Run by School of Medical and Health Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Jaci Huws

The module aims to identify and analyse the theory and practice of public health and health promotion. Students will develop a critical understanding of the concepts and determinants of health and wellbeing. The origins and principles of health promotion and public health will be explored and evaluated. The conceptual, theoretical and philosophical frameworks that underpin public health and health promotion practice 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 sustainability and sustainable health. Critical skills and understanding relating to the conduct of health needs assessment will be developed. PLEASE NOTE: Due to the Covid 19 crisis, the module will be delivered using a blend of online teaching approaches for all students through Blackboard Ultra. Students will be required to have access to IT and up to date computer and software.

The module explores and critically appraises key concepts in health education, health promotion, and public health. Course content may include the following:

• Principles relating to health, health education, health promotion and public health policy and practice.

• Approaches to health education, health promotion and public health.

• Public involvement and empowerment.

• Public health surveillance.

• Social marketing and communication.

• Needs and processes of health needs assessment.

• Political and ethical issues relating to health education, health promotion, and public health.

• Sustainability and sustainable health.

threshold

C+ - C-

Demonstrates some knowledge and understanding of relevant material for this module, and a limited use of it to answer the question set with little independent thinking. Limited use of material from the module and other relevant information to support arguments; most of the references are drawn on appropriately to support discussion and presented correctly in both text and references list. Limited awareness of conflicting arguments and ideas but no real attempt to address them; some limited ability to analyse and to critically evaluate material. A framework for the assignment is apparent but logical flow and coherence not always consistent with acceptable use of written language.

good

B+ - B-

Demonstrate adequate knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Good use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion and are presented fully and correctly in both text and references list. Some awareness of conflicting arguments and ideas and a good attempt to address them; some ability to analyse and to critically evaluate material. Sensible use of the major points with very good signposting and balance between sections with good use of written language.

excellent

A* - A-

Demonstrate excellent knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Excellent use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion presented fully and correctly in both text and references list. Excellent awareness of conflicting arguments and ideas and a good attempt to address them; ability to analyse and to critically evaluate material. Excellent organisation of the major points with very good signposting and balance between sections with fluent use of written language.

1. Demonstrate a critical understanding, knowledge and ability to conduct a health needs assessment in developing evidence-based health promotion and / or public health.

2. Discuss and critically analyse the concepts of health, health education, health promotion and public health.

3. Critically understand political and ethical issues relating to health education, health promotion, and public health.

4. Critically evaluate the concept of empowerment, and understand the value of public involvement.

5. Understand and critically analyse prominent theories and models of public health, health promotion and health education.

6. Discuss and critically appraise local, national and international public health promotion strategies, programmes, health directives or health initiatives, with consideration of sustainability and sustainable development.

Type	Name	Description	Weight
ESSAY	Health Needs Assessment Essay: 3 parts	A 4000 word essay comprising 3 parts: Part I (1500 words = 40% weighting): Using a specified tool or approach, conduct a health needs assessment of a defined population and setting, and identify what the population’s health needs or priorities are. Part II (2000 words = 50 % weighting): Use the findings from Part I to identify a health priority for action and discuss intervention(s) to address this. Part III (500 words: 10% weighting): Write a media release (targeted at a lay audience) that summarises the findings described in Part I and II above.	100.00

		Hours
Study group	Students will be required to lead and engage in Discussion Boards and Seminars. Discussion Boards are led by the students, and are monitored and moderated by the Module Organiser.	36
Tutorial	Tutorials: Students are required to attend individual and group tutorials to facilitate the development of critical appraisal skills.	4
Lecture	Lead lectures & group work: The lectures comprise formal presentations, class discussions, seminars, and group exercises. Lectures are interactive and students are encouraged to actively participate and contribute.	36
Private study	Lectures are supported with additional materials and resources that are available on sites including Blackboard and TEAMS. Students are also encouraged to: use library and multi-media resources (such as the Internet, newspapers, radio, television) and engage in online Group discussions. Students are encouraged to use electronic learning resources. Relevant lecture material, reading lists, and a list of relevant Internet resources are available on the course specific websites; students are also asked to add any relevant or useful material to this module site.	124

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• 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
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• 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.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• 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

Resource implications for students

Access to a computer, and the internet. Access to a microphone and headphone or speakers is also required.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/nhs-4207.html

Reading list

Reading lists will be available and updated via Talis for each academic year. This online database is module specific, and contains references to material that is current and topical (and includes electronically accessible material). https://rl.talis.com/3/bangor/lists/D5866E51-705C-8022-DECF-CD0EA0D2CCEE.html?lang=en&login=1