria
See marking ru
ic below
Referencing
APA6
Instructions
Your practice reflection is an opportunity to reflect on PUBH632 as a whole, and consider how it relates to practice. “Relates to practice” should be thought of in two ways: (1) relates to your past practice and existing knowledge/skills [marking criterion 1]; and (2) relates to your future career and practice, and the public health competency standards that underpin that [marking criterion2].
For the purposes of this unit, you should consider the Foundation Competencies for Master of Public Health Graduates in Australia, with a focus on the Health Policy, Planning and Management area of practice (units of competency 10-13).
As in other units, the
ief guide to reflective writing from Griffith University will assist in organising your submission.
Referencing
APA6 is the required referencing style for this assessment task. Please ensure that you are familiar with the formatting and usage requirements for this style. Aside from the ACU Li
ary materials provided, you may wish to use the Academic Referencing Tool from the La Trobe University Li
ary.
Turnitin: Turnitin is a tool used to assist in the detection of referencing problems and/or plagiarism. Turnitin generates a similarity index for a document: that is, what percentage of the document contains material that is matched to accessible sources. Presence of similarity does not necessarily
PUBH632: Public Health Law & Policy
Assessment Task 3: Practice reflection
indicate plagiarism: there are many reasons why similar text is discovered in student documents. Turnitin often classifies reference lists themselves as “similar”—this is similarity, but not plagiarism.
Marking ru
ic
In line with section 5.1 of ACU’s Assessment Policy, all assessment marking and grading must be criterion-referenced and use standards-based grading. Assessment criteria and standards are related to unit learning outcomes. Student performance on a task is evaluated against each criterion, and according to the set standards of achievement for that criterion.
Assessment criteria and standards for this task are provided in the following ru
ic. Each criterion is marked according to a five-point standard, from “poor” to “excellent”, with a descriptor for each standard. Within each standard there is a small marking range that further differentiates
Your final mark for the task reflects evaluation against all criteria.
Relevant PUBH632 learning outcomes: Assessment task 3
1. Demonstrate specialised knowledge of public health law and policy in terms of function, importance and relevance to public health practice (GA: 2, 5)
4. Evaluate the applicability and practical effects of public health legislative schemes to particular situations in public health practice, particularly those modifying the rights (or behaviours) of individuals (GA: 1, 2, 3, 8)
PUBH632: Assessment Task 3 marking ru
ic
Assessment criteria and related unit learning outcome(s)
Weight
Standard achieved
Excellent
Very good
Good
Fai
Poo
1. Consideration of unit content relative to existing knowledge and skills
Reflection on the extent to which unit content relates to existing knowledge/skills
LO1: specialised knowledge of public health law/policy and relevance to public health practice
LO4: evaluate applicability of public health law to practice
1
Submission demonstrates very high level of reflection on how unit content related to existing knowledge/skills
(4½–5 marks)
Submission demonstrates substantial level of reflection on how unit content related to existing knowledge/skills
(3½–4 marks)
Submission demonstrates satisfactory level of reflection on how unit content related to existing knowledge/skills
(2½–3 marks)
Submission demonstrates limited reflection on how unit content related to existing knowledge/skills
(1½–2 marks)
Submission demonstrates very little (or no) reflection on how unit content related to existing knowledge/skills
(0–1 marks)
2. Application to future practice and relationship to competency standards
Speculation on how the unit content will support future work as a public health practitioner, especially in terms of meeting competency standards
LO1: specialised knowledge of public health law/policy and relevance to public health practice
LO4: evaluate applicability of public health law to practice
1
Potential links between unit content and future practice very clearly articulated, with tangible example(s) of how content relates to competency standards
(4½–5 marks)
Potential links between unit content and future practice clearly articulated, with well- founded example(s) of how it relates to competency standards
(3½–4 marks)
Potential links between unit content and future practice satisfactorily discussed, with appropriate example(s) of how it relates to competency standards
(2½–3 marks)
Potential links between unit content and future practice only partly discussed, with limited example(s) of how it relates to competency standards
(1½–2 marks)
Potential links between unit content and future practice barely discussed, with weak example(s) of how it relates to competency standards
(0–1 marks)
Total marks: 10
ii
Foreward
This update of the Australian Public Health Graduate competency guide builds
upon the significant first edition of this national core competency framework
document produced in 2009 by the Australian Network of Academic Public
Health Institutions (ANAPHI). Funding for its development through a complex
Delphi process was provided through the Public Health Education and Research
Program (PHERP) administered by the Department of Health and Ageing. The
original guide was developed through contributions from numerous public health
experts from academic institutions, community organisations and public sector
organisations including the Department of Health and Ageing.
This revised guide was developed under the auspices of Council of Academic
Public Health Institutions Australia (CAPHIA) and involved input from all 23
Australian universities offering a Master of Public Health (MPH) program in
2015. Due to the widespread usage of the original MPH competencies document
for the design of both MPH and undergraduate public health programs, this
eview has expanded the context of the competencies for this dual purpose. The
eview process was coordinated by Shawn Somerset, Priscilla Robinson
and Helen Kelsall.
iii
The authors of the 1st edition were:
Bill Genat Melbourne School of Population Health,
University of Melbourne
Priscilla Robinson School of Public Health, La Trobe University
Elizabeth Parker School of Public Health,
Queensland University of Technology
The revision editors of this 2nd edition were:
Shawn Somerset Faculty of Health Sciences, Australian Catholic University
Priscilla Robinson Department of Public Health, La Trobe University
Helen Kelsall School of Public Health and Preventive Medicine,
Monash University
Membership of the CAPHIA Working Group were:
Council of Academic Public Health Institutions Australia (CAPHIA)
November 2016
iv
CAPHIA includes the following member institutions:
Australian National University, The Research School of Population Health
Charles Darwin University, Menzies School of Health Research
Curtin University of Technology, School of Public Health
Deakin University, School of Health and Social Development
Edith Cowan University, School of Exercise and Health Sciences
Flinders University, Department of Public Health
Griffith University, Public Health, School of Medicine
James Cook University, College of Public Health, Medical and Veterinary Sciences
La Trobe University, School of Psychology and Public Health
Monash University, School of Public Health and Preventive Medicine
Queensland University of Technology, School of Public Health and Social Work
To
ens University, School of Public Health
University of Adelaide, School of Population Health
The University of Melbourne, School of Population and Global Health
University of Newcastle, School of Medicine and Public Health
University of New South Wales, School of Public Health and Community Medicine
University of Queensland, School of Public Health
University of South Australia, School of Population Health
University of the Sunshine Coast, School of Health and Sports Sciences
University of Sydney, Sydney School of Public Health
University of Tasmania, School of Medicine and Paramedicine
University of Western Australia, School of Population Health
University of Wollongong, School of Health and Society
Western Sydney University, School of Science and Health
AFFILIATED MEMBERS
Australasian Faculty of Public Health Medicine
Australian Catholic University
University of Canbe
a
University of Notre Dame
Website: http:
www.caphia.com.au
v
Purpose 1
Underlying Assumptions 3
Practice Goals within the Competencies 4
Relevance of the Australian Qualifications Framework (AQF) 5
The 2015 REVIEW 6
Public Health Graduate Competencies 8
Areas of Practice 8
Area of Practice: Health Monitoring and Surveillance 9
Area of Practice: Disease Prevention and Control 11
Area of Practice: Health Protection 13
Area of Practice: Health Promotion 15
Area of Practice: Health Policy, Planning and Management 17
Area of Practice: Evidence-based Professional Population Health Practice 20
Appendix 1: Historical Aspects of Australian Public Health Training 23
Public Health Education and Research Program (PHERP) 23
ANAPHI: An Historical Context 23
Indigenous Public Health: Closing the Gap 24
Public Health Workforce Training in Australia 24
Emerging Public Health Problems and Surge Capacity 27
Public Health Workforce Training: The International Context 28
Appendix 2: Underpinning Knowledge for Indigenous Public Health
Competencies 29
Underpinning Knowledge for Indigenous Public Health Elements of Competence 29
Appendix 3: Background to the Original Foundation Competencies for
Public Health Graduates in Australia 33
A Competency Based Education Framework for MPH Programs 35
References and Bibliography 37
Table of Contents
1
Purpose
In view of the diversity of the field of Public Health, and indeed of the various
undergraduate Public Health and Master of Public Health (MPH) courses across
Australia, this document describes a comprehensive spectrum of competencies
to benchmark cu
iculum development in MPH and Public Health undergraduate
degree programs in Australia. The first edition of the foundation competencies
was originally intended for MPH programs. Since the publication of the initial
MPH competency document in 2009, there has been a significant increase in
the number of undergraduate Public Health focused degree programs on offer
in Australia, many of which have used the 2009 document to inform cu
iculum
development. In view of this changing context of public health education, the
competency themes outlined are assumed to be relevant to both undergraduate
and postgraduate courses.
This revised framework is offered as a guide to Public Health degree program
cu
iculum development. It is envisaged that the document will:
• support academic teaching programs to build their own cu
icula
• guide participation in shared cu
icula where programs lack specialist
capacity
• enable cross-referencing in cu
iculum review processes
• be referenced in course handbooks
• assist in course planning with students
• provide a communication resource which encompasses the
oad and
diverse spectrum of the Public Health discipline
• inform career planning and development for students and graduates of
Public Health and
• support accreditation processes.
The guide will also enable benchmarking against various international
equirements in the Public Health employment sector.
The competency framework