Empowering Individual Health focuses on the health care system in Australia. It aims to give students an understanding of the different elements that constitute the health care system in Australia and abroad. The unit will look at how the structure and funding of the health care system, as well as the political environment in which it operates, impacts life expectancy in a country, as well as how the elements of the health care system impact national and individual health enabling behaviours.

This unit provides an introduction to wellbeing through a reflective and strengths-based approach that seeks to enhance personal, social and community wellbeing. Students will be able to understand, analyse and synthesize personal and structural factors that influence wellbeing. When considering how these factors and how issues of social justice and equity have differential impacts on both individuals and communities, students will be able to develop relevant strategies for taking personal and social action to enhance wellbeing.

This unit will provide you with foundational concepts and factors relating to population health in our society. The social and environmental determinants of health will be introduced and their roles toward disease, health and wellbeing will be explored. The Australian health care system will be compared with alternative models to examine strengths and challenges in advancing population health.

This unit will provide you with foundational concepts and factors relating to population health in our society. The social and environmental determinants of health will be introduced and their roles toward disease, health and wellbeing will be explored. The Australian health care system will be compared with alternative models to examine strengths and challenges in advancing population health.

The unit introduces students to the health science workforce. It discusses professional issues, history and philosophy in health sciences as they relate to health promotion, health service management, therapeutic recreation and public health. In addition, this unit explores the career pathways for health science students, discusses the Australian health system, and examines the impacts of potential changes in the health system to a career in health science. This unit helps students define what area within health science they would like to examine and study in more detail.

This unit introduces students to professional issues, history and the philosophy in health sciences: health promotion, health service management and therapeutic recreation. Theories and key concepts of health promotion, health service management and therapeutic recreation are introduced. Students will be introduced to an understanding of human development and the health science processes. Students will examine how human growth and development influences development of socio-economic, cultural, gender, environmental, health science issues. Students will begin an electronic portfolio to help them take more control over their education and assist students to make connections with their learning experiences while building critical and reflective skills.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health. It does so by addressing the determinants of health and equity issues, in addition to providing individuals and communities with the skills and knowledge to make healthy lifestyle choices and to improve health outcomes. Theoretical underpinnings of the various approaches to health promotion are explored in this unit. In addition, factors that enhance and limit health promotion are analysed in conjunction with bigger picture approaches of working with policy. The evidence-based practice for health promotion is outlined together with the need to move beyond education. Approaches to health promotion at the individual, community and population level are explored, including particular considerations for working with Indigenous people.

Health Promotion is everyone's business. All health professionals should seek opportunities to promote health equity and social justice, to support healthy lifestyle choices and to connect communities with appropriate health and social services. To do this effectively, health professionals must work collaboratively with communities. This unit focuses on theories and principles that support community-centred transformative action in health promotion, and how to apply them in various local, national and global contexts. Students will be introduced to concepts and practice related to community engagement, participation, development and empowerment; community capacity and resilience-building. There will also be a focus on community identity, social justice and ethical considerations associated with working with communities. Particular focus is made on approaches to working with Aboriginal and Torres Strait islander peoples, marginalised and vulnerable communities.

The unit introduces fundamental concepts of public health. Public health is examined from individual, community, historical, contemporary, cultural, gender, ethnic, economic, political, environmental, population, emergency and epidemiological perspectives. The unit shows how innovation and development in public health thinking and practice have improved the health of populations in Australia and globally. Continuing and recently emerging challenges to local, Indigenous, national and international public health are explored, along with public health challenges facing future generations.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health. It does so by addressing the determinants of health and equity issues, in addition to providing individuals and communities with the skills and knowledge to make healthy lifestyle choices and to improve health outcomes. Theoretical underpinnings of the various approaches to health promotion are explored in this unit. In addition, factors that enhance and limit health promotion are analysed in conjunction with bigger picture approaches of working with policy. The evidence-based practice for health promotion is outlined together with the need to move beyond education. Approaches to health promotion at the individual, community and population level are explored, including particular considerations for working with Indigenous people.

The unit introduces fundamental concepts of public health. Public health is examined from individual, community, historical, contemporary, cultural, gender, ethnic, economic, political, environmental, population, emergency and epidemiological perspectives. The unit shows how innovation and development in public health thinking and practice have improved the health of populations in Australia and globally. Continuing and recently emerging challenges to local, Indigenous, national and international public health are explored, along with public health challenges facing future generations.

For Campbelltown or Online 4656 Bachelor of Health Science students, 400867 Approaches to Health Promotion is replaced with 401392 Health Promotion Theory and Approaches. Health promotion is a process that seeks to enable individuals, carers, communities and populations to increase control over their health. It does so by addressing the determinants of health and equity issues, leading to improved health outcomes. Theoretical underpinnings of the various approaches to health promotion are explored in this unit. In addition, factors that enhance and limit health promotion are analysed in conjunction with bigger picture approaches of working with policy. The best evidence-based practice for health promotion is outlined together with the need to move beyond education.

Health promotion is a process that seeks to enable individuals, carers, communities and populations to increase control over their health. It does so by addressing the determinants of health and equity issues, leading to improved health outcomes. Theoretical underpinnings of the various approaches to health promotion are explored in this unit. In addition, factors that enhance and limit health promotion are analysed in conjunction with bigger picture approaches of working with policy. The best evidence-based practice for health promotion is outlined together with the need to move beyond education.

Throughout history humans have sought to control their well-being whether it be in response to disease-producing microbes or situations inherent in modern day life. This unit examines an eclectic range of treatments and technologies. Some have been triggered by ancient and enduring infectious foes such as smallpox and the plague or emerging menaces including Ebola and SARS. Others are nested within contemporary living and may be constructed as communicable in the social sense. Selected issues will be explored including agents utilised in the alteration of sensory perception including hallucinogens as well as reaction to and manipulation of body image.

This unit is designed to enable the student to classify diseases and interventions using the current version of the International Statistical Classification of Diseases and Related Health Problems, Tenth Revision, Australian Modification, the Australian Classification of Health Interventions and the Australian Coding Standards (ICD-10-AM/ACHI/ACS). The unit will also include the historical development of clinical classification systems as well as the purpose and value of classifying diseases and interventions within the health system. The student will become familiar with the structure and content of ICD-10-AM ACHI/ACS and be introduced to the rules and conventions associated within ICD-10-AM/ACHI. The primary ACS for ICD-10-AM/ACHI will be studied and applied when coding from line diagnoses/interventions, case studies, simple discharge summaries and clinical record reports. They will gain skills in data abstraction for clinical coding, specifically, the selection of principal and additional diagnoses and interventions.

This unit introduces skills for understanding and engaging effectively with the culturally and socially diverse world in which we live and work. Indigenous Australia is a major theme and students will gain an appreciation of the achievements and needs of Indigenous Australians. The unit examines cultural safety more broadly and puts these issues in the context of health professionals working in multi-cultural settings and handling culturally different health philosophies and practices. Cultural diversity is increasingly recognised as a major issue in the delivery of health care and a major determinant of Indigenous health.

This unit introduces skills for understanding and engaging effectively with the culturally and socially diverse world in which we live and work. Indigenous Australia is a major theme and students will gain an appreciation of the achievements and needs of Indigenous Australians. The unit examines cultural safety more broadly and puts these issues in the context of health professionals working in multi-cultural settings and handling culturally different health philosophies and practices. Cultural diversity is increasingly recognised as a major issue in the delivery of health care and a major determinant of Indigenous health.

Epidemiology is an analytical science concerned with the distribution and determinants of health-related states in populations, aimed at the management of health problems. Epidemiology is not limited to controlling epidemics but assesses and manages physical, mental and social well-being in living, working and recreational environments. The unit introduces identification and understanding of risk factors for health and disease, and assists the student to develop an investigation protocol for assessing a specific health state within their own field of interest. This addresses career needs for a range of health studies while introducing the epidemiological analytical approach to risk assessment and research.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

Mental health service delivery in the community is now the main form of care for people across the lifespan living with mental and emotional disorders. The development of a wider range of pharmacological, psychological and psychosocial treatments has enabled many people to live productively in the community. This unit explores the changes in policy and practice in the development of integrated mental health care and the impact of these changes on the lives of people living with mental illness and their communities. Early intervention, resilience and community capacity building are concepts explored in this unit in terms of mental health and wellbeing. The unit explores these issues with a focus on Aboriginal and Torres Strait Islander communities and mental health.

This is a flexible learning unit that deals with foundational concepts and issues relating to public health. The philosophical and historical development and the roles of public health in Australia are examined, as are the theories, policies, politics and principles that govern and inform practice. Emphasis is placed on understanding health issues and concerns in Greater Western Sydney Region as well as on national and international contexts of population health. The unit draws on current and emerging practical situations to highlight the dynamic yet continuing legacy of public health.

This unit introduces skills for understanding and engaging effectively with the culturally and socially diverse world in which we live and work. Indigenous Australia is a major theme and students will gain an appreciation of the achievements and needs of Indigenous Australians. The unit examines cultural awareness more broadly and puts these issues in the context of health professionals working in multi-cultural settings and handling culturally different health philosophies and practices. Cultural diversity is increasingly recognised as a major issue in the delivery of health care and a major determinant of Indigenous health.

Epidemiology is the foundation of public health and as outlined by the Council of Academic Public Health Institutions Australasia (CAPHIA). In their national core competency framework, epidemiology and biostatistics are key competencies for all public health graduates. The current subject will build on prior biostatical knowledge to equip students with foundation skills that are essential for public health practice. The subject will provide public health students with a foundational understanding of the distribution and determinants of diseases or disorders within populations and how to apply this knowledge in the public health setting.

This unit focuses on contemporary issues in public health. These priority concerns include chronic and age-related disease, communicable disease, mental health, sexual and reproductive health, child and maternal health, indigenous health, migrant health and environmental health. You will bring together your knowledge in public health, epidemiology, sociology and economics to identify and evaluate social and environmental factors that affect these health issues. By evaluating effectiveness of current public policy you will make recommendations for policy and program development to improve outcomes for contemporary health issues. These topics will be explored in national and international contexts.

This unit explores the management of planning and preparation for and community responses to disasters and emergencies. Through case studies and presentations from current and cutting-edge professional practitioners in the field, students develop a 'hands on' understanding of risk assessment and prevention strategies for community safety during times of critical incidents. This includes emergency management strategies for community recovery and public education and preparation for potentially critical incidents. Workshop activities facilitate collaborative student learning through the use of developing scenarios including infectious disease pandemics, natural disasters and manmade emergencies such as terrorism.

Globally we are witnessing an epidemiological transition with the emergence and re-emergence of diseases through social, political and environmental changes including rapid urbanisation, social media influence, international migration/travel, political instability and climate change. This unit of study will provide students with an introduction into the epidemiology of public health diseases of significance in Australia and internationally through exploration of current strategies for the detection, monitoring and control of existing and emerging diseases. The principles of risk management will also be discussed and applied in relation to disease prevention, containment or eradication including vector-borne, vaccine preventable, zoonotic, food and waterborne disease.

This unit examines the dominant issues and discourse around the use of drugs in sport. The focus will be on exploring the socio-cultural, political and personal reasons why drugs are used in sport from the perspective of athletes, coaches, administrators and educators. Students will need to continually reflect upon their own practices and beliefs around drug use and sport. The unit offers challenging and relevant theoretical and practical experiences to students from a variety of professional backgrounds.

This unit extends the theoretical concepts introduced in the unit, Health Politics, Policy and Planning with an emphasis on practical application and obtaining skills in health project management. It concentrates on the development of project management skills required for comprehensive assessment, planning and implementation of health programs or projects. The unit is designed so that students work collaboratively as a multidisciplinary team to develop and manage a workplace health planning project, on a current health issue identified by the health industry. Students thus develop knowledge of skills in project management, stakeholder negotiation, intergroup dynamics, committee structure and functioning, project consultation and planning and management with a deliverable outcome (report).

Health professionals work in a complex health and healthcare sector governed by policy on population health and healthcare. This unit considers the role of policy in health and healthcare. It examines policy making as both a rational and linear process responding to population health needs in just and fair ways, and the reality of policy making which occurs within a complex socio-political and economic environment, shaped by powerful groups. The aim of this unit is therefore to consider how health professionals can develop effective policy and the role advocacy can play in the health policy arena to engender greater health equity.

This unit builds on the knowledge gained in Approaches to Health Promotion. It provides the opportunity to apply health promotion theory to practical projects in the field related to current population health priorities, through 120 hours service learning experience. It is concerned with developing knowledge and skills related to needs analysis, prioritising, and awareness of core values and principles associated with health promotion practice.

This unit builds on the knowledge gained in Health Promotion Practice 1 through ongoing study of the processes required in project design and management in health promotion. The 120 hour placement provides students with the opportunity to apply health promotion theory to practical projects on current population health priorities. Students develop knowledge and skills related to implementation and evaluation of health promotion projects, highlighting the importance of the core values and principles necessary for effective and ethical health promotion practice.

Injury Prevention is a National Health Priority. Injury is the preferred term rather than 'accident' with its connotations of inevitability and lack of apparent cause, to promote development of inter-disciplinary prevention initiatives. An evidence based scientific approach to injury research and prevention is well established for road and occupational safety, supported by well resourced implementation structures. Other settings/sectors include sport, recreation, falls, firearms, farm, product and water safety, which are also seeing the benefits of injury prevention principles, but are less well developed. Injury prevention principles include thorough analysis of current data and the literature to identify what works to reduce injury rates, also use of intervenation strategies termed the 4Es, (education, enforcement, engineering and environment).

This unit provides students with an essential working knowledge of occupational health and safety (OHS), work health and safety (WHS) legislation and risk management required which is a requirement for graduate employment across a broad range of workplaces and industries. The unit provides a foundation in the principles and practice of hazard identification and risk management, including an introduction to specific workplace hazards such as; moving and fixed plant, electrical, biomechanical (ergonomic), gravitational (slips, trips and falls), manual handling. Students will also explore the chemical, biological and physical hazards that may be encountered in a variety of graduate employment industries, as well as the management of health and safety hazards in relation to current WHS legislation, Codes of Practices and Australian and International Standards.

This unit is designed to assist students to make the transition from undergraduate student life to professional life. Professional Transition Project provides students with a unique opportunity to integrate knowledge gained throughout their course from an operational, practical and theoretical perspective into an engaging project. Students will engage in comprehensive projects which bring together real world opportunities and health science theory.

This unit is an online equivalent of a workplace learning (placement) unit. You will engage in workplace activities with a public health organisation by using prepared resources, online discussion and videoconferencing. In this unit you will evaluate, develop and recommend public health policy or program change. The unit will involve the use of skills required to work in the public health arena; conducting needs analysis, collecting quantitative and qualitative data, facilitating stakeholder engagement, project development, management and evaluation, report writing and competent oral presentation skills, in an organisational setting.

Work Health and Safety introduces participants to work health and safety concepts, terminology, legal frameworks and research sources. It includes practical activities around hazard identification and risk assessment. The many academic disciplines that contribute to work health and safety policy and practice will be critiqued: from epidemiology to engineering to ergonomics to employment relations. Ideologies that shape how workers, managers and organisations approach work health and safety will be examined, particularly via the notion of safety culture. This unit is designed for participants from all academic programs. Successful completion means being able to engage critically and practically in work health and safety challenges in multiple contexts, with competing stakeholder interests in mind.

Air Pollution and Control introduces students with an interest in working in the fields of environmental science, environmental consulting, environmental management and environmental health to the basic principles and practices of air quality assessment and management. Air pollution does not recognise socio-political boundaries, and air pollutants transfer intercontinentally through pathways both close to the Earth's surface and upper atmosphere. Air Quality management represents a major challenge facing humanity because it poses a threat to human health, agriculture and environmental sustainability, as it can penetrate even remote and once pristine environments. As such, air pollution management and control is of International, National, State and Local government and community concern. This unit critically analyses the natural and anthropogenic sources of air pollution, their nature, health and environmental impacts, monitoring, regulation and control.

This unit presents current advances and challenges in health promotion. Advances in technology are critiqued with regards to their positive and negative contribution to health promotion. This unit also reviews social marketing strategies and how these can be used in health promotion campaigns. Complexities in working with vulnerable communities in different settings are explored including schools, workplaces, communities (including Indigenous, culturally and linguistically diverse, refugee and homeless groups), healthcare settings, rural/remote areas and prisons. New patterns in health and their challenges are covered. Ethical and political considerations in health promotion are also included.

In this unit, you will incorporate the evidence knowledge and skills developed in previous units into professional practice. The evidence-based practice process manages expanding and uncertain knowledge by formulating answerable questions, effectively searching literature, critically appraising evidence and applying and evaluating its significance in clinical practice and healthcare decision-making. Professional reasoning requires consideration of best available evidence, client or patient perspectives, professional expertise and practice context. You will learn professional reasoning for shared decision-making and safe and effective communication for patient scenarios relevant to your program.

Injury and harm have been recognised as contributing factors to the Global and Australian Burden of Disease and Injury and have been identified as a National Health Priority in Australia. To effectively measure the impact of injury and harm, and develop prevention strategies, insight and understanding of the causes, risk factors, Disability Adjusted Life Years (DALYs) and Quality Adjusted Life Years (QALYs) must be taken into consideration. Evidence-based approaches to injury prevention and harm minimisation must be applied and effectively communicated to stakeholders of differing capacities and viewpoints. This unit utilises injury prevention and harm minimisation theory, case-based and project-based learning to challenge future public health leaders to develop effective injury prevention and harm minimisation strategies and also to communicate their message effectively, navigating the complexities of differing worldviews and stakeholder responsibilities.

Health professionals work in a complex sector governed by policy on population health and healthcare. This unit considers the role of policy in international and national healthcare. It examines policy making as both a rational and linear process responding to population health needs in just and fair ways, and the reality of policy making which occurs within a complex socio-political and economic environment shaped by powerful groups. Therefore, the aim of this unit is to consider how health professionals can develop effective evidence-based policy and the role advocacy can play in the health policy arena to engender greater health equity.

This unit builds on the knowledge gained in Health Promotion: Theory and Approaches. It is concerned with developing knowledge and skills related to undertaking needs analysis at community and population levels. It focuses on planning and implementing interventions aligned with core values and principles necessary for ethical health promotion. The need for evaluation throughout this process is emphasised.

This unit engages students to explore public health in relation to dynamic social, political, economic, environmental and cultural contexts. Students will critique research, policy, practice and evaluation processes to identify their impact on health practices and health outcomes over time. Using their knowledge in public health, epidemiology, sociology and economics students will be required to identify and articulate gaps in current health care and learn to develop a plan towards addressing them. The unit will engage students in reflecting on the future of health care across national and international contexts. Priority health issues that will be discussed in this unit may include chronic and age-related disease, communicable disease, mental health, sexual and reproductive health, child and maternal health, Indigenous health, migrant and refugee health, and environmental health.

This unit focuses on utilising previously acquired health science knowledge and skills to identify, co-design and create innovative ways to address a current health issue identified by the health industry. Students will consider interventions, projects, research proposals and recommendations on service delivery options. The unit requires students to work collaboratively with multiple stakeholders to plan, manage, deliver and review a simulated project. Students thus develop and apply knowledge and skills in leading and managing health projects, stakeholder negotiation, committee structure and functioning, project consultation, planning and management with a deliverable outcome such as a report or research proposal.

In this unit, students will incorporate the evidence knowledge and skills developed from previous units into professional practice. The evidence-based practice process manages expanding and uncertain knowledge by formulating answerable questions, effectively searching literature, critically appraising evidence and applying and evaluating its significance in clinical practice and healthcare decision-making. Professional reasoning requires consideration of best available evidence, client or patient perspectives, professional expertise and practice context. Students will learn professional reasoning for shared decision-making, and safe and effective communication for patient scenarios relevant to your program. Students will study the theory and application of research methods to honours research in their chosen field, and practise the skills to analyse evidence in the health sciences.

This is a 60 credit point year-long subject taken over two terms (30 credit points in each term).This subject is the culmination of studies for students who have completed an undergraduate degree in Health Science and provides substantial training in research. Under staff supervision, students choose the particular topic for their research, design their own program of research, perform the research and analyse the results. The culmination of this process is the production of a thesis in which students describe the rationale for their topic, their research program, ethical issues, results, and their conclusions.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). This subject is the culmination of studies for students who have completed an undergraduate degree in Health Science and provides substantial training in research. Under staff supervision, students choose the particular topic for their research, design their own program of research, perform the research and analyse the results. The culmination of this process is the production of a thesis in which students describe the rationale for their topic, their research program, ethical issues, results, and their conclusions.

This is a 40 credit point year-long subject taken over two terms (20 credit points in each term). This subject is the culmination of studies for students who have completed an undergraduate degree in Health Science and provides substantial training in research. Under staff supervision, students choose the particular topic for their research, design their own programme of research, perform the research and analyse the results. The culmination of this process is the production of a thesis in which students describe the rationale for their topic, their research programme, ethical issues, results, and their conclusions.

This unit is designed to enable the student to classify diseases and interventions using the current version of the International Statistical Classification of Diseases and Related Health Problems, Tenth Revision, Australian Modification, the Australian Classification of Health Interventions and the Australian Coding Standards (ICD-10-AM/ACHI/ACS). The unit will also include the historical development of clinical classification systems as well as the purpose and value of classifying diseases and interventions within the health system. The students will become familiar with the structure and content of ICD-10-AM ACHI/ACS and be introduced to the rules and conventions associated within ICD-10-AM/ACHI. Further, students will carry out research based analytical tasks gaining an in-depth knowledge in relation to health classification systems and terminology systems such as SNOMED-CT (Systematized Nomenclature of Medicine - Clinical Terms).

This unit extends the basic principles of epidemiology introduced in 401076 'Introduction to Epidemiology' and equips students with practical analytical skills to design and conduct epidemiological studies. The unit considers the principle models of causation and analytical approaches to epidemiological study design and analysis. Students will use causal diagrams and evidence from the literature to develop analytic strategies for specific study designs, develop practical skills in calculating and interpreting measures of association and effect modification, and be introduced to principles and strategies for quantitative bias analysis.

This unit presents the principles, strategies and activities associated with social epidemiology and the contribution that this epidemiology makes to the understanding of health and illness of individuals, families and communities. Consideration of social epidemiology in supplementing classical approaches is included, as is consideration of primary health care epidemiology in relation to health service delivery and planning. Students will explore the consequences of primary health care decision making that will enable evidence-based health care practice and relate it to their practice.

This unit will encompass clinical aspects, epidemiology, prevention and control of important communicable diseases, both in Australia, and globally. Specific topics covered include causative agents, routes of transmission, host responses, risk factors, environmental influences, vector- and food-borne diseases, vaccine-preventable diseases, legislative requirements, surveillance, outbreak investigations, bioterrorism, strategies for prevention and control and emerging challenges.

This unit offers students an opportunity to synthesise theories and methodologies from epidemiology. It highlights current controversies and practices in epidemiology. Students attend weekly presentations on topics related to content area interests, and other relevant seminars. Students will convene with faculty to reflect on and critique components of research presentations relevant to the students' interest and to the contemporaneous topics being covered in the core epidemiology curriculum. Course assignments involve critical appraisal of conceptual and methodological issues presented in the seminars, and related issues relevant to student's own research.

Modern epidemiology deals with ever increasing volumes of data and complexity of analysis. This course is aimed at equipping students with effective practices for managing data and programme code and ensuring the security of their data. Students will be taught the fundamentals of managing code and data in a revision control system as well as good programming practices and techniques which can form a basis for a robust, repeatable and test-driven research methodology. Programming instruction and exercises will use the SAS and R languages, and SQL databases.

This unit consists of project based studies that explore how human societies prepare for and respond to disasters and emergencies. The unit uses case studies to investigate the historical practice of preparation, prevention, response and recovery strategies for community safety during times of critical incidents. The unit will facilitate improved understanding by developing scenarios of impending issues such as natural disasters and man made emergencies. Focus will be on Australian national and State coordination arrangements for disaster planning including the comprehensive approach to emergency management. Students will need to attend a 5 day workshop and undertake a group presentation and report as well as an exercise in Incident Control System principles at a workshop.

Environmental Epidemiology is the study of the environmental causes of ill-health and disease with a view to prevention. It is a discipline that has changed significantly over time, more recently becoming concerned with complex systemic change such as global warming. Environmental Epidemiology encompasses a broad range of activities, from exposure assessment to adaptation planning, implementation and evaluation. The course aims to equip students with the knowledge and skills to understand and critically appraise evidence from the relevant literature, to design a study suitable for exposure and vulnerability assessment, and to develop appropriate health policy.

In this unit, students will study the fundamental concepts and principles of epidemiology and biostatistics and will be given the opportunities through exercise and tutorials to apply these concepts and principles to published public health literature. The unit is designed to give students the skills to interpret and critically evaluate public health literature and to equip the students with the skills for public health research. A range of research studies is examined, including studies of occurrence and risk factors for disease, and studies evaluating intervention treatments or programs. Both the epidemiological and statistical evidence for the findings are critically assessed.

This unit will document the fundamental concepts in epidemiology and control of non-communicable diseases (NCDs), common research methods used in NCD epidemiology, and unique applications of these methods in key NCD areas, including reproductive epidemiology, behavioural epidemiology, epidemiology of ageing and epidemiology of specific NCDs (including cardiovascular disease, diabetes, cancer, chronic respiratory diseases, musculoskeletal problems and mental health problems). The principal goals of this unit are to provide a broad overview of the field, and to develop the knowledge and skills needed to (i) critically evaluate published research in NCD epidemiology and (ii) design an epidemiological study to address an NCD topic.

By investigating and addressing the multilevel determinants of health outcomes and inequalities, health promotion initiatives aim to improve the health and wellbeing of individuals and societies. In this unit, we will nurture an understanding of concepts and models of health promotion, evaluate the relative successes of recent and classic initiatives within Australia and overseas, and critically engage with debates concerned with the most appropriate strategies for tackling health inequalities in the context of major societal challenges (e.g. population ageing, urbanisation and climate change). Core competencies are nurtured (e.g. Plan and evaluate an intervention) to prepare students for practicing and further study in the field of health promotion.

The unit explores contemporary examples of the role of economics in the organisation, funding and provision of health services. Case examples include, Australia, America, China, Hong Kong, Scandinavia, United Kingdom and India. Students use the principles of economics to assess funding of health with a focus on the interface between economics, ethics and equity in decision making. They also consider the tendency for health systems to be organised around economic principles in areas such as, contracting out, health insurance and pharmaceuticals. Students are encouraged to reflect on the challenges and future directions of their own health system in the context of the unit components.

An individual's personal characteristics and their family, social and community environments have complex interrelationship with their health and health behaviours. The challenge for health professionals is to understand this complexity and encourage the practice of health promotion within a primary health care framework so enabling people to achieve a sense of power and control over their lives. The unit explores the health of individuals and communities in the context of health promotion. Evidence-based health promotion strategies are examined using social health and ecological perspectives.

This unit examines health and socio political issues in aged care within a social capital framework. Social constructs and contexts of ageing are explored and issues of social and economic disadvantage are examined. Equity and access to health care services and the experiences of older people within these services are also highlighted. The role of health professionals and managers in actively engaging in health and social policy debate for ethically just care and services for older people is addressed.

This unit aims to impart the principles of population based (epidemiologic) evidence to the understanding of variations in the outcome of illness and the reasons thereof (Clinical Epidemiology) thereby providing the framework for finding the best answers to "real world" questions about clinical practice and health care. Individuals taking this course (who usually have a health care background) acquire the basic skills required to understand the fundamental questions about the effectiveness of clinical therapies, usefulness of screening and diagnostic tools, prognosis and disease causation and gain the skills required of effective Evidence-Based Medicine practitioners.

Epidemiology is the study of the distribution and determinants of disease and other health-related conditions in populations, and the application of this study to the control of health problems. Epidemiology encompasses a broad range of activities fundamental to the health sciences. The course is aimed to equip students with the ability to understand and critically appraise evidence from the health sciences used in the formulation of clinical interventions, assessments of population disease burden, and development of health policy. Students will be taught the fundamental concepts and principles of epidemiology and will be given the opportunities through exercises and tutorials to apply these concepts and principles to case studies from current epidemiological research and practice.

This unit examines the concept, form and structure of health care organisations. Organisational theory is explored and used to analyse a range of structures used in nursing and contemporary health care. Factors which influence organisational design, function and effectiveness are explored and discussed including: organisational behaviour, strategy, culture, power and politics, technology, sustainability and effectiveness. A major focus in the unit is planning for strategic organisational development to meet the challenges of rapid change and the need for performance improvements in patient care delivery. Concepts related to the strategic development of workforce capacity in the health care arena are considered through the application of a range of theories including the learning organisation. Leadership will be examined within the context of the unit with a particular emphasis on change management.

Contemporary clinical leaders, practitioners and health service managers are held accountable for improving quality and safety in health care. Developing a safety culture that incorporates teamwork is an effective way to ensure safe, quality care outcomes for patients. In this subject, students will analyse the main concepts of quality, health care safety, governance frameworks and strategies to improve system performance. Students will apply and critique approaches to quality of care and patient safety, by in-cooperating human factors. In addition, students will analyse risk management and effects of organisational factors that influence quality and safety. Students will explore the leadership required to develop systematic, coherent quality improvement frameworks and quality initiatives that they can directly apply in their own practice to sustain patient and organisational safety.

This unit focuses on the practice of occupational health within national and international frameworks. It explores issues such as the physical, social and mental impact of the occupational environment on health and includes the human body's response to occupational health hazard exposure through toxicological and epidemiological principles. Strategies for the management of occupational health are examined, together with methods of monitoring and evaluating occupational health programs.

Health and aged care leaders often engage in the development and implementation of national policy. The success of these policies is often viewed through the health outcomes in terms of access and equity of quality care. Therefore, it is critical to understand the political and social constructions that underpin the development of health and/or aged care policy. Students will explore and critically analyse issues related to the development, implementation and outcomes of health and aged care policies specifically in relation to the impact on culturally diverse and disadvantaged groups in society today

This subject explores the impact and relevance of Primary Health Care in its context as a World Health Organization (WHO) strategy for achieving “Health for All”. It examines the ways in which Primary Health Care, along with other significant WHO initiatives, provides a framework for the organisation of just and humane health care systems and provides an opportunity for detailed discussion of the complex factors that impact on the health status of populations. The integration of associated theoretical concepts will enable an understanding of the complex dimensions of health and well-being to evolve and then to inform health care practices and the planning of programs that can lead to sustainable health within a primary health care framework.

This unit examines the nature of public health and develops a systemic understanding of various public health policy frameworks and issues. The unit provides the context and history for understanding public health approaches, explores the cultural and social dimensions of health and illness and the economic and political environment in which health policies and strategies are developed and implemented. The unit advocates a view of health that includes an implicit recognition of the physical, social and economic environment, affirms the importance of social justice and equity in health care, and emphasises the importance of inter-sectoral collaboration.

This unit introduces two important aspects of construction projects: workplace safety and sustainability. Safety and sustainability are crucial issues in the upper echelons of the construction industry. This unit is intended to explore the theoretical frameworks and best practices to support health and safety in construction projects. It introduces various assessment tools and techniques that can be used to measure and improve sustainability in construction projects.

This unit provides a critical insight into the theory and practice of managing safety and health at the workplace with a dual focus on risk management and safety management. Students have the opportunity to develop a safety systems approach concentrating on hazard identification, risk assessment and devising control measures incorporating safety management principles. Safety culture and its influence on Occupational Health and Safety (OHS) practice is also detailed. In addition, the unit addresses the legal underpinning of OHS requirements at the workplace. Labour market change and the role of government, unions and employer organisations are also examined. Global perspectives on OHS from various jurisdictions ranging from the USA, Hong Kong and China are also scrutinised.

Statistical ideas are integral to the conceptual basis of epidemiology and provide the tools needed to interpret epidemiological information and conduct epidemiological studies. Most professions in the health sciences need to be able to read and interpret statistics relating to individual and population health status and health risks, and to identify appropriate statistical methods to evaluate interventions, health policies and programs. Many public health practitioners are actively involved in surveillance, quantitative research and/or evaluation. This unit aims to support students to reach a level of proficiency in the selection of appropriate statistical methods to address specific research questions with a given dataset, conduct the selected analysis, interpret the results appropriately and draw valid and insightful conclusions about the research question.

As people age, they are more likely to require assistance to complete the activities of daily living. Understanding the way aged care is provided can encourage health professionals to consider ways that aged care can empower older people, their families and carers. Health care managers and providers are responsible for the way care is provided which includes supporting older people to contribute to society.

The planning, development and implementation of primary health care initiatives rest largely on the capacity of health care workers to develop and engage in partnerships with a diverse range of consumers, health care workers and organisations. In this unit students will critically examine the complexities inherent in developing and sustaining effective and active partnerships with individuals and groups in primary health care contexts. The interpersonal, cultural and socio-political issues that shape communication and the development of partnerships will be examined. Current approaches used to plan for and respond to crises, emergencies and disasters at an individual, organisational and community level will also be explored.

As the world responds to climate change and increased globalisation, the human population is becoming increasingly vulnerable to natural and human disasters. This unit equips students with skills in disaster preparedness and public health surveillance. It addresses the psychosocial and mental health aspects of disaster management, the systems of disaster response and how these aspects are relevant across the all-hazard approach to Prevention, Preparation, Response and Recovery (PPRR). Using current evidence and understanding of this field, students will gain knowledge, skills and experience in leadership and management across the PPRR spectrum and the public health, clinical and other coordination in terms of impact and outcome. Australian requirements and systems in relation to surveillance and disaster planning will be analysed as will international and Australian roles in the region.

Digital health technologies and services are significant contributors to the transformation of healthcare delivery. Uncertainty, abandonment and lack of organisational willingness to adopt, and failure to manage the realisation of business benefits from health information technology investments lead digital technology projects to fail. This unit provides an overview of capability required to enable health organisations to measure and optimise the value of digital health initiatives. Students will be introduced to various concepts and frameworks used to measure and quantify the benefits of digital health in Australia and elsewhere. Students will have opportunities to participate in industry case studies and analysis.

This unit addresses health services planning and evaluation, as well as health economics. This unit aims to provide students with the necessary knowledge and skills to understand and apply the major concepts involved in health services planning and evaluation. Workforce planning and service capability frameworks are addressed as well as planning capital infrastructure for health services. How to evaluate and implement a health services plan is also described. The second module introduces the student to several economic concepts relevant to healthcare management and demonstrates how they are applied to actual situations in the healthcare industry.

A detailed understanding of the structure and functioning of the health system is essential to effectively work, manage and lead in health services. This unit explores concepts that form the basis for the way health systems are designed and operate. This unit will equip students with the skills to critique challenges and opportunities that can influence how health services are delivered and resourced such as health workforce shortages, digital health innovations, public-private partnerships, and changing demographics. This unit will also examine the crucial role of governance and health policy in determining funding priorities and shaping health systems with a particular focus on the Australian health system, but within an international context. These issues are critiqued with health reform and the drivers for change nationally and internationally.

Patient-Centred Digital Healthcare introduces students to consumer engagement and consumer informatics approaches and many other examples of innovations using data analytics and digital health strategies in clinical, community-based, and home-based settings. Students will learn about the role of Patient-facing Technologies to empower patients and improve safety and the importance of standardisation of the electronic management of healthcare information and the automation of clinical processes in delivering patient-centred care. Central to fulfilling this role is ensuring that care is delivered in a safe and effective manner. Students are encouraged to identify, articulate, reflect upon, and value digital health technologies in their local health services.

The social determinants of health recognise that the health and wellbeing of individuals and communities are influenced by a range of social factors such as wealth, education, gender, and ethnicity. Such factors determine access to and use of resources influencing health outcomes and resulting in disparities in health or health inequalities. In this unit, students will use theories and frameworks for the social determinants of health to assess the role of key social factors in affecting the health and illness of individuals and communities. Students will be introduced to the challenges of measuring and addressing the social determinants of health, and critically examine examples of programmatic and policy interventions aimed at reducing health inequalities and addressing the social determinants of health.

This unit provides a critical insight into the theory and practice of managing health and safety in the workplace. Students have the opportunity to develop a safety systems approach, concentrating on hazard identification, risk assessment and devising control measures incorporating safety management principles to address current and emerging workplace health and safety issues. Students will learn the importance of developing a safety culture in the workplace as a core principle of safe work system management. In addition, the unit addresses the legal underpinning of health and safety requirements at the workplace. Labour market change and the role of government, unions and employer organisations are also examined. Global perspectives on workplace health and safety from various jurisdictions are also scrutinised.