Health Improvement Y3

POPH30031 Health Improvement Y3 20 Semester 1 Undergraduate Level 6 Rebecca Rippon Unit coordinator Angela Spencer Unit coordinator Division of Population Health, Health Services Res 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit will revise health improvement and promotion including the history and theories that underpin health improvement and promotion policies and practice globally.  We will revise the importance of health improvement and promotion in public health practice and learn how it improves population health and wellbeing.  We will revise specific exemplars from global partners to help illustrate health improvement and promotion policy and practice globally.  We will design a health improvement and promotion intervention in a fictitious population that we will build an implementation and evaluation plan around.  We will apply the learning about theories and methods of health improvement and promotion, programme planning and evaluation to relevant health improvement and promotion issues within professional roles or workplaces. This unit will revise health improvement and promotion including the history and theories that underpin health improvement and promotion policies and practice globally.  We will revise the importance of health improvement and promotion in public health pracice and learn how it improves population health and wellbeing.  We will revise specific exemplars from global partners to help illustrate health improvement and promotion policy and practice globally.  We will design a health improvement and promotion intervention in a fictitious population that we will build an implementation and evaluation plan around.  We will apply the learning about theories and methods of health improvement and promotion, programme planning and evaluation to relevent health improvement and promotion issues within professional roles or workplaces. The unit aims to: develop the students' understanding of health improvement and promotion, including global exemplars.  We will utilise knowledge from previous years to design, implement and evaluate a health improvement and promotion scenario. <figure class="table"><table><tbody><tr><td>Category of outcome</td><td>Students will be able to:</td></tr><tr><td>Knowledge and understanding</td><td>A1 Demonstrate a systematic understanding of how the history of health promotion is used to inform professional practice and decision making.A2 Critically appraise the strengths and limitations of traditional concepts of health promotion theory and methods, and to these relate to their own work or profession.A3 Critically synthesise the history and theories are then implemented in global exemplars of health promotion.A4 Crticially evaluate the benefits of the theory and methods to develop health promotion intervention.</td></tr><tr><td>Intellectual skills</td><td>B1 Identify and evaluate the evidence required for health promotion policy and practice.B2 Critically appraise the implementation of health promotion practice.</td></tr><tr><td>Practical skills</td><td>C1 Fine existing sources of evidence relevant to clinical and non-clinical health questions.C2 Be able to critically appriase common research designs and assess the publishes literature. C3 Create, implement and evaluate a health promotion intervention in a fictitious population.</td></tr><tr><td>Transferable skills and personal qualities</td><td>D1 Reflect on health promotion principles and applications.D2 Develop communication skills to implement health promotion interventions</td></tr></tbody></table></figure> On-campus students onlyAcademic engagement inlcudes lectures, seminars, workshops and other face to face activities.  To achieve the intended learning outcomes for this course unit, we have created a range of activities.  Your course unit leads and teaching team will support you including access to Student Development Programme including peer-support (PASS) and the Programme Director Seminar Series.  We will consult with the students to identify any additional needs and further academic engagement activities will be provided.  Assessments, preparation for assessments, reading time and independent study are also included within your timetables activities.Distance/blended learning students only.Students on this mode of study will have the opportunity to study synchronously with the on-campus students and asynchronously via recorded sessions and online resources. 2 Written assignment (inc essay) 50% 7 Oral assessment/presentation 50% Written feedback will be provided for the presentation.  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 Third Year Mandatory BSc (Hons) Public Health PT BSc (Hons) Public Health PT Third Year Mandatory BSc (Hons) Public Health BSc (Hons) Public Health Third Year Mandatory N <a href="https://www.librarysearch.manchester.ac.uk/permalink/44MAN_INST/bofker/alma9929014924401631">Stevens, A. (2007). Health care needs assessment. Third series : the epidemiologically based needs assessment reviews. Oxford ; Radcliffe. </a> <a href="https://bmjopen.bmj.com/content/11/11/e053392">van Daalen KR, Davey F, Norman C et al (2021) Health equity audits: a systematic review of the effectiveness. BMJ Open </a> <a href="https://www.bmj.com/about-bmj/resources-readers/publications/epidemiology-uninitiated">Coggon, D. (David), Rose, G. and Barker, D.J.P. (David J.P. (2003). Epidemiology for the uninitiated. London: BMJ. </a> <a href="https://www.who.int/tools/health-impact-assessments">World Health Organization (WHO) – Health impact assessment (HIA) tools and methods </a>   Assessment written exam 60 Practical classes & workshops 36 Seminars 15 0 89 For every 20 course unit credits we expect students to work for around 200 hours.  This amount is only a guidance and individual study time will vary.