Overview

This module, "Health Equity: A Life Cycle Approach to Advancing Health and Wellbeing," focuses on understanding and addressing health disparities faced by individuals with learning disabilities throughout their lifespan and the role of the specialist practitioner in the community.

It emphasizes the importance of critically evaluating social determinants of health, appraising relevant policies and legislation, and developing person-centered community nursing care strategies that promote rights, independence, and inclusion.

The module empowers students to make a meaningful impact on health equity by equipping them with the knowledge and skills necessary to advocate for and implement effective health promotion and guide and support self-management strategies.

By completing this module, you will be able to critically assess health policies, interpret health promotion strategies, conduct population needs assessments, and formulate person-centered care plans that enhance the wellbeing of individuals with learning disabilities and their families.

•Principles and methodologies of population health needs assessments,, including participatory approaches. •Epidemiology of health conditions affecting people with learning disabilities. •Health inequalities and social justice frameworks. •Role of family carers and their health needs. •Data interpretation and synthesis from public health reports. •Strategies to address unmet needs and reduce disparities. •Co-production and community engagement in service design.

•Social determinants of health (e.g., housing, education, employment, poverty). •Intersectionality and compounded disadvantage. •Health policy analysis (e.g., Equality Act 2010, A Healthier Wales, Well-being of Future Generations (Wales) Act 2015, Social Services and Well-being (Wales) Act 2014) and further consideration of policy analysis through the lens of stakeholder experiences, including advocacy efforts by carers and disability rights groups. •National and local strategies to reduce health inequalities. (e.g. Learning Disability Strategic Action Plan 2022–2026) •Critical appraisal of legislation and its implementation. •Advocacy and empowerment in practice. •Lifespan approach to health equity for people with learning disabilities.

•Principles of person-centered care and shared decision-making. •Community nursing models and frameworks. •Promoting independence, inclusion, and rights-based care. •Safeguarding adults and children: legal and ethical responsibilities. •Impact of Adverse Childhood Experiences (ACEs) and trauma-informed care. (Healthy Child Wales Programme, The Children (Abolition of Defence of Reasonable Punishment) (Wales) Act 2020). •Transition planning: child to adult services. (e.g. The Transition and Handover Guidance 2022, /Mental Capacity Act 2005) •Interdisciplinary collaboration and care coordination.

•Health promotion theories and models, considering stakeholder-driven initiatives and peer-led education. •Tailoring health education for people with learning disabilities. •Managing multimorbidity and complex health needs. •Risk assessment and health screening tools. •Self-management support and digital health tools. •Lifespan health planning and anticipatory care. •Evaluating outcomes of health promotion interventions.

Assessment Strategy

Assessment Grading Criteria The following grading thresholds outline the expectations for academic performance and professional capability in relation to the role of the Specialist Practitioner. These criteria are aligned with the module learning outcomes, the standards set by the Nursing and Midwifery Council (NMC), and the academic regulations of the University, which expect students to demonstrate progression in critical thinking, academic integrity, and reflective, evidence-informed practice. Assessment outcomes are benchmarked against university-wide marking criteria to ensure consistency, fairness, and academic rigour.

Excellent Pass (A-) An excellent pass is awarded for work of outstanding academic quality. This includes: A comprehensive and critical understanding of the subject area. Independent thinking, originality, and depth in analysis and argumentation. Sophisticated use of evidence and effective synthesis of information to support practice. Work that is logically reasoned, clearly structured, and reflects a high standard of academic scholarship. Advanced critical thinking and reflective capacity, demonstrating strong engagement with the topic.

Good Pass (B-) A good pass reflects a consistent and competent level of academic performance. Students at this level demonstrate: A sound understanding of core concepts and frameworks. Evidence of critical analysis and the ability to integrate theoretical knowledge with practical application. Thoughtful reflection on aspects of leadership, coproduction, and healthcare improvement. A logical and clear academic structure, with appropriate use of supporting evidence. Compliance with the academic expectations for postgraduate study, including critical engagement and clarity of expression.

Threshold (Pass – C-) To achieve a pass, students must attain a minimum grade of C-. This grade demonstrates that the student has: Met the essential module requirements. Engaged with core content at a foundational level, with limited but appropriate application of relevant knowledge to practice. Demonstrated a basic ability to reflect on key areas such as nursing leadership and quality improvement. Identified relevant evidence, though analysis and synthesis may be limited. Met expectations for academic integrity, presentation, and adherence to academic conventions such as referencing and structure.

This reflects the university’s highest expectations for postgraduate academic achievement, including intellectual originality, advanced critical thinking, and clear synthesis of knowledge into professional practice.

Learning Outcomes

• Apply leadership in synthesising and interpreting data from population needs assessments to inform the planning and coordination of targeted health interventions for individuals with learning disabilities and their family carers, with a focus on reducing health inequities.

• Critically evaluate the influence of social determinants on health outcomes and assess the effectiveness of policies and legislation in addressing inequalities for individuals with learning disabilities, advocating for evidence-informed improvements across the lifespan.

• Critically reflect on and articulate an evidence-informed perspective on person-centred community nursing approaches that uphold the rights, independence, and inclusion of individuals with learning disabilities, while considering the roles of safeguarding, childhood experiences, and transitions into adulthood.

• Critique and interpret health promotion and self-management strategies for individuals with learning disabilities, addressing multimorbidity and health risks across the lifespan to enhance overall health and wellbeing.