Principles of Prevention and Equity DL
Run by School of Medical and Health Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Nathan Bray
Overall aims and purpose
The module aims to identify and analyse the theory and practice of preventative health and equity. Students will develop a critical understanding of the concepts and determinants of health and wellbeing. The conceptual, theoretical and philosophical frameworks that underpin prevention of ill health will be examined in detail. This will enable students to critically evaluate different models and approaches, and justify their use in different contexts. A key component of this module is the focus on promoting equity in health. Critical skills and understanding relating to the conduct of health needs assessment will be developed.
A lecture series will provide an understanding of health, preventative health, and equity in health. These lectures will explore risk, limitations, ethics and politics of implementing preventative health interventions. Each lecture will be accompanied by a reading list accessible through the University library.
Seminars will provide you with an opportunity to discuss and debate these key concepts in prevention and equity, with a specific view to assessing health equity and prevention within your own workplace.
Assessments will enable you to evidence your knowledge in report critically assessing health equity and prevention within your own organisation to draw together a set of recommendations and a presentation of these recommendations targeted at your employer.
A* to A- • Insightful awareness into how organisations can enhance and promote prevention and equity in health • Comprehensive knowledge of concepts relating to prevention and equity in health • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style
B+ to B- • Some insight into how organisations can enhance and promote prevention and equity in health • Strong knowledge of concepts relating to prevention and equity in health • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style
C+ to C- • Limited insight into how organisations can enhance and promote prevention and equity in health • Some knowledge of concepts relating to prevention and equity in health • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style
Demonstrate a critical and integrative understanding of the principles, practices, policies, and legislation for the preventative health and wellbeing of future generations.
Develop inclusive, equitable, safe, and sustainable approaches for preventative health and wellbeing.
Show a holistic understanding of equity and inclusive approaches to preventative health, with a critical and evaluative appreciation of how social, economic, and health factors may discriminate against groups with protected characteristics.
Deliver information in a persuasive and succinct way to present recommendations for organisational change
Teaching and Learning Strategy
Ten 1hr lectures covering the core subject content. Some lectures may be delivered pre-recorded with scheduled access to lecturers for questions live online. Other lectures will be delivered live online.
1hr weekly seminar for 11 weeks Seminars will be delivered live online.
79hrs of independent study to complete associated readings and produce assessments
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Able to review the current culture and environment of an organisation to identify areas for development
- Critical understanding of theories of preventative health and health equity
- Innovative design of interventions to enhance health and equity at an organisational level
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ila-4911.html
Bennett, P. (2010). Risk communication and public health. 2nd ed. Oxford UP. Cross, R., Warwick-Booth, L., Rowlands, S., Woodall, J., O'Neil, I. & Foster, S. (2021). Health promotion: Global principles and practice. CABI. Haring, K., Ganten, M., Haring, R., Kickbusch, I, Ganten, D., & Moeti, M. Handbook of global health. Springer. Holland, S. (2015). Public health ethics (2nd ed).Polity Press. Laverack, G. (2019). Public health : Power, empowerment and professional practice (Fourth ed.). Red Globe Press Shaw, M. (2007). The handbook of inequality and socioeconomic position. Policy.