Module NHS-3195:
Principles of Public Health

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Simon Bishop

Overall aims and purpose

This module is key in setting a foundation for understanding public health and health promotion. The module aims to develop student’s knowledge of key conceptual, theoretical and philosophical frameworks that underpin public health, and health promotion. The module also aims to develop student’s knowledge and understanding of key models and approaches for the development, implementation and evaluation of health education, health promotion and public health.

Course content

This module explores the foundations of public health and health promotion. Course content includes:

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

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

  3. Public involvement and empowerment.

  4. Public health surveillance.

  5. Social marketing and communication.

  6. Needs and processes of health needs assessment.

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

Assessment Criteria

good

Good B+ to B-

Demonstrate good 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.

C- to C+

Adequate C+ to C-

Demonstrate adequate knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Adequate 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

Excellent A* to 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.

threshold

Threshold D+ to D-

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.

Learning outcomes

  1. Explain the importance of evidence-based needs assessment in public health and health promotion.

  2. Identify and appraise local, national and international health promotion and public health strategies, programmes, health directives and health initiatives.

  3. Illustrate and discuss the concepts of health, health education, health promotion and public health.

  4. Highlight and critically understand the most prominent theories and models of public health, health promotion and health education.

  5. Understand and evaluate participant involvement and the concept of empowerment.

  6. Understand and evaluate ethical and political issues.

Assessment Methods

Type Name Description Weight
ESSAY Health promotion intervention

Students are required to submit a 4000 word essay that outlines and critically discusses an original health promotion intervention for a named health issue or behaviour of their choice.

90
SUMMATIVE THEORETICAL ASSMT Discussion

Weekly discussion board activity relating to topics discussed in class. This will be student-led and moderated by the Module Convener.

10

Teaching and Learning Strategy

Hours
Study group

Online Discussion Study Boards: Students will be required to lead and engage in weekly Discussion Boards

12
Tutorial

Tutorials/Group Discussions: These will facilitate the learning of underlying concepts, either as group or individually, either face-to-face, via email, Skype, or through other accessible formats (for example, telephone).

4
Private study

Lectures are supported with additional materials and resources that are available on a Blackboard site. Students are also encouraged to: use library and multi-media resources (such as the Internet, newspapers, radio, television) and engage in Blackboard 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 Blackboard site; students are also asked to add any relevant or useful material to this module site.

148
Lecture

Lecture sessions and workshops designed to enhance knowledge and understanding. These will enable students to apply knowledge and understanding to their own contexts, as relevant.

36

Transferable skills

  • 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.
  • 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.
  • 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

Resources

Resource implications for students

1. Purchase of text books, pens and paper. 2. Photocopying and printing 3. Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence. 4. Access to a computer, internet; and webcam or video/audio recording device.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/nhs-3195.html

Reading list

Talis - https://bangor.rl.talis.com/modules/nhs-3195.html

Courses including this module