phcm9041 foundations in public health and health care systems · phcm9041 foundations in public...

POSTGRADUATE PROGRAMS School of

PUBLIC HEALTH AND COMMUNITY MEDICINE

PHCM9041

Foundations in Public Health and Health Care Systems

Semester 1, 2014

© 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.

Course convenors Dr Roslyn Poulos Tel: +61 (2) 9385 2519 Fax: +61 (2) 9385 1036 Email: [email protected] Dr Jo Travaglia Tel: +61 (2) 9385 8339 Fax: +61 (2) 9663 4926 Email: [email protected] Dr Lesley Halliday Tel: +61 (2) 9385 1009 Email: [email protected] 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

UNSW School of Public Health and Community Medicine i

Contents Course outline

Welcome 1 Course staff 1 Course information 2 Learning and teaching rationale 2 Undertaking postgraduate education 3 Course aim 4 Teaching strategies and learning outcomes 4 Assessment 6 Readings and resources 17 Continual course improvement 17 Additional support to students 18 Tutorial Guide 20 Course schedule 28

Course Modules Module 1: What is public health? 1.1 Module 2: Measuring population health 2.1 Module 3: Infectious disease control 3.1 Module 4: Chronic, non-communicable disease 4.1 Module 5: Social determinants of health 5.1 Module 6: The health of Australia’s First Peoples 6.1 Module 7: Health care systems 7.1 Module 8: Pressing environmental issues in public health 8.1 Module 9: Introducing health policy 9.1 Module 10: Health impact assessment 10.1 Module 11: Management in public health and health services 11.1 Module 12: Public health advocacy 12.1 Module 13: Evidence-based public health 13.1

UNSW School of Public Health and Community Medicine 1

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: [email protected] Dr Joanne Travaglia BSocSt (Hons), MEd, PhD Tel: +61 (2) 9385 8339 Fax: +61 (2) 9663 4926 Email: [email protected] Dr Lesley Halliday Psych BSc (Hons1), PhD, AFCHSM Tel: +61 (2) 9385 1009 Email: [email protected] 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.

mailto:[email protected]

PHCM9041 Foundations in Public Health and Health Care Systems

2 UNSW School of Public Health and Community Medicine

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.

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



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 [email protected] 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


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: [email protected] Tel: 02 9385 2504 External TELT Support: Email: [email protected], Tel: 02 9385 3331

https://student.unsw.edu.au/moodle

http://teaching.unsw.edu.au/students






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.

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_obes.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 responses to HIV/AIDS in the world.1 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%202005-2008.pdf

http://www0.health.nsw.gov.au/resources/publichealth/hsnsw/pdf/adult_smoking_health_stat.pdf



http://www0.health.nsw.gov.au/resources/publichealth/hsnsw/pdf/falls_health_statistics_r.pdf



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.

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 dates: 5am 13th June 2014- 5am 17th 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’.



4. Tutorial participation 20% of total marks There will be five tutorials for this course that will run during the following weeks: 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 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:

• 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

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.



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 drop-box, 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.

https://student.unsw.edu.au/turnitin-support

Course Outline


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 ([email protected])

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.


http://www.sphcm.med.unsw.edu.au/current-students/student-resources



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.

http://www.lc.unsw.edu.au/

http://www.brookes.ac.uk/library/skill/plagiarism.html

Course Outline


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 all-round 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

http://www.lc.unsw.edu.au/plagiarism

https://my.unsw.edu.au/student/academiclife/Plagiarism.pdf


http://subjectguides.library.unsw.edu.au/elise



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


http://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf

http://web.med.unsw.edu.au/infoskills/cite.htm


http://www.lc.unsw.edu.au/olib.html#Referencing

http://www.lc.unsw.edu.au/linkc.html

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.

http://www.bookshop.unsw.edu.au/



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: http://www.it.unsw.edu.au/index.html Tel: +61 (2) 9385 1333 Email: [email protected] Location: 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: 02 9385 2650 Location: 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

https://www.it.unsw.edu.au/students/policies/index.html

http://www.it.unsw.edu.au/index.html

http://www.library.unsw.edu.au/

http://www.library.unsw.edu.au/servicesfor/PGandH.html

http://subjectguides.library.unsw.edu.au/eliseplus

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: [email protected] 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

http://info.library.unsw.edu.au/psl/guides/opto/optokey.html

http://info.library.unsw.edu.au/psl/guides/opto/optokey.html

http://subjectguides.library.unsw.edu.au/

http://subjectguides.library.unsw.edu.au/publichealth


http://www.sphcm.med.unsw.edu.au/current-students


http://sphcm.med.unsw.edu.au/sites/default/files/sphcm/About_SPHCM/SPHCM_Prospectus.pdf

http://www.ohs.unsw.edu.au/ohs_students/index.html

https://my.unsw.edu.au/student/atoz/Complaints.html

http://www.studentequity.unsw.edu.au/



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-scenario-based-learning-innovative-approach-bring-it-all-together Errington, E. (2005) Creating Learning Scenarios, Palmerston North, New Zealand: Cool Books.

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, 279-281. 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.



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.

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, 279-281. DOI:10.1370/afm.1506.



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., Miskewitch-

Dzulynsky, 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.

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.



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 workers-

an 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., Miskewitch-

Dzulynsky, 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

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 workers-

an 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.



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 Important Diary Dates

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 non-communicable 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


Tutorial 2

14/04/14 Week 7

Health care systems - Module 7

Dr Jo Travaglia/ Dr Lesley Halliday

Tutorial 3

18-27/04/13 Uni break

28/04/14 Week 8 Introducing health Policy - Module 9

Prof Anthony Zwi

Tutorial 4

Practice exam available

05/05/14 Week 9 Health impact assessment for public health – Module 10

Dr Patrick Harris

Tutorial 5


12/05/14 Week 10

Evidence based public health – Module 13

A/Prof Ros Poulos


19/05/14 Week 11

Public health advocacy – Module 12

Dr Sally Nathan

Assignment 2 due 25/05/14 @ 12 midnight (Sydney time)


26/05/14

Week 12 Pressing environmental issues in public health - Module 8



13 -15/06/14

Online examination.

90 consecutive minutes.

Exam opens 5 am 13th 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.

phcm9041 foundations in public health and health care systems · phcm9041 foundations in public...

Documents