Overview

Using real-world examples, students will develop knowledge and practices underpinning health evaluation: evaluative attitude (including professional integrity guided by ethics/propriety, reflection/reflexivity)theoretical foundations of evaluation (such as language/terminology, purpose, logic, action and synthesis)a focus on stakeholders and context (especially recognising group identity) oriented by;research methodology and systematic enquiry. Students will investigate, … For more content click the Read More button below.

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Tuition pattern

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Aims

This topic aims to:

  • Provide students with an opportunity to develop their capacity to plan and undertake the evaluation of public health and primary health care initiatives
  • Enhance students' theoretical and practical understanding of key evaluation issues relevant to the practice of public health and primary health care

Learning outcomes

On completion of this topic you will be expected to be able to:
1.
Critically examine influences derived from your own values, experiences, and beliefs on your decisions, conduct, interpretation of evaluative components of public health program planning and implementation via practice of reflection and reflexivity.
2.
Appraise and discuss a range of key evaluation terms, concepts, processes, and theories that support the identification and defence of a variety of appropriate evaluation methodologies used to assess public health initiatives.
3.
Assess examples of public health program evaluations, highlighting their strengths and weaknesses, and to propose alternate or complementary scientific paradigms offering different systematic methods that underpin decisions-making and judgements – the foundations of evaluative practice
4.
Develop, debate and justify appropriateness of public health intervention attributes via comparison, differentiation and prioritisation of strategies, so evaluation findings are effectively utilised.

Assessments

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Current students should refer to FLO for detailed assessment information, including due dates. Assessment information is accurate at the time of publishing.

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Requisites information

Anti-requisites: