From practice to theory and back again: A process of writing for tertiary level students in health promotion

How does an experienced high school educator make the leap from teaching health promotion to secondary school students to writing Health Promotion Unit materials for a tertiary provider? What critical steps are taken to arrive at the effective delivery of materials? This paper will document the experiences of an 'early career' researcher in developing a health promotion unit for delivery at the tertiary education level. Navigating the key theoretical underpinnings of health education within a health promoting focus is an initial step. The determination of outcomes and their alignment with the construction of assessment tasks is another key aspect to the process. Of central importance is the critical analysis of resource materials to determine those most relevant to the needs of the tertiary student. These students will be applying their knowledge in Primary, and Secondary schools and / or in the Community Health sector. A major consideration will be the inclusion of methods used to translate theoretical concepts into practical learning experiences. These experiences need to be relevant to contexts of schools and communities. The role of health promotion within the Australian Tertiary Context in relationship to some recent information from England may also underpin this process.