its practice reflectionyou have to write about this topic wht we lernt and how its helping in future its all about subject lectures
letterhead template Background To complete the unit, a brief 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 2018 (6:00 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 rubric 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 brief 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 Library materials provided, you may wish to use the Academic Referencing Tool from the La Trobe University Library. 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 rubric 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 rubric. 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 rubric Assessment criteria and related unit learning outcome(s) Weight Standard achieved Excellent Very good Good Fair Poor 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 review has expanded the context of the competencies for this dual purpose. The review 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 Torrens 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 Canberra 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 curriculum 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 curriculum 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 curriculum development. It is envisaged that the document will: • support academic teaching programs to build their own curricula • guide participation in shared curricula where programs lack specialist capacity • enable cross-referencing in curriculum review processes • be referenced in course handbooks • assist in course planning with students • provide a communication resource which encompasses the broad 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 requirements in the Public Health employment sector. The competency framework