Diploma of Health and Wellbeing

Be a part of the emerging industry and start endorsing those to live healthier lives with physical activity, leisure and dietary advice.

Industry professionals as your teachers

Our teaching staff at Torrens University Australia are industry professionals. Torrens has a strong focus on employability, so access to our well-connected staff members can help open doors into your future career.

Flip it, flip it good

This course is delivered fully online, allowing you to study anywhere in Australia (or the world), anytime. We still incorporate our famous ‘Flipped Classroom’ teaching method allowing you to learn through doing, not just through listening. The flipped classroom model provides you with the opportunity to explore material at your own pace before class.

This course has been designed to support a successful pathway into the Bachelor of Public Health at Torrens. Graduates of the health and wellbeing program will be eligible for 80 credits (equivalent to one year of the degree program), allowing students to go on and complete their bachelors in a further 2 years (full time). There are also a number of other credit and pathway opportunities into a range of Torrens and sister institution undergraduate courses, including the Bachelor of Nutrition, Bachelor of Applied Social Science and Bachelor of Health Science programs.

Success Coaches

Our Success Coaches leverage a student’s strengths and align their learning with their broader life purpose. They work with students from their first admission, coaching students to successfully navigate the educational landscape and build personal and professional capability to improve their employability outcomes including self-employment and entrepreneurship. With a focus on the student’s career goals, and trained in Gallup strengths quest, the Success Coach takes a strengths-based approach to engage with and motivate students for study and career success.


Key Study Outcomes:

About the School

This course is delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Torrens University Australia

Torrens University Australia

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

Torrens University Australia operates on a trimester system comprising of 3 study periods per year.

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

Contact a Course and Career Advisor for more information on full-time and part-time workloads.

Typical assessment includes:

Assessments vary and may include: Essays, reports, case studies, in-class debates, online tests and quizzes, participation in online discussion forums and research projects.

Subject Information

This subject introduces the basic concepts and terminologies required to understand the fundamental structure and function of the human body. The interaction between the structural anatomy of the human body and key body systems, including the musculoskeletal, respiratory, cardiovascular, digestive and endocrine systems that maintain homeostasis is explored. In addition, this subject covers the common disease process that commonly effect the major systems of the body.

This subject provides students with the knowledge and understanding of health promotion concepts within various settings within Australia. Students are introduced to the key theories and concepts regarding behavioural change as it relates to health status. This subject provides students with the opportunity to integrate their counselling and nutrition knowledge to devise and assess health promotion interventions.

This subject provides students an introduction to the diversity of health theories and initiatives to improve health outcomes. Students will engage with key concepts including human right to health, social determinants of health, equality, equity and vulnerability. An introduction to Australia’s health system and intersectoral action will also be provided.

This subject provides students with fundamental nutrition knowledge through examining the relationship between food, nutrition and human health. Students will learn about macro and micro-nutrition, dietary guidelines, role of nutrition in metabolism, health maintenance and disease, nutrient food sources, and nutritional requirements throughout the lifespan.

In this subject students will develop their understanding of disease processes and review evidence based strategies to reduce the risk of disease and maintain health. Students will develop knowledge to apply educational and environmental interventions based upon risk factors associated with the development and chronicity of disease.

Research shows that non-communicable diseases have clear links to sedentary behaviours associated with unhealthy lifestyles, and adverse social and physical environments. This subject develops understanding of the determinants of physical activity and exercise, with students learning to apply evidence based guidelines for physical activity and leisure programs as a strategy for health maintenance and the prevention of chronic disease.

This subject provides an overview of the ageing process and how it impacts individuals and societies. Students will examine the historical and cultural perspectives of growing older, including consideration of the political, theoretical and practical psycho/social/physical aspects of ageing. In particular, attention is focused on the notions of: extending purpose, meaningful life, health, community participation and well-being into the transition to post retirement life. By examining leisure, sport and lifestyle activities plus the positive social roles that elders can assume in community life, pre-conceptions, myths and serotypes that often limit elders are challenged. The subject also explores the role of professional supports in assisting individuals to remain well, independent and engaged in self-determination as they age. In addition, it includes investigation of the notion of professional carers and support staff in the making of plans to support changes to physical, emotional, social (or psycho-social), spiritual and environmental needs.

The occupational environment plays an import role in combating or promoting the rise of chronic disease and disability. This environment has the capacity to affect the physical, psychological, economic and social well-being of workers’ and thus, proper attention to workers’ health offers vast opportunities for workers and employers alike. In this subject students will explore evidence linking worker health and wellbeing to organizational health and business performance. Specific analysis for business needed will be considered, with practical interventions designed to education and enhance the occupational environment.

This The problem of falls is a significant global issue and can result in injury, hospitalisation, loss of independence, social isolation, depression, poor health status, institutionalism and death. The World Health Organisation identify falls as occurring as a result of complex interrelationships between biological, behavioural, environmental and socioeconomic risk factors. With the predicted costs of falls expected to increase exponentially as our population ages there is a need for effective preventive strategies such as active ageing programs. This subject examines these complexities of ageing, where students will learn to assess falls risk and develop effective prevention strategies that promote wellbeing in ageing populations.

The subject covers the principles social, emotional and psychological health as it specifically relates to behaviours. Students will analyse the role of positive emotions in capacity building and the promotion of wellbeing.

This subject examines the notion of extending purpose, meaningful life, health, community participation and wellbeing into the transition to post retirement life. Among other forms of literature and media, students investigate current government policies and collect data from national databases to examine the who, how and what – of leisure, health promotion, inclusion and wellbeing among older people.

Students will navigate a learning journey that examines the historical and cultural perspectives of the “Golden Age”; examine the Australian policy and political environment and context of ageing; the challenges and opportunities in transitioning to the Golden Age and examine the etiology of and social/ psychological aspects of how a person ages to understand how ageing impacts on a person at the post retirement transition. The journey will also investigate disabilities/inhibitors and enablers that impact on quality of life; will stand in the shoes of elders and explore the needs, priorities and choices of elders in their Golden Age.

The subject will examine the positive social roles and activities that elders can assume in community life and thereby challenge community pre-conceptions, myths and serotypes that often limit elders.

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