POSTGRADUATE PROGRAMS
School of
PUBLIC HEALTH AND
COMMUNITY MEDICINE
PHCM9041
Foundations in
Public Health
and Health Care
Systems
Semester 1, 2014
Course convenors
Dr Roslyn Poulos
Tel: +61 (2) 9385 2519
Fax: +61 (2) 9385 1036
Email: r.poulos@unsw.edu.au
Dr Jo Travaglia
Tel: +61 (2) 9385 8339
Fax: +61 (2) 9663 4926
Email: j.travaglia@unsw.edu.au
Dr Lesley Halliday
Tel: +61 (2) 9385 1009
Email: l.halliday@unsw.edu.au
Address:
School of Public Health and Community Medicine
Faculty of Medicine
University of New South Wales
Sydney NSW 2052
The following members of the School of Public Health and Community Medicine
have also shared their expertise by contributing material to the course notes. We
would like to express our appreciation for their assistance.
A/Professor Mark Ferson
Communicable Disease Control
Ms Elizabeth Harris & A/Prof Lynn Kemp
Social Determinants of Health
Mr Ben Harris-Roxas & Dr Patrick Harris
Health Impact Assessment
A/Prof Melissa Haswell
Pressing environmental issues in public health
Mr Alan Hodgkinson
The Australian Health Care System
Management in Public Health
Muru Marri Indigenous Health Unit
Indigenous Health
Dr Sally Nathan
Public Health Advocacy
Professor Anthony Zwi
Introducing Health Policy
© 2014. The School of Public Health and Community Medicine and, University of New South Wales.
CRICOS Provider No: 00098G. Previously published material in this book is copied on behalf of the
University of New South Wales pursuant to Part VB of the Copyright Act as amended.
Contents
Course outline
Welcome
Course staff
Course information
Learning and teaching rationale
Undertaking postgraduate education
Course aim
Teaching strategies and learning outcomes
Assessment
Readings and resources
Continual course improvement
Additional support to students
Tutorial Guide
Course schedule
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17
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Course Modules
Module 1:
Module 2:
Module 3:
Module 4:
Module 5:
Module 6:
Module 7:
Module 8:
Module 9:
Module 10:
Module 11:
Module 12:
Module 13:
What is public health?
Measuring population health
Infectious disease control
Chronic, non-communicable disease
Social determinants of health
The health of Australia’s First Peoples
Health care systems
Pressing environmental issues in public health
Introducing health policy
Health impact assessment
Management in public health and health services
Public health advocacy
Evidence-based public health
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2.1
3.1
4.1
5.1
6.1
7.1
8.1
9.1
10.1
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i
Welcome
A warm welcome to the course. We hope you find this an enjoyable introduction to
public health. The aim of the course is to provide you with an appreciation of the
scope of public health and health care services; foster your interest in public health
and health care management, and develop your skills in accessing and interpreting
information relevant to the provision of public health and health care services.
Course staff
Course convenors
Associate Professor Roslyn Poulos
MB BS MPH PhD FAFPHM
Tel: +61 (2) 9385 2519
Fax: +61 (2) 9385 1036
Email: r.poulos@unsw.edu.au
Dr Joanne Travaglia
BSocSt (Hons), MEd, PhD
Tel: +61 (2) 9385 8339
Fax: +61 (2) 9663 4926
Email: j.travaglia@unsw.edu.au
Dr Lesley Halliday
Psych BSc (Hons1), PhD, AFCHSM
Tel: +61 (2) 9385 1009
Email: l.halliday@unsw.edu.au
This year we have three coursework convenors. Ros is a public health physician, Fellow
of the Australasian Faculty of Public Health Medicine and associate professor in the
School. Ros has wide ranging interests in the field of public health medicine, with
specific interests in injury prevention, and the translation of research into policy and
practice. Jo is the Director of the Health Management Program and brings many years
of experience in the Australian healthcare system as a health care manager and as a
health services researcher. Her specific interest is in the quality and safety of care, in
particular for vulnerable groups. Lesley is a psychologist, an Associate Fellow of the
Australian College of Health Service Management and a lecturer in the School. Lesley
works closely with Jo delivering the Master of Health Management program. She is
broadly interested in patient experiences to inform care provision and quality and safety
of health care delivery, as well as management and leadership in multidisciplinary health
care teams.
Course facilitators
The course convenors will be assisted by a team of qualified public health and health
management practitioners. You will be assigned a course facilitator and tutorial group by
the 3rd week of term. Your course facilitator will lead you through your tutorial work,
steer you in the right direction if you have questions about accessing resources,
academic referencing and assignment requirements, and mark and provide feedback on
your assignments.
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PHCM9041 Foundations in Public Health and Health Care Systems
Course information
Units of credit
This course is a core course of the Master of Public Health and the Master of Health
Management Programs, comprising 6 units of credit towards the total required for
completion of the study program.
Course mode
This course is offered in internal and external mode in Semester 1 each year.
Pre-requisites
1. Academic
This course serves as an introduction to the Master of Public Health and the Master
of Health Management Programs, and as such, there are no academic prerequisites
required, other than those necessary to gain entry to the postgraduate program. This
course is designed to be taken as your first course in your Master’s program. The
course will introduce a number of concepts and ideas that will be taken up in more
detail by other core and elective courses.
2. Technical
Internet access is essential for the duration of this course for the following
reasons: important messages will be communicated to you electronically; some of
the required readings can only be accessed via the Internet; and assessment tasks
must be submitted electronically.
You require a zPass and a UNSW student email account.
Learning and teaching rationale
This course is designed for students studying in internal mode and external mode.
External students are advised to follow the same course schedule as that being
followed by internal students (see course schedule at the end of this course guide).
There are a total of thirteen modules this semester. Each module is ‘self-contained’
so the order in which we study them is not important. The modules address different
aspects of public health and health care systems at a foundation level. Some of the
topics you are introduced to in this course will be covered in more detail in other core
courses, or may be available to you to study, in-depth, as elective courses.
The course broadly follows the recommended texts, but each module delves a little
deeper into selected topic areas, and provides you with further reading material. The
assessment tasks allow you the opportunity to reflect on the material covered in the
modules thereby consolidating your knowledge of public health and health care
systems.
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Course Outline
A series of tutorials this semester will explore the issues surrounding influenza
vaccination for health care workers. Internal students will attend five face-to-face
tutorials over the semester, while external students will participate in online tutorials.
Tutorials provide an opportunity for you to meet (or interact online) and engage with
your colleagues, and to apply some of the public health principles you are learning to
the topics at hand.
If you have questions arising from the notes, or questions about the assignments,
please, in the first instance, ask them either in class or in your tutorial, or by using
the “Questions and Answers” discussion forum in Moodle. We have always found
that if one student has a question, then there are at least several others who would
like to know the answer.
We will communicate important messages by Moodle or email to your UNSW email
account. So please check these on a weekly basis.
Undertaking postgraduate education
For many of you, this will be the first subject you study at a postgraduate level, and it
may have been quite a while since you were last at university. Most postgraduate
students have very busy lives, with work and family commitments, which are in
addition to their study commitments. It’s easy to fall behind, and it’s amazing how
quickly the weeks slip by!
Follow these simple rules to ensure you make it through this course:
1.
If you are undertaking this course as an internal student then it is important
you set aside a regular 1- hour time period each week to read through your
module notes and readings. We suggest that this is best done a day or so
following your attendance at class. Be firm about this time period and stick to it.
This will reinforce what you have heard in class, and make tackling your
assignments much easier.
If you are undertaking this course as an external student set aside a regular
3- hour time period each week to read through your module notes. Be firm
about this time period – if you were studying on campus it would take you this
amount of time to travel to, and attend class. We think it is best if you select a
particular day of the week to “attend your class”, and stick to it. Be
warned…..while distance education offers flexibility and makes education
accessible for students who live and work too far away from campus, it
requires considerable commitment from you.
2.
Pace yourself, and prioritise. You may not have time to read all readings in
great detail, so concentrate on those that seem most important, skim through
those that seem less so. Read optional readings if you have time.
3.
At all times, undertake your study with a view to your assessment tasks. Keep
them in mind as you read your notes and start your assignments as early as
you can. You should start thinking about the first assignment activity as soon
as you have finished the first week’s module. Begin by drafting an outline, then
start collecting relevant material and references. Make sure you fill in your
outline with some text each week. Come back to the assignment regularly and
refine it as you learn more each week from your modules. Spend the last week
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PHCM9041 Foundations in Public Health and Health Care Systems
tidying the whole thing up, ready to submit on the due date. This is a much
better way to attack the assignments than to leave them till the last minute –
they inevitably take longer than you anticipate.
4.
Follow the semester timetable carefully. This will help you keep up, and to
meet assignment deadlines.
5.
Extensions can only be granted to students under extenuating circumstances.
If you encounter extenuating circumstances that requires an application for an
extension, please contact Dr Lesley Halliday at l.halliday@unsw.edu.au as
soon as possible.
Course aim
The aim of this course is to provide you with a solid foundation in the
field of public health, and to provide a basis upon which your further
study in the Master of Public Health or the Health Management
Programs can be built.
Course outcomes
The outcomes for this course are to enable you to:
•
•
•
•
•
•
•
•
•
•
Demonstrate understanding of the principles of public health and its role in
improving the health of the community
Access and interpret data and information for public health purposes
Discuss the public health management of communicable and non-communicable disease
Identify some of the determinants of health and disease in populations and
discuss the management of risk factors
Recognise the public health needs of population subgroups, particularly Australia’s
Indigenous people, and discuss reasons for differences in health status
Outline environmental health issues demonstrating a basic understanding of the
key issues and concepts
Describe the Australian Health Care System, and understand how it compares
to systems internationally
Outline the policy making process in relation to health and consider the impact
of policy and programs on health
Discuss the importance of effective management practice and organisational
factors for health service contexts and for public health projects and programs.
Explain the importance of intersectoral collaboration in public health and the role
of advocacy in achieving public health outcomes
Teaching strategies and learning outcomes
The modules are the central focus of your learning this semester, and the notes
have been prepared for you by the course convenors and a number of invited
experts. A number of readings have been recommended and these will help to
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Course Outline
further develop your knowledge in the field. Course notes and readings are available
for purchase from the UNSW Bookshop.
While most resources have been printed for you, many of the resources you will
require as you work through your module notes are accessible via the internet. Use of
the internet and an ability to navigate around relevant health web sites is a core skill for
public practitioners and health managers, so please consider these activities as part of
the learning process. If you hate typing in long web addresses, then you will be
pleased to know that the links to the recommended web sites are active within the
online pdf version of the course notes. Therefore, it is simply a matter of downloading
the pdf file, and clicking on the links.
The assessment tasks for this have a practical focus and are designed to assist you
to engage with the course material, to develop familiarity with public health
resources, to promote critical thinking, and to provide you with practice in concise
scientific writing.
Online learning component
UNSW Moodle is a learning management system that supports
university learning and teaching by extending the face-to-face learning
environment to online learning spaces and providing virtual
classrooms for distance learning courses. See:
https://student.unsw.edu.au/moodle
The purpose of the online component is to provide:
1.
A discussion facility (“Questions and Answers”) for you to raise any
questions arising during semester. Unless questions are of a personal
nature, please do not email us directly. We will check the Q & A forum at
least twice weekly and address any issues raised.
2.
A means for external students to participate in tutorials.
3.
A place for you to submit your assessment tasks. For further details see
“Submitting your assignments”.
4.
A practice exam – you can practice viewing questions and submitting
answers. Use this facility to get used to the technology in preparation for
the final online exam.
The address to login to the online component is: http://teaching.unsw.edu.au/students
Guidance for using UNSW Moodle
The School runs an eLearning tutorial during residential week at the start of each
semester. If you are unable to attend this tutorial, guidance for using UNSW Moodle,
including some basic tips, can be found at: https://student.unsw.edu.au/moodle
If you are still experiencing difficulties with UNSW Moodle please contact:
Xanthe Lawson, SPHCM Educational Designer:
Email: x.lawson@unsw.edu.au Tel: 02 9385 2504
External TELT Support:
Email: externalteltsupport@unsw.edu.au, Tel: 02 9385 3331
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PHCM9041 Foundations in Public Health and Health Care Systems
Assessment
Details of assessment weighting
1. Report Card Assignment: Part A
Weight: 10%
Due date: Midnight 30/3/14 (Sydney time)
Submission format: Electronic submission via Turnitin (Moodle) with document
in one of the following formats: MS Word or rtf (rich text format). PDF format is
NOT ACCEPTABLE. (See details on submitting via Turnitin (Moodle) under
Submission of Assignments)
2. Report Card Assignment: Part B
Weight: 40%
Due date: Midnight 25/05/2014 (Sydney time)
Submission format: Electronic submission via Turnitin (Moodle) with document
in one of the following formats: MS Word or rtf (rich text format). PDF format is
NOT ACCEPTABLE. (See details on submitting via Turnitin (Moodle) under
Submission of Assignments)
3. End of semester exam (open book)
Weight: 30%
Due date: opens at 5am Friday 13th June, and closes at 5am Tuesday 17th
June (Sydney time)
Submission Format: Online examination (via Moodle) of 90 minutes continuous
duration.
4. Tutorial participation – 20%
Weight: 20%
Due dates: Contribution to team activity and group discussion in
Tutorial 1:
Week of 17/03/14
Tutorial 2:
Week of 07/04/14
Tutorial 3:
Week of 14/04/14
Tutorial 4:
Week of 28/04/14
Tutorial 5:
Week of 05/05/14
Important note: The Report Card Assignment Part A is regarded as formative
assessment and is designed to give you an indication that you are on the right track,
and writing academically. However, you are required to pass the Report Card
Assignment Part B and the end of semester exam to satisfactorily complete this
course.
All work which is assessed is expected to be your own individual work. It is essential
that you abide by academic standards and that submitted work is not the result of
collusion or plagiarism. Please see UNSW definition of collusion and plagiarism in the
course notes.
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Course Outline
Details of assessment requirements
1. Report Card Assignment
For assessment 1 and 2, you are required to gather and present information on HIV/AIDS.
Background
You are a public health practitioner in the Department of Health (state or national –
you may choose). You have been asked to write a public health “report card” on
HIV/AIDS for your department. It will be used by health services, public health
students and health managers. The following links provide examples of three report
cards from the NSW Ministry of Health:
•
Adult Smoking
http://www0.health.nsw.gov.au/resources/publichealth/hsnsw/pdf/adult_smoking_health_stat.pdf
•
Overweight and obesity
http://www0.health.nsw.gov.au/resources/publichealth/hsnsw/pdf/adult_overweight_and_o
bes.pdf
•
Falls among older people
http://www0.health.nsw.gov.au/resources/publichealth/hsnsw/pdf/falls_health_statistics_r.pdf
You have been given some latitude in deciding whether the report card you write is
on the topic of HIV/AIDS within the entire Australian population, or HIV/AIDS in one
or more particular Australian populations e.g. people who inject drugs. Therefore, it
is important that the start of your report card clearly states what you are reporting on.
For example the report card on adult smoking clearly defines what it is about:
“This report card provides a snapshot of tobacco smoking in the population
aged 16 years and over in NSW. This Report Card was produced by the
Population Health Division of NSW Health.”
This assessment task has a deliberate “Australian” focus because Australia’s prompt
and rational actions have placed it at the forefront of best-practice population health
1
responses to HIV/AIDS in the world.
Report Card Assignment Part A contains two sections:
1. Provide information on the epidemiology and risk factors for HIV/AIDS in
Australia, including how the disease is transmitted, trends over time, and
particular at-risk populations within Australia (750 words).
2. Provide a very brief comparison of the prevalence of HIV/AIDS in Australia to
that occurring in a low or middle income country of your choice (e.g. is there
1
Commonwealth of Australia (2005), National HIV/AIDS Strategy. Revitalising Australia’s Response 2005-2008.
Available at
http://www.ashm.org.au/images/hiv%20national%20strategy/5th%20national%20hiv%20aids%20strategys%2020052008.pdf
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PHCM9041 Foundations in Public Health and Health Care Systems
a marked difference in prevalence? Is the prevalence in various
subpopulations different? (250 words).
[Please note, the aim of section 2 is simply to highlight differences in prevalence which
may reflect differences in policy responses between countries. You will be looking at
policy responses as you prepare Report Card Assignment Part B, and might like to come
back and think about this as you progress through the course].
Your work must be referenced using the Vancouver, Harvard or APA reference system.
Assessment criteria for Report Card Assignment (Part A)
This task helps you meet the following outcomes for this course:
•
•
•
Access and interpret data and information for public health purposes
Identify some of the determinants of health and disease in populations
Recognise the public health needs of population subgroups, and discuss reasons for
differences in health status
In assessing your work we will be looking at the following:
•
•
•
•
Evidence to show an understanding of, and ability to source, interpret and reflect
on relevant public health information.
Clear expression.
Referencing which is undertaken accurately and as necessary.
Adherence to word limit and format requirements (Please note: The word limit will be
checked during marking).
Report Card Assignment (Part B) is the final, fully detailed report
card (40% of total marks)
The final version of your report card (which is due at the start of week 11) is to be
submitted using the form provided in the ‘Assessment’ section of the course homepage
in Moodle. It will be no more than 8 pages long when the text is inserted correctly. It will
contain between 1,500 and 2,000 words, with diagrams and charts as necessary, and
the last page will contain only references. You may decide on the exact headings and
areas that you cover, but you must ensure the report card has a public health focus and
not a clinical focus. See the three examples provided above as a guide on what your
report card might contain. Please note however, there is no need to try and format your
document in columns as has been done in these examples.
You may use the information you submitted for Assignment 1 (Part A of your report
card) however, you will need to add considerably more information to what you
presented in Assignment 1 by including other relevant material for a report card,
such as the public health actions that government is taking to reduce the spread of
HIV/AIDs in Australia or in your particular subpopulation group. An important source
of information for you will be government policy documents. You may also like to
raise issues of continuing concern and areas for which further policy response may
be required. [Please note, you are not required to make any comparisons with other
countries in the report card]
Your work must be referenced using the Vancouver, Harvard or APA reference system.
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Course Outline
Assessment criteria for Report Card Assignment (Part B)
This task helps you meet the following outcomes for this course:
•
•
•
•
•
Demonstrate understanding of the principles of public health and its role in
improving the health of the community
Discuss the public health management of communicable disease
Identify some of the determinants of health and disease in populations and
discuss the management of risk factors
Consider the impact of policy and programs on health
Explain the importance of intersectoral collaboration in public health and the role
of advocacy in achieving public health outcomes
In assessing your work we will be looking at the following:
•
•
•
•
An ability to access and interpret relevant resources from a range of information
sources.
A depth of analysis, evidence of critical thinking and conclusions supported by
evidence.
Referencing which is undertaken accurately and as necessary.
Adherence to word limit and format requirements (Please note: The word limit
will be checked during marking).
3. End of semester exam (open book)
This is an open book, timed exam that you will complete online.
It comprises three questions that require short answer responses. You will have 30
minutes to answer each question (90 minutes in total to complete the exam). You will
be given one question at a time and when that question is complete and you have
clicked on the ‘next’ button, you will be able to see the second question, etc. You
cannot move BACKWARDS, so ensure that you do not click the ‘next’ button until
you have finished your answer. Two questions will have a public health focus, and
one question will have a public health management focus. Questions of equal
difficulty will be randomly generated, so different students will receive different
questions. Once you have started the exam, it CANNOT BE STOPPED, so BEFORE
commencing the exam, ensure that you have 90 uninterrupted minutes to complete
the exam and have access to your books and notes.
Responses must be written in your own words. Submitted answers will be checked
for plagiarism.
The exam will be available for you to access, via Moodle between the following
th
th
dates: 5am 13 June 2014- 5am 17 June 2014 (Sydney time), which occurs during
the official University Exam period. Students must complete the exam between the
designated dates.
To take the exam please go to the ‘Assessment’ section of the course homepage,
and click on the link under ‘Assessment 3: End of semester exam’.
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PHCM9041 Foundations in Public Health and Health Care Systems
4. Tutorial participation
20% of total marks
There will be five tutorials for this course that will run during the following weeks:
Tutorial 1:
Tutorial 2:
Tutorial 3:
Tutorial 4:
Tutorial 5:
Week of 17/03/14
Week of 07/04/14
Week of 14/04/14
Week of 28/04/14
Week of 05/05/14
Tutorial format: This year’s tutorials will be based around a ‘scenario’ addressing the
issue of influenza vaccination for health care professionals.
This is a relevant topic for public health practitioners and managers, and the debate
around whether vaccination should be compulsory for those who work in healthcare
environments is one which will help to stimulate discussion and learning.
Internal tutorial group members will form ‘teams’ containing around five students. In
each tutorial, teams will be given details of one research article that they are required
to access, read and summarise for a three minute mini presentation in the following
tutorial. The mini presentations will form the basis for a group discussion around a
particular aspect of influenza vaccination for health care workers that will be
facilitated by your tutor.
External (online) students will contribute to discussion topics over five weeks related
to the same scenario as internal students. Research article references will be
provided, and students are to select ONE to review, prior to contributing to an online
discussion
For further details: refer to the Tutorial Guide at the end of the course outline.
Assessment criteria for Tutorials
In assessing your contributions to the tutorial, we will be looking at the following:
•
10
The quality of your engagement and contribution, that is
o
Contribution in all 5 tutorials
o
Engagement with team tutorial tasks
o
Engagement with peer discussion
o
Considered and thoughtful input into discussion
UNSW School of Public Health and Community Medicine
Course Outline
Grading and marking
Grades to be used in this course are represented by the following symbols (and
corresponding range of marks):
HD (85%-100%), DN (75%-84%), CR (65%-74%), PS (50%-64%), FL (<50%)
HD
This grade represents a High Distinction. This level of performance involves all of the
characteristics of a DN performance but also a level of excellence that makes it
outstanding. The level of originality, creativity, or depth of thought and understanding
shown would be higher than normally expected for postgraduate students. It
demonstrates a higher order of critical thinking and reflection than that demonstrated at
the level of DN.
DN
This grade represents a Distinction. This level of performance involves all of the
characteristics of a CR performance but also a level of originality, creativity, or depth of
thought and understanding. The work might involve a high level of abstract thinking, or
the ability to take an idea or an application into a new context, understand the demands
of that context and make modifications. Specific assessment criteria relevant to this
assignment are adequately addressed and ALL aspects well done. (This distinguishes it
from a CR in which one or two aspects may be incomplete or otherwise not well done.)
CR
This grade represents a Credit. The assignment or project comes together to make a
broadly coherent whole. The response answers the question, makes a good argument,
draws on appropriate evidence, and shows some selectivity and judgment in deciding
what is important and what is not. Communication is clear and effective. Specific
assessment criteria relevant to this assignment are adequately addressed. (One or two
aspects may not be well done but the overall result is still MORE THAN satisfactory).
PS
This grade represents a pass. The student has demonstrated understanding of the
basic aspects of the topic, but they may be minimally integrated and fail to make a
convincing coherent statement or argument. Written work may be descriptive rather
than analytical. It may rely too much on retelling other sources such as texts and
module notes, with little evidence that the student is capable of transforming these into
a personal understanding. Significant elements of the assignment are treated
superficially. Assessment criteria relevant to the assignment are sufficiently addressed
to warrant a PS however the overall standard is no more than satisfactory.
FL
This grade represents a clear fail. This grade is used when the student has
misunderstood the point of the assignment, or failed to address the most important
aspects of the topic. In other words a substantial failure, which would need major work
before it could be passed.
NOTE: Students are expected to meet UNSW standards of academic writing
and in particular must meet standards of referencing described by the
Learning Centre. Failure to reference correctly may limit marks to PS or
below. Plagiarism or collusion will result in an automatic FL.
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PHCM9041 Foundations in Public Health and Health Care Systems
Submitting your assignments (Moodle)
1.
You are required to submit your assignments electronically via Moodle. This
course will use the Turnitin similarity detection software in Moodle. All
assignments must be submitted electronically via the Turnitin assignment dropbox, available in the Moodle course site, by the due date.
(Turnitin is an originality checking and plagiarism prevention tool that enables submitted
written assignments to be checked for plagiarism including improper citation or
misappropriated content. Each assignment submitted to Turnitin is checked against the
submitted assignments of other students as well as the internet and key resources
selected by the course convenor. Student assignments submitted to Turnitin will remain
in the Turnitin database for an unknown period.)
If you are unfamiliar with the Turnitin software, a demonstration can be found
at https://student.unsw.edu.au/turnitin-support
2.
You can view the originality report of your submission and resubmit as often
as you wish until the assignment due date. This will help you in self-reviewing
and revising your submission until the due date. Please note that draft
assignments submitted in this way will be regarded as the final version at the
due date if you have not uploaded a subsequent, finalised version (each file
uploaded overwrites the previous version). No resubmissions will be allowed
after the due date and time of the assignment.
IMPORTANT: The first submission generates an originality report almost
immediately. For the second or subsequent submissions there is a 24 hour
delay between time of submission and the originality report being available.
You will need to allow for 24 hours before your assignment due date and time,
if you want to see an originality report before submitting the final version.
3.
Only use your student ID to identify yourself in your assignment (DO NOT
INCLUDE YOUR NAME). All assignments submitted to the Turnitin database
will be used to determine whether other students in your course, and in the
future, have plagiarised or inappropriately included work that is not their own.
Therefore, personal details (such as your name and/or contact details which
can be used to identify you) should be removed from your papers to protect
your privacy.
4.
You will need to include your student ID, course code, date and assignment
title in the header or footer on every page, and in the file name.
5.
You are not required to submit a coversheet with your assignment. Instead,
there is a checkbox within the Turnitin dropbox that you will need to tick in
order to submit your assignment. By ticking the checkbox you are confirming
that the work you are submitting is entirely original.
6.
After you submit your file, Turnitin will display a digital receipt in your browser
window. If you can't see a receipt it means that you have not successfully
submitted your file. A copy of the receipt is also sent to your e-mail address.
Save the receipt and the paper ID it contains, as this is proof of a completed
submission.
7.
More details on assignment submission will be available within your Moodle
course site.
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UNSW School of Public Health and Community Medicine
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8.
In order to be fair to those students who submit their assignments by the due
date, all late assignments (unless extension or exemption has been previously
agreed) will drop a grade. This rule applies if the assignment is one day or one
week late. Assignments will continue to drop a grade for each additional week
overdue.
9.
Extensions will ONLY be granted to students suffering extenuating
circumstances. Requests for extensions must be made before the due date.
Medical certificate/supporting documentation may be required. Application for
extension MUST be made by email to Dr Lesley Halliday
(l.halliday@unsw.edu.au)
10.
Assignments (unless extension or exemption has been previously agreed) will
not be marked if submitted after other students' assignments have been
returned.
11.
Only FL assignments can be resubmitted. The maximum grade that can be
achieved after re-marking is a PS (50%).
12.
See School website for more information on Assessment Guidelines
www.sphcm.med.unsw.edu.au/current-students/student-resources
Feedback on assessment
You will be provided with individualised feedback on your assignment via Moodle.
You will be marked according to the marking criteria listed earlier. The aim of any
feedback is to help you to identify your strengths and weaknesses, and to improve
your academic writing skills.
This course is for many students their first postgraduate experience. Consequently,
some students discover they have to learn a number of new skills and do less well
than they expected. This should be viewed as a valuable learning experience and not
a disaster! We are always delighted each semester to see considerable overall
improvement in the quality of work between the early and later assignments because
this indicates that students are mastering academic and public health skills.
Academic honesty and plagiarism
At UNSW plagiarism is a form of academic misconduct and is viewed very seriously.
The following notes describe what plagiarism is and where you can obtain additional
information about it. It is part of your responsibility as a student of UNSW to ensure
that you understand what plagiarism is, so that you avoid it in any of your
assignments and other academic work.
What is plagiarism?
Plagiarism is using the words or ideas of others and presenting them as your own.
Plagiarism is a type of intellectual theft. It can take many forms, from deliberate
cheating to accidentally copying from a source without proper acknowledgement,
that is referencing.
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PHCM9041 Foundations in Public Health and Health Care Systems
The basic principles are that you should not attempt to pass off the work of another
person as your own, and it should be possible for a reader to locate information and
ideas you have used by going to the original source material. Acknowledgement
should be sufficiently accurate to enable the source to be located quickly and easily.
If you are unsure whether, or how, to acknowledge your source material, consult
your lecturer or visit The Learning Centre.
UNSW groups plagiarism into the following categories: *
•
Copying: using the same or very similar words to the original text or idea
without acknowledging the source or using quotation marks. This also applies
to images, art and design projects, as well as presentations where someone
presents another person’s ideas or words without credit
•
Inappropriate paraphrasing: changing a few words and phrases while
mostly retaining the original structure and information without
acknowledgement. This also applies in presentations where someone
paraphrases another’s ideas or words without credit. It also applies to piecing
together quotes and paraphrases into a new whole, without referencing and a
student’s own analysis to bring the material together
•
Duplication: submitting your own work, in whole or in part, where it has
previously been prepared or submitted for another assessment or course at
UNSW or another university
•
Collusion: working with others but passing off the work as a person’s
individual work. Collusion also includes providing your work to another
student before an assignment is due, or for the purpose of them plagiarising
at any time, paying another person to perform an academic task, stealing or
acquiring another person’s academic work and copying it, offering to
complete another person’s work or seeking payment for completing academic
work.
The School recognises and encourages the need of external students to have
contact with each other and where possible collaborate in their studies. However,
there have been instances where students have copied each other's material and
submitted it as their own – this is an example of collusion. Lecturers are alert to this
practice. You should not work with any other student to answer assignment
questions and submit the same or very similar work as someone else unless it is a
group assignment. Also, is it not acceptable to submit an assignment which has
been submitted by a student in a previous year or submit an assignment which is
substantially similar to one you have submitted for another course.
*These categories are adapted from by Oxford Brookes University (UK) Plagiarism Information Skills, Oxford Brookes
University Library Skills Resource www.brookes.ac.uk/library/skill/plagiarism.html
Where can I find more information?
In many cases, plagiarism can be the result of inexperience or poor academic skills,
rather than the deliberate intention to deceive. The University has adopted an
educative approach to plagiarism and developed a range of resources to support
students, which are outlined below.
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UNSW School of Public Health and Community Medicine
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The University has also developed a clear set of procedures for managing serious
and repeat instances of plagiarism. These require a set of formal processes be
undertaken to investigate students’ academic standards. A range of penalties can be
applied by the University if a student is found to have plagiarised.
1. UNSW’s Plagiarism & Academic Integrity Website
This site aims to address three issues that often result in plagiarism: unfamiliarity
with the concept of plagiarism; knowing how it occurs, and developing the necessary
academic skills to avoid plagiarism. As a student, you will be able to use this
collection of resources (worked examples, activities and links) to improve your allround academic literacy and, consequently, reduce the possibilities for plagiarism.
More information is available at: www.lc.unsw.edu.au/plagiarism. UNSW has also
produced a booklet to assist you with essential information for avoiding plagiarism:
https://my.unsw.edu.au/student/academiclife/Plagiarism.pdf
2. The Learning Centre
The Learning Centre provides a range of programs and resources for students
including website materials, workshops, individual tuition and online tutorials to aid
students in:
•
•
•
correct referencing practices and citation practices;
paraphrasing, summarising, essay writing, and time management;
appropriate use of, and attribution for, a range of materials including text,
images, formulae and concepts.
Individual assistance is available on request from The Learning Centre
(www.lc.unsw.edu.au).
Students are also reminded that careful time management is an important part of
study and one of the identified causes of plagiarism is poor time management.
Students should allow sufficient time for research, drafting, and the proper
referencing of sources in preparing all assessment items.
3. The Elise Study Skills tutorial
ELISE (Enabling Library & Information Skills for Everyone) is an online tutorial to
help you understand how to find and use information for your assignments or
research. It will help you to search databases, identify good quality information and
write assignments. It will also help you understand plagiarism and how to avoid it.
The Elise Study Skills tutorial (subjectguides.library.unsw.edu.au/elise) is highly
recommended to Postgraduate students in their first semester of study. On
completion, students will be able to:
•
•
•
Understand the need for citing information and be able to use appropriate
referencing styles
Conform with conventions and requirements relating to the access and use of
information
Understand and abide by copyright laws
4. Turnitin
Turnitin is an originality checking and plagiarism prevention tool that enables
submitted written assignments to be checked for plagiarism including improper
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PHCM9041 Foundations in Public Health and Health Care Systems
citation or misappropriated content. Each assignment submitted to Turnitin is
checked against the submitted assignments of other students as well as the Internet
and key resources (including library databases, text-book publishers, digital
reference collections, subscription-based publications, homework helper sites and
books) as selected by the course convenor.
Some courses may require all students in that course to submit their work into
Turnitin when they submit their work. However, academics can also use it to check
an individual student’s assignment when they are marking it. You can find out more
about Turnitin here: https://student.unsw.edu.au/moodle
Addressing plagiarism and academic misconduct
As a postgraduate student you need to be aware that any allegation of plagiarism
needs to be investigated by the School and that if the allegation is proven, the
student is placed on the UNSW Student Plagiarism and Misconduct Register.
Plagiarism varies in its extent and seriousness and procedures are in place that deal
with plagiarism through education and referral to the Learning Centre to more formal
reprimands and penalties depending on the seriousness of the plagiarism and
previous history of the student. Penalties for students found guilty of repeated
plagiarism can include a reduction in marks, failing a course, or for more serious
matters, suspension or exclusion from the University.
For more information on academic misconduct you can refer to:
www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf
Referencing
It is your responsibility to learn one of the accepted academic methods for
acknowledging sources of information (citing references). Guidelines for
acknowledging sources of information can be found on the following websites:
Faculty of Medicine
http://web.med.unsw.edu.au/infoskills/cite.htm
SPHCM
www.sphcm.med.unsw.edu.au/current-students/student-resources
The Learning Centre
http://www.lc.unsw.edu.au/olib.html#Referencing and
http://www.lc.unsw.edu.au/linkc.html
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UNSW School of Public Health and Community Medicine
Course Outline
Readings and resources
Learning resources for this course consist of the following:
1.
The course notes with readings
2.
The Moodle (online learning) component
3.
The essential text, Lin V., Smith J., Fawkes S. with Robinson P. and Chaplin S.
Public Health Practice in Australia: The organised effort. Crows Nest: Allen &
Unwin Australia, 2014.
This is an excellent resource that will serve you well throughout your public
health and health management studies. You will be asked to read sections of
the text to supplement your course notes, and you will find it a useful reference
for your assignments. It is available in the UNSW library and bookshop. The
bookshop website address is: http://www.bookshop.unsw.edu.au
4.
Additional text (recommended but not essential), Duckett S.J. The Australian
Health Care System. Fourth Edition. Melbourne: Oxford University Press,
2011.
This text is also available in the UNSW library and bookshop. It provides an
excellent account of all aspects of the Australian Health Care System.
Continual course improvement
Periodically student evaluative feedback on both courses and teaching is gathered.
The UNSW's Course and Teaching Evaluation and Improvement (CATEI) Processes
are used along with student focus groups, student forums, and at times additional
evaluation and improvement instruments developed in consultation with the Faculty
of Medicine's Program Evaluation and Improvement Group. Student feedback is
taken seriously, and continual improvements are made to the course based in part
on such feedback.
Evaluation activities across the Faculty are strongly linked to improvements and
ensuring support for learning and teaching activities for both students and staff.
In order to improve this course we will ask you for your views about the course
towards the end of semester. In the light of feedback received from students in
previous years, we have made modifications to module topics, assignments
(included options for international students), and added public health discussion
topics to the online component of the course.
UNSW School of Public Health and Community Medicine
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PHCM9041 Foundations in Public Health and Health Care Systems
Additional support to students
IT requirements for UNSW students
Our courses have online components which have been developed and are taught on
the assumption that all students meet the UNSW IT Requirements Policy. Viewable
online at: https://www.it.unsw.edu.au/students/policies/index.html
UNSW IT Service Desk (UNSW Moodle support)
The IT Service Desk is your central point of contact for assistance and support with
UNSW Moodle, UniPass, zPass, UniMail, UniWide, zMail and Anti-virus software.
Contact them directly for assistance with IT related matters, including UNSW
Moodle:
Website:
Tel:
Email:
Location:
http://www.it.unsw.edu.au/index.html
+61 (2) 9385 1333
itservicecentre@unsw.edu.au
UNSW Library
UNSW library support
Staff at the library can help you:
•
•
•
find information resources for your assignments
access electronic resources & databases
advise you on library and information services.
Information about UNSW library assistance is available at:
Library Homepage:
http://www.library.unsw.edu.au/
Postgraduate Services: http://www.library.unsw.edu.au/servicesfor/PGandH.html
Tel:
Location:
02 9385 2650
UNSW Library, Level 2 Service desk
Library resources
Online training and resources
There are a variety of online tutorials and resources available to Postgraduate
students to help equip you with the information skills you will need to get started in
your program such as: searching databases (which include videos and screen
captures), evaluating different types of resources like peer-reviewed journals and
websites, and citing references. These resources are designed to help students
learn more about: searching for information to complete assignments and projects,
and self-directed learning. It is highly recommended that students complete the
Online Information Skills Tutorial prior to commencing their studies and
assignments. http://subjectguides.library.unsw.edu.au/eliseplus
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UNSW School of Public Health and Community Medicine
Course Outline
Subject guides
Use these guides as a quick and easy pathway to locating resources in your subject
area. These excellent guides bring together the core web and print resources in one
place and provide a one click portal into the online resources.
UNSW Library Subject Guides: http://subjectguides.library.unsw.edu.au/
Public Health and Community Medicine Subject Guide:
http://subjectguides.library.unsw.edu.au/publichealth
Learning Centre
The Learning Centre provides a wide range of workshops and study skill resources
to students enrolled in degree programs at the University. Students can access
information on: Essay and assignment writing, Exam skills, Reading and writing
skills, Referencing and plagiarism, Organisation skills, Oral presentations. See:
http://www.lc.unsw.edu.au
Administrative matters
All administrative matters are covered comprehensively on the SPHCM Website.
Check for details on how to access email, obtain your zPass etc. at:
www.sphcm.med.unsw.edu.au/current-students
See the school website for information on school assessment guidelines:
www.sphcm.med.unsw.edu.au/current-students/student-resources
If you do not have a prospectus you can pick one up from the Postgraduate
Coursework Office, Level 2 Samuels Building or download if from the web.
http://sphcm.med.unsw.edu.au/sites/default/files/sphcm/About_SPHCM/SPHCM_Prospectus.pdf
For any further assistance, you can contact:
Postgraduate Office
School of Public Health and Community Medicine
The University of New South Wales
Level 2, Samuels Building
UNSW Sydney NSW 2052, Australia
T: + 61 (2) 9385 1699
F: + 61 (2) 9385 1526
E: postgrad-sphcm@unsw.edu.au
Other matters
Occupational Health & Safety: http://www.ohs.unsw.edu.au/ohs_students/index.html
Complaints procedures: https://my.unsw.edu.au/student/atoz/Complaints.html
Equity & Diversity: www.studentequity.unsw.edu.au
UNSW School of Public Health and Community Medicine
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PHCM9041 Foundations in Public Health and Health Care Systems
FOUNDATIONS IN PUBLIC HEALTH AND
HEALTH SERVICES MANAGEMENT
TUTORIAL GUIDE
Purpose of the tutorials
1.
To develop your understanding of the concepts being studied by providing an
opportunity for deeper and more critical engagement with Public Health issues
and challenges
2.
To allow you to practise a wide range of transferrable (key) skills including
communication and presentation skills, as well as help you to develop effective
strategies for learning
3.
To facilitate collaboration with your peers and group learning
4.
Provide an opportunity for you to ask questions, and clarify assessment
requirements
Background
In our tutorial sessions we aim to explore and discuss together the background and
the significance of influenza vaccination for health care professionals using
‘scenario-based learning’. Scenario-based Learning (SBL) presents issues,
challenges and dilemmas linked to a given situation (in this case, influenza
vaccination), and requires you to critically apply knowledge relevant to that situation
to reach a workable solution or optimum outcome. SBL is seen as an effective way
to get you closer to the realities of public health through the construction and
deconstruction of authentic learning experiences (Errington, 2005). It is also effective
to promote the development of other capabilities, such as communication, teamwork,
self-directed learning, reflective practice, ethical practice and the appreciation of
social and cultural aspects of professional practice (Balasooriya, 2012).
The tutorial sessions will be facilitated only, the information and learning will be
provided by you, the students, who will bring wide ranging experiences and expertise
from our global community to the course.
References
Balasooriya C. (2012). Scenario-Based Learning: An innovative approach to bring it all
together. Accessed on 2/10/13 at: http://teaching.unsw.edu.au/connections-seminar-scenariobased-learning-innovative-approach-bring-it-all-together
Errington, E. (2005) Creating Learning Scenarios, Palmerston North, New Zealand: Cool
Books.
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UNSW School of Public Health and Community Medicine
Course Outline
Week 1 Tutorial: Week of 17/03/2014
Internal (on campus) students: This is a ‘meet and greet’ session with your
tutor. You can take this opportunity to get to know other students in your group,
discuss any queries about the course, expectations for assessment work, and
accessing resources.
Your tutor will also introduce the following scenario topic that will form the basis for
future tutorials.
You have been invited, as a public health manager to lead a
working party within your health service to consider the issue of
influenza vaccinations for your staff. You need to decide who should
be part of the working party, and be able to manage and lead your
team effectively and make informed decisions in response to
several issues and challenges regarding influenza vaccination.
You will also be assigned to a team of around 5 students in this session.
For tutorial 2 (07/04/2014), your team are required to review ONE of the following
articles (your tutor will tell you which article your team needs to read).
1.
Leggat, S.G. (2007). Effective healthcare teams require effective team
members: defining teamwork competencies. BMC Health Services Research,
7:17. DOI: 10.1186/1472-6963-7-17.
2.
Mickan, S.M. (2005). Evaluating the effectiveness of health care teams.
Australian Health Review, 29(2), 211–217.
3.
Salas, E., Cooke, N.J. and Rosen, M.A. (2008). On Teams, Teamwork, and
Team Performance: Discoveries and Developments. Human Factors: The
Journal of the Human Factors and Ergonomics Society, 50, 540.
DOI: 10.1518/001872008X288457.
4.
Salas, E., DiazGranados, D., Weaver, S.J. and King, H. (2008). Does Team
Training Work? Principles for Health Care. Academic Emergency Medicine, 15,
1002-1009.
5.
Salas, E., Wilson, K.A., Murphy, H.K. and Salisbury, M. (2008).
Communicating, Coordinating, and Cooperating When Lives Depend on It:
Tips for Teamwork. The Joint Commission Journal on Quality and Patient
Safety, 34(6), 333-341.
6.
Taplin, S.H.,Foster, M.K. and Shortell, S.M. (2013). Organizational Leadership
for Building Effective Health Care Teams. Annals Family Medicine, 11, 279281. DOI:10.1370/afm.1506.
In tutorial 2, your tutor will chose ONE of your team to present a 3 minute summary
of the research article. Your tutor could choose any team member, so you all must
have read and summarised the article in case you are chosen.
UNSW School of Public Health and Community Medicine
21
PHCM9041 Foundations in Public Health and Health Care Systems
The 3 minute summary presentation should contain the following information:
•
•
•
•
a brief background of what the paper is investigating
the research methods used, if appropriate
the main points the paper addresses and what it concludes
it SHOULD NOT just paraphrase the abstract
External students: Your first tutorial will occur online using Moodle. You are
required to post under the section “TUTORIAL DISCUSSION QUESTIONS” ‘Tutorial 1’, a response to the following:
Introduce yourself to your online tutorial group and tell us why you
have chosen to study public health, what in particular interests you
about it, and what prior education or experience you have in the
area (if any).
Your online tutor will be online during the week to welcome you to the course and
moderate your postings. You can post at any time this week until Midnight on
Sunday (23/03/2014) when the discussion closes.
Week 2 Tutorial: Week of 07/04/2014
Internal students: This session will start with the 3 minute presentations of the
research article that teams were assigned to review in the last session.
You will then discuss, as a whole group, the following question:
Who would you choose to be part of your working party and why?
What issues and challenges might you encounter bringing together
professionals from different backgrounds, and leading such a
group? How will you manage competing priorities as you formulate
a working plan to implement vaccination in your staff?
Ready for tutorial 3, your tutor will indicate which ONE of the following research
articles your team has to read and summarise ready for presentation next time:
1.
Burls, A., Jordan, R., Barton, P., Olowokure, B., Wake, B., Albon, E., and
Hawker, J. (2006). Vaccinating healthcare workers against influenza to protect
the vulnerable- Is it a good use of healthcare resources? A systematic review
of the evidence and an economic evaluation. Vaccine, 24(19), 4212-4221.
2.
Buxton Bridges C, Kuehnert MJ. & Hall CB. (2003). Transmission of Influenza:
Implications for Control in Health Care Settings. Clinical Infectious Diseases,
37: 1094–1101.
3.
Stewart, A. M., Cox, M. A., & O’Connor, M. E. (2011). Influenza vaccination of
the health care workforce: A literature review. George Washington University
School of Public Health and Health Services.
4.
Newall AT, Scuffham PA. (2008). Influenza-related disease: the cost to the
Australian healthcare system. Vaccine, 26(52):6818–6823.
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UNSW School of Public Health and Community Medicine
Course Outline
5.
Poland, G.A., Tosh, P. & Jacobson, R.M. (2005). Requiring influenza
vaccination for health care workers: seven truths we must accept. Vaccine, 23,
2251-2255.
6.
Stott, D. J., Kerr, G., & Carman, W. F. (2002). Nosocomial transmission of
influenza. Occupational Medicine, 52(5), 249-253.
Please be on time for this tutorial as presentations of the research article summaries
will need to be completed before the class discussion can start.
External students: Read ONE or more of the following articles, and respond to/
discuss the tutorial question by using and citing the article(s) you have chosen. Place
your response under the “Tutorial 2” thread. You can post at any time this week until
Midnight on Sunday (13/04/2014) when the discussion closes.
Tutorial question:
Who would you choose to be part of your working party and why?
What issues and challenges might you encounter bringing together
professionals from different backgrounds, and leading such a group?
How will you manage competing priorities as you formulate a working
plan to implement vaccination in your staff?
Your tutor will be on line regularly during the week to facilitate the discussion that
you will generate. Please try to engage as much as possible throughout the week, as
this will maximise the learning opportunity that this activity presents.
1.
Leggat, S.G. (2007). Effective healthcare teams require effective team
members: defining teamwork competencies. BMC Health Services Research,
7:17. DOI: 10.1186/1472-6963-7-17.
2.
Mickan, S.M. (2005). Evaluating the effectiveness of health care teams.
Australian Health Review, 29(2), 211–217.
3.
Salas, E., Cooke, N.J. and Rosen, M.A. (2008). On Teams, Teamwork, and
Team Performance: Discoveries and Developments. Human Factors: The
Journal of the Human Factors and Ergonomics Society, 50, 540.
DOI: 10.1518/001872008X288457.
4.
Salas, E., DiazGranados, D., Weaver, S.J. and King, H. (2008). Does Team
Training Work? Principles for Health Care. Academic Emergency Medicine, 15,
1002-1009.
5.
Salas, E., Wilson, K.A., Murphy, H.K. and Salisbury, M. (2008).
Communicating, Coordinating, and Cooperating When Lives Depend on It:
Tips for Teamwork. The Joint Commission Journal on Quality and Patient
Safety, 34(6), 333-341.
6.
Taplin, S.H.,Foster, M.K. and Shortell, S.M. (2013). Organizational Leadership
for Building Effective Health Care Teams. Annals Family Medicine, 11, 279281. DOI:10.1370/afm.1506.
UNSW School of Public Health and Community Medicine
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PHCM9041 Foundations in Public Health and Health Care Systems
Week 3 Tutorial: Week of 14/04/2014
Internal students: This session will start with the 3 minute presentations of the
research articles your team were assigned to review in the last session.
You will then discuss, as a whole group, the following question:
What evidence is there to suggest that vaccination for influenza in
health care workers should be implemented in your staff, and which
staff should be included?
Ready for tutorial 4, your tutor will indicate which ONE of the following research
articles your team has to read and summarise ready for presentation next time:
1.
Corace, K., Prematunge, C., McCarthy, A., Nair, R.C., Roth, V., Hayes, T.,
Suh, K.N., Balfour, L. & Garber, G. (2013). Predicting influenza vaccination
uptake among health care workers:what are the key motivators? American
Journal of Infection Control, 41, 679-684.
2.
Hollmeyer, H., Hayden, F., Mounts, A. and Buchholz, U. (2013), Review:
interventions to increase influenza vaccination among healthcare workers in
hospitals. Influenza and Other Respiratory Viruses, 7: 604–621. doi:
10.1111/irv.12002.
3.
Sawyer, M. H., Peddecord, K. M., Wang, W., DeGuire, M., MiskewitchDzulynsky, M., & Vuong, D. D. (2012). A public health initiative to increase
annual influenza immunization among hospital health care personnel: The San
Diego Hospital Influenza Immunization Partnership. American Journal of
Infection Control, 40(7), 595-600.
4.
Seale et al. (2009) Attitudes amongst Australian hospital healthcare workers
towards seasonal influenza and vaccination. Influenza and Other Respiratory
Viruses 4(1), 41–46.
5.
Stuart MJ. (2012). Review of strategies to enhance the uptake of seasonal
influenza vaccination by Australian healthcare workers. Commun Dis Intell,
36(3): E268–E276
6.
Ward, K., Chow, M. Y. K., King, C. and Leask, J. (2012), Strategies to improve
vaccination uptake in Australia, a systematic review of types and effectiveness.
Australian and New Zealand Journal of Public Health, 36: 369–377. doi:
10.1111/j.1753-6405.2012.00897.x
Please be on time for this tutorial as presentations of the research article summaries
will need to be completed before the class discussion can start.
External students: Read ONE or more of the following articles, and respond to/
discuss the tutorial question by using and citing the article(s) you have chosen. Place
your response under the “Tutorial 3” thread. You can post at any time this week until
Midnight on Sunday (20/04/2014) when the discussion closes.
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UNSW School of Public Health and Community Medicine
Course Outline
Tutorial question:
What evidence is there to suggest that vaccination for influenza in
health care workers should be implemented in your staff, and which
staff should be included?
1.
Burls, A., Jordan, R., Barton, P., Olowokure, B., Wake, B., Albon, E., &
Hawker, J. (2006). Vaccinating healthcare workers against influenza to protect
the vulnerable- Is it a good use of healthcare resources? A systematic review
of the evidence and an economic evaluation. Vaccine, 24(19), 4212-4221.
2.
Buxton Bridges C, Kuehnert MJ. & Hall CB. (2003). Transmission of Influenza:
Implications for Control in Health Care Settings. Clinical Infectious Diseases,
37: 1094–1101.
3.
Stewart, A. M., Cox, M. A., & O’Connor, M. E. (2011). Influenza vaccination of
the health care workforce: A literature review. George Washington University
School of Public Health and Health Services.
4.
Newall AT, Scuffham PA. (2008). Influenza-related disease: the cost to the
Australian healthcare system. Vaccine, 26(52):6818–6823.
5.
Poland, G.A., Tosh, P. & Jacobson, R.M. (2005). Requiring influenza
vaccination for health care workers: seven truths we must accept. Vaccine, 23,
2251-2255.
6.
Stott, D. J., Kerr, G., & Carman, W. F. (2002). Nosocomial transmission of
influenza. Occupational Medicine, 52(5), 249-253.
Week 4 Tutorial: Week of 28/04/2014
Internal students: This session will start with the 3 minute presentations of the
research articles you were assigned to review in the last session.
You will then discuss, as a whole group, the following question:
What barriers do you think you will face in trying to ensure universal
influenza vaccinations among your staff, and what strategies could
your team put in place to ensure the vaccination of as many staff as
possible?
In tutorial 5, there will be NO team presentations instead the whole group will take
part in a discussion around ethical issues in vaccination for health professionals. To
help you to prepare for the session, and to allow you to contribute to the discussion,
you are required to choose and read at least ONE of the following references:
1.
Chapter 19 in Lin, Smith & Fawkes (set text)
2.
Helms, C., Polgreen, P., Issacs, D. & Leask, J. (2008). Head to Head: Should
influenza vaccination be mandatory for healthcare workers, YES or NO? BMJ,
337, 1026-1027.
UNSW School of Public Health and Community Medicine
25
PHCM9041 Foundations in Public Health and Health Care Systems
3.
Isaacs, D. (2012). An ethical framework for public health immunisation
programs. NSW Public Health Bulletin 23(6) 111-115.
4.
Poland GA. (2010). Mandating influenza vaccination for health care workers:
Putting patients and professional ethics over personal preference. Vaccine 28
(2010) 5757–5759
5.
Steckel, C. (2007). Mandatory influenza immunization for health care workersan ethical discussion. AAOHN Journal, 55(1), 34-39.
6.
Street, J.M. & Delany, T.N. (2012). Guidelines in disrepute: a case study of
influenza vaccination of healthcare workers. Australian and new Zealand
Journal of Public Health, 36, 357-363.
External students: Read ONE or more of the following articles, and respond to/
discuss the tutorial question by using and citing the article(s) you have chosen. Place
your response under the “Tutorial 4” thread. You can post at any time this week until
Midnight on Sunday (04/05/2014) when the discussion closes.
Tutorial question:
What barriers do you think you will face in trying to ensure universal
influenza vaccinations among your staff, and what strategies could your
team put in place to ensure the vaccination of as many staff as possible?
1.
Corace, K., Prematunge, C., McCarthy, A., Nair, R.C., Roth, V., Hayes, T.,
Suh, K.N., Balfour, L. & Garber, G. (2013). Predicting influenza vaccination
uptake among health care workers: what are the key motivators? American
Journal of Infection Control, 41, 679-684.
2.
Hollmeyer, H., Hayden, F., Mounts, A. and Buchholz, U. (2013), Review:
interventions to increase influenza vaccination among healthcare workers in
hospitals. Influenza and Other Respiratory Viruses, 7: 604–621. doi:
10.1111/irv.12002.
3.
Sawyer, M. H., Peddecord, K. M., Wang, W., DeGuire, M., MiskewitchDzulynsky, M., & Vuong, D. D. (2012). A public health initiative to increase
annual influenza immunization among hospital health care personnel: The San
Diego Hospital Influenza Immunization Partnership. American journal of
infection control, 40(7), 595-600.
4.
Seale et al. (2009) Attitudes amongst Australian hospital healthcare workers
towards seasonal influenza and vaccination. Influenza and Other Respiratory
Viruses 4(1), 41–46.
5.
Stuart MJ. (2012). Review of strategies to enhance the uptake of seasonal
influenza vaccination by Australian healthcare workers. Commun Dis Intell,
36(3): E268–E276
6.
Ward, K., Chow, M. Y. K., King, C. and Leask, J. (2012), Strategies to improve
vaccination uptake in Australia, a systematic review of types and effectiveness.
Australian and New Zealand Journal of Public Health, 36: 369–377. doi:
10.1111/j.1753-6405.2012.00897.x
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UNSW School of Public Health and Community Medicine
Course Outline
Week 5 Tutorial: Week of 05/05/2014
Internal students: There are no team presentations this week, instead the whole
group will discuss the ethical issues that need to be considered when implementing
vaccination for health care workers.
What ethical issues surround influenza vaccination for healthcare workers?
Do you think that influenza vaccination for healthcare workers should be
mandatory or voluntary? Why or why not?
External students: As usual, your session will occur online using Moodle. Your
facilitator will be online to moderate your discussion. Get online as early in the week
as you can, so you can enjoy a robust discussion with your peers. Read ONE or
more of the following articles, and discuss the tutorial question by using and citing
the article(s) you have chosen. Place your response under the “Tutorial 5” thread.
You can post at any time this week until Midnight on Sunday (11/05/2014) when the
discussion closes.
Tutorial question:
What ethical issues surround influenza vaccination for healthcare workers?
Do you think that influenza vaccination for healthcare workers should be
mandatory or voluntary? Why or why not?
1.
Chapter 19 in Lin, Smith & Fawkes (set text)
2.
Helms, C., Polgreen, P., Issacs, D. & Leask, J. (2008). Head to Head: Should
influenza vaccination be mandatory for healthcare workers, YES or NO? BMJ,
337, 1026-1027.
3.
Isaacs, D. (2012). An ethical framework for public health immunisation
programs. NSW Public Health Bulletin 23(6) 111-115.
4.
Poland GA. (2010). Mandating influenza vaccination for health care workers:
Putting patients and professional ethics over personal preference. Vaccine 28
(2010) 5757–5759
5.
Steckel, C. (2007). Mandatory influenza immunization for health care workersan ethical discussion. AAOHN Journal, 55(1), 34-39.
6.
Street, J.M. & Delany, T.N. (2012). Guidelines in disrepute: a case study of
influenza vaccination of healthcare workers. Australian and new Zealand
Journal of Public Health, 36, 357-363.
UNSW School of Public Health and Community Medicine
27
PHCM9041 Foundations in Public Health and Health Care Systems
Course schedule
This course schedule lists the order in which modules will be presented to the internal students.
External students are advised to follow the same schedule, irrespective of the order of the
modules in the course notes. This schedule is accurate at the time of printing but is subject to
change. So please check Moodle each Monday before coming to class in case of any last minute
alterations. You are advised to note the dates of the assessment tasks in your diary now.
Date
Week
Module Topic
Lecturer
03/03/14
Week 1
What is public health?
and Measuring
population health Modules 1&2
A/Prof Ros
Poulos
10/03/14
Week 2
Social determinants of
health - Module 5
A/Prof Lynn
Kemp
17/03/14
Week 3
Infectious disease
control - Module 3
Prof Mark
Ferson
Tutorial 1: facilitator led
24/03/14
Week 4
Chronic noncommunicable disease Module 4
A/Prof Ros
Poulos/Prof
Nick Zwar Dr
Assignment 1 due
30/03/14 @ 12 midnight
(Sydney time)
31/03/14
Week 5
Management in public
health and health
services – Module 11
Dr Lesley
Halliday/ Dr Jo
Travaglia
07/04/13
Week 6
The health of
Australia’s first peoples Module 6
Muru Marri
Indigenous
Health Unit
Tutorial 2
14/04/14
Week 7
Health care systems Module 7
Dr Jo
Travaglia/ Dr
Lesley Halliday
Tutorial 3
Introducing health Policy
- Module 9
Prof Anthony
Zwi
Tutorial 4
Health impact
assessment for public
health – Module 10
Dr Patrick
Harris
Tutorial 5
18-27/04/13
28/04/14
05/05/14
Important Diary Dates
Uni break
Week 8
Week 9
Practice exam available
Practice exam available
12/05/14
Week 10
Evidence based public
health – Module 13
A/Prof Ros
Poulos
Practice exam available
19/05/14
Week 11
Public health advocacy
– Module 12
Dr Sally
Nathan
Assignment 2 due
25/05/14 @ 12 midnight
(Sydney time)
Practice exam available
26/05/14
13 15/06/14
Week 12
Pressing environmental
issues in public health Module 8
Online examination.
90 consecutive minutes.
Muru Marri
Indigenous
Health Unit
Practice exam available
th
Exam opens 5 am 13
June, and closes 5am
17th June (Sydney time)
*timetable is subject to change. Notification of any changes will be made in the Announcements
for PHCM9041 on Moodle.
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UNSW School of Public Health and Community Medicine