Health Promotion through the Life Course

POPH20031 Health Promotion through the Life Course 20 Semester 1 Undergraduate Level 5 Rebecca Rippon Unit coordinator Division of Population Health, Health Services Res 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit will embed and revisit the key concepts and theories of health promotion introduced in Year 1, taking a life course approach to explore the behavioural, social, economic and environmental factors which influence health and well-being at different life stages. Students will learn to apply models, theories and the evidence  to consider health promotion practice at community, regional and national levels.Students will take a lifecourse approach to explore UK-based and international exemplars of health promotion, policy and practice, and develop their own personal reflective practice. The approach links strongly with contemporary evidence-based practice such as the Marmot Principles and related framework.   This unit will embed and revisit the key concepts and theories of health promotion introduced in Year 1, taking a life course approach to explore the behavioural, social, economic and environmental factors which influence health and well-being at different life stages. Students will learn to apply models, theories and the evidence  to consider health promotion practice at community, regional and national levels.Students will take a lifecourse approach to explore UK-based and international exemplars of health promotion, policy and practice, and develop their own personal reflective practice.The approach links strongly with contemporary evidence-based practice such as the Marmot Principles and related framework. The unit aims to: build on the students’ basic understanding of health promotion, through taking a life course approach to explore the behavioural, social, economic and environmental factors which influence health and well-being at different life stages. This will include examination of the evidence and theory that underpin health promotion policy and practice as well as the development of personal reflective practice. Students will be able to: A1 Apply a life course approach to the exploration of behavioural, social, economic and environmental factors which influence health and well-being at different life stageA2 Apply a life course approach to explore the key theories and models of health promotion using real-world UK and international examples of health promotion practiceA3 Explain how health promotion is used to inform  public Health practice and decision making on population health and well-being. A4 Identify the strengths and limitations of traditional concepts of health promotion theory and methods, and how these relate to population health and well being. A5 Demonstrate knowledge and critical understanding  how the history and theories are then implemented in global exemplars of health promotion   B1 Apply the main theories and models of health promotion to real-world examples of health promotion practice across a range of populations and settingsB2 Discuss how the social, cultural, economic, commercial, and environmental determinants of health inform approaches to health promotionB3 Evaluate the role of health promotion practice in addressing health inequalitiesB4 Evaluate the underpinning research evidence for health  promotion policy and practiceB5 Discuss the role of policy and ethics in health promotion practice at community, regional and national levelB6 Compare and evaluate the methods used in the implementation of health promotion  practice    C1 Locate existing sources of evidence relevant to health promotion practice   D1 Reflect on own understanding of health promotion theories and their real-world application.D2 Communicate the main approaches used in health promotion practice     There will be x10 weekly 2-hour seminars over the course of the unit, and students will be able to develop discussion from these sessions via the online discussion boards within the VLE (Canvas).   2 Written assignment (inc essay) 100% Written feedback will be provided for the written assignment (2000 words).  Students will also have the opportunity to receive written feedback via formative consolidation exercises on discussion boards.     BSc (Hons) Public Health BSc (Hons) Public Health Second Year Mandatory BSc (Hons) Public Health PT BSc (Hons) Public Health PT Second Year Mandatory BSc (Hons) Public Health BSc (Hons) Public Health Second Year Mandatory N Boylan. M. (2023) ‘International public health policy and ethics’, 2nd edition, Switzerland, Springer.Exworthy, M., Mannion, R. & Powell, M. (eds) (2023) ‘The NHS at 75: the state of UK health policy’, Bristol, Policy PressCorbin, J. et al. (2021) ‘Arts and Health Promotion: Tools and Bridges for Practice, Research and Social Transformation’, Springer NatureKooko, S. & Baybutt, M. (eds) (2022) ‘Handbook of settings-based health promotion’, Switzerland, SpringerMittelmark, M.B. (2022) ‘Handbook of Salutogenesis’, Springer Nature Potvin, L., & Didier, J. (eds) (2022) ‘Global Handbook of Health Promotion Research’, volume 1, Switzerland, SpringerThompson, S.R. (2023) ‘The essential guide to Public Health and Health Promotion’ (2nd edition) London, RoutledgeWills, J. & Naidoo, J. (2023) ‘Foundations for Health Promotion’, 5th edition, Amsterdam, Elsevier   Seminars 20 Tutorials 20 0 160