FUNDAMENTALS IN PUBLIC HEALTH

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726249
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 is a theory based module, which is designed as an introduction to public health. Consequently, students will explore fundamental concepts associated with reducing health inequalities, promoting health and wellbeing while adopting population based health approaches. This will help the student to develop an entrepreneurial mind-set and to become an active and global citizen through their promotion of population health and wellbeing. Students will explore the boundaries of contemporary public health practice by examining ways in which public health theories and concepts can contribute to a partnership approach in providing primary care services. This will increase the students confidence in working as a responsible member of the multidisciplinary team.

Syllabus

Principles of public health Inequalities of health Public Health Strategies Vulnerable groups Legal, accountability and ethical principles 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.2. Appraise theoretical models of practice which underpin health promotion and discuss their application in the context of working with individuals, groups and communities.3. Explore public health strategies which contribute to the health, development and well -being of individuals and communities.4. Analyse strategies which promote equity within primary care services and respects diversity within client groups.5. Explore concepts of partnership working.6. Examine the legal and ethical principles related to public health practice.

Teaching / Learning Strategy

Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience using case-based scenarios. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. A series of core lectures will be supported with facilitator and student-led tutorials and directed learning utilising facilitator and student-led activities. Teaching approaches will include a variety of methods which may include seminars, group work, workshops, role play, reflective exercises, guided reading and online learning.

Indicative Reading

ACHESON, D., 1998. Independent Inquiry into Inequalities in Health Report. GOV.UK. [online] Gov.uk. Available from: <http://www.gov.uk/government/publications/independent-inquiry-into-inequalities-in-health-report> BARR, J. & DOWDING, L., 2019. Leadership in Health Care. 4 th edition. London: Sage BARTLEY, M., 2016. Health Inequality: an introduction to concepts, theories and methods. 2 nd ed. Policy Press COLES, L. & PORTER, E., 2009. Public Health Skills: A practical Guide for Nurses and Public Health Practitioners. Oxford: Blackwell Publishing Ltd. CRINSON, I., 2009, Health Policy A Critical Perspective. Sage Publications London. DONALDSON, L.J. & RUTTER, P.D., 2018. Donaldsons' essential public health. 4 th edn. London: CRC Press Taylor & Francis Group DEW, K., SCOTT, A. & KIRKMAN., 2016. Social, Political and Cultural Dimensions of Health. Switzerland; Springer International EARLE, S., LLOYD, C., E., SIDELL, M., SPURR, S., 2007. Theory and research in promoting public health. London: Sage Publications. GERRISH, K. & LATHLEAN, A. eds., 2015. The research process in nursing. 6 TH ed. Oxford: Blackwell Publishing: GRAY, M., 2009, Evidence-based health care and public health: how to make decisions about health services and public health, Churchill Livingstone. GREEN, J. CROSS, R., WOODALL, J. & TONES, K., 2019. Health Promotion: planning and strategies. 4 th ed London: Sage. HANLON, P., CARLISLE, S., HANNAH, M. & LYON, A., 2012. The Future Public Health. Berkshire: Open University Press. JONES, L. & DOUGLAS, J., 2013. Public Health: building innovative practice. Berkshire: Open University Press. JONES-HOWATSON, L., 2013. Reflective Practice in Nursing. 2 nd ed. London: Sage Publications. LAURIE G.T., HARMON S., DOVE E.S. 2019 Mason and McCall Smith's Law and Medical Ethics, published by Oxford University Press, Oxford NAIDOO, J. & WILLS, J., 2009. Foundations for Health Promotion (Public Health and Health Promotion 4 th ed. Bailliere Tindall. MARMOT, M., 2010. Fair society, healthy lives : the Marmot Review : strategic review of health inequalities in England post-2010. [online]. The Marmot Review. Available from: <https://www.parliament.uk/documents/fair-society-healthy-lives-full-report.pdf> PORTER, E. & COLES, L., 2011. Policy and Strategy for Improving Health and Wellbeing. Exeter: Learning Matters Ltd. SCOTTISH GOVERNMENT., 2008. Equally Well. Edinburgh: Scottish Office SCOTTISH GOVERNMENT., 2014. Children & Young People (Scotland) Act 2014. Edinburgh: Scottish Office SCRIVEN, A., 2017. Ewles & Simnett's Promoting Health A Practical Guide. 7 th ed. London: Elsevier ROWE, .J. & MITCHELL, A., 2013. Key concepts in health and social care, Sage Publications, London. TAYLOR G. & HAWLEY H., 2010. Key debates in healthcare, Berkshire: Oxford University Press. WILSON, F. & MABHALA, M., 2008., Key concepts in public health, London: Sage. WALKER, P. & JOHN, M. 2012. From Public Health to Wellbeing: The New Driver for Policy and Action. Hampshire: Palgrave Macmillan URL's: http://www.nursingleadership.co.uk <http://www.nursingleadership.co.uk> <http://www.skillsforhealth.org.uk> <http://www.nes.scot.nhs.uk> <http://www.scotland.gov.uk> <http://www.rcn.org.nhs.uk> <http://www.nmc.org.nhs.uk>

Transferrable Skills

Development, or enhancement, of - Independent learning skills - Critical thinking and decision making skills - Study, IT and time management skills - Professional and ethical values aligned with professional practice - Communication and team working - Theory and practice integration and problem solving - Reflection

Module Structure

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

Assessment Methods

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