FUNDAMENTALS IN PUBLIC HEALTH

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723142
Module Leader Emma MacDonald
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory based module is designed as an introduction to public health. Consequently, students will explore fundamental concepts associated with promoting health and wellbeing, adopting population based health approaches. They will explore the boundaries of contemporary public health practice by examining ways in which their knowledge, skills and attributes can contribute to a team approach to providing community and health care services.

Syllabus

Inequalities of Health Principles of public health Vulnerable groups Health promotion Evidence based practice Legal, ethical and accountability practices Partnership working

Learning Outcomes

On successful completion of this module the student should be able to:1. Analyse the social, political and professional issues, which influence the provision of public health focused community health care services.2. Explore the roles, responsibilities and accountability associated with public health practitioners.3. Appraise theoretical models of practice which underpin health promotion and discuss their application in the context of working with individuals, groups and communities.4. Explore public health strategies which contribute to the health, development and well being of individuals, and communities.5. Discuss the multi-factorial nature of safeguarding and vulnerable groups.6. Analyse strategies which promote equity within primary care services and respects diversity within client groups.7. Explore concepts of partnership working.

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, seminars, tutorials, interactive discussions, workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face', 'blended' at GCU or a venue other that GCU e.g. Contractual international agreement or being delivered completely 'online' . The student will always obtain the equivalent of 36 hours of contact time with the module team, excluding individual academic support. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent).

Indicative Reading

Bishop V, 2009, Leadership for Nursing and Allied Health Care Professions; Open University Press; Berkshire. Bowling, A, 2002, Research in Health Care. Investigating Health and Health Services. Oxford: Open University Press. Butler M., Rose E., 2011 Introduction to Organisational Behaviour; Chartered Institute of Personal and Development; cipd London. Coles L, Porter E, 2008, Public Health Skills: A Practical Guide for nurses and public health practitioners. Wiley- Blackwell Oxford. Crinson, I., 2009, Health Policy A Critical Perspective. Sage Publications London. Department of Health and Social Security Inequalities in Health: Report of a Working Group (the Black Report) London: HMSO, 1980. Department of Health. Acheson Report - Independent Inquiry into Inequalities in Health. London: HMSO, 1998. Dowler E, Spencer N, 2007, Challenging health inequalities. From Acheson to Choosing Health Policy Press Oxon. Earle, S., Lloyd, C., E., Sidell, M., Spurr, S 2007, Theory and research in promoting public health, Sage Publications, London. Graham, H, 2009, Understanding Health Inequalities. Maidenhead: Open University Press. Jones-Devitt, S., Smith, L, 2008, Critical Thinking in Health and Social Care. Sage Publications London. Jones, L., Douglas, J, 2012, Public Health: building innovative practice, Open University Press, Milton Keynes. Jones-Howatson, L, 2013, Reflective Practice in Nursing (2 nd edn) Sage Publications, London. Jones, L., Sidell, M., Douglas, J, 2002, The Challenge of Promoting Health: exploration and action. London : MacMillan Press. Larkin, M., 2009, Vulnerable Groups in Health and Social Care. Sage Publications London. Orme, J., Powell, J., Taylor, P., Harrison, T., Grey, M, 2007, Public Health for the 21 st Century new perspectives on policy, participation and practice. Maidenhead: Open University Press. Osmond A, 2013, Academic Writing and Grammar for Students, Sage Publications, London. Saraco R., 2010, Epidemiology: A very short introduction: Oxford University Press: New York. Scottish Government Better health, better care: Action plan. Edinburgh: SO 2007. Scottish Government. Better health, better care: National delivery plan for children and young people's specialist services in Scotland, SO 2009. Scottish Government, Delivering quality in primary care: National action plan - Implementing the healthcare quality strategy, SO 2010 Scottish Government, Early years framework, SO 2008 Scottish Government, Getting it right for every child, SO 2010 Scottish Government, Refresh of Health for All Children 4, SO 2010. Tones, K., Green, J, 2008, Health Promotion: Planning and Strategies. Sage Publications London. Wilson, F., Mzwandile, M, 2009, Key Concepts in Public Health. Sage Publications London. URL's www.chex.org.uk <http://www.chex.org.uk/> www.scotland.gov.uk <http://www.scotland.gov.uk/> <http://www.nes.scot.nhs.uk/> <http://www.show.scot.nhs.uk/sehd/nationalframework/Reports.htm> <http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publichealth/Healthinequalities/Healthinequalitiesguidancepublications/index.htm> <http://isd.scot.nhs.uk/isd/401.html> <http://www.jrf.org.uk/>

Transferrable Skills

Work in a self directed manner, taking responsibility for own learning, personal development and practice competence. Develop communication and IT skills to underpin effective learning Communicate effectively in both written and oral forms Work effectively with others Underpin professional development by integration of theory and practice.

Module Structure

Activity Total Hours
Independent Learning (FT) 144.00
Seminars (FT) 12.00
Lectures (FT) 24.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% 3000 word essay