SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB725021
Module Leader Agi McFarland
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge


Summary of Content

Guided by the Social Determinants approach to health, this module aims to encourage and enable students to enhance their knowledge and understanding on how community development approaches aim to support communities to address health inequalities. In addition it will provide students with the skills to be able to critically analyse and evaluate the relationship between public health theory and its application to social action. .


-360b7 Social determinants of health b7 Principles and practice of community development and social action b7 Communication b7 Developing capacity, capability and sustainability with and within communities b7 Partnership working for Health Improvement

Learning Outcomes

1 Learning OutcomesOn successful completion of the module the student should be able to:1 Critically analyse and evaluate the impact of social determinants of health on health and wellbeing2 Provide a critical discussion which demonstrates knowledge and understanding of the principles and practice of community development and empowerment3 Critically analyse and evaluate the relationship between communication and public involvement in relation to public health service provision4 Synthesise knowledge from a range of sources to discuss partnership working5 Critically discuss and evaluate the application of public health theory to social action explaining the relevance to public health practice development.

Teaching / Learning Strategy

The module is delivered online via GCU Learn or classroom based. Students may elect to study the module EITHER online OR on campus, but may not transfer between both. Students will be equipped with the skills required to be able to apply social determinants of health approach in critically evaluating public health related issues. Teaching and learning activities are employed to suit a diverse student population and wherever appropriate teaching/learning materials are chosen to reflect local, national and/or international contexts. The main activities carried out by students are directed and independent study to develop knowledge and skills relating to the identified learning outcomes. The teaching and learning strategies employed include: lectures / video lectures, narrated presentations, seminars / online asynchronous group discussions and tutorials / online self-directed study to engage students in the key concepts which will then be developed through directed reading, guided activities, literature searching and student initiated reading. Using the Social Determinants of health as a framework for discussion, students are encouraged to reflect upon the extent to which public health practice is evidence-based. Lectures and seminars delivered by GCU public health researchers as well as practitioners from stakeholders and external partner organisations help to expose students to national and international case studies and examples for addressing health inequalities using the social determinants of health approach. For instance, guest lecturers from the National Institute of Health and Care Excellence, Glasgow Centre for Population Health and Health Protection Scotland often use examples of local and national public health projects undertaken by their organisations. Lectures and seminars also make use of global case studies underpinned by the WHO's Commission on Social Determinants of Health and the United Nations Millennium and Sustainable Development Goals initiatives. Additionally, students are encouraged to apply key public health tools and principles (for example, partnership working and community development) to identify public health related issues in specific populations and inform potential interventions. Students are expected to critically appraise and evaluate the value of relevant field specific literature. Formative assessment opportunities and guided tasks will allow students to identify learning strategies to meet their personal learning needs.

Indicative Reading

BARR., J. DOWDING. L. 2016. Leadership in Health Care. London: Sage. BARTLEY., M. 2004. Health Inequality: an introduction to concepts, theories and methods. Policy Press. COLES., L., PORTER., E. 2009. Public Health Skills: A practical Guide for Nurses and Public Health Practitioners. Oxford: Blackwell Publishing. CRAGG., L., DAVIES., M., MACDOWALL., W. 2013. Health Promotion Theory. (2 nd edition) Berkshire: Oxford University Press. DORLING., D. 2015. Injustice. Why Social Inequality persists. Polity Press. GRAHAM., H. 2007. Unequal Lives: Health and Socioeconomic Inequalities. Berkshire: Oxford University Press. GUEST., C., et al. 2013. Oxford Handbook of Public Health Practice. (3 rd edition). Oxford: Oxford University Press. MARMOT., M., WILKINSON., SG. 2006. Social Determinants of Health. (2nd edition). Berkshire: University Press. ORME., J., TAYLOR, P., HARRISON, T., GREY, M. (2007) Public Health for the 21st Century. (2nd edition): Berkshire: Open University Press. WILSON., F., MABHALA., M. 2009. Key Concepts in Public Health. London: Sage

Transferrable Skills

Work in a self-directed manner, taking responsibility for own learning, personal development Develop study and IT skills to underpin effective learning Develop communication skills; written, oral and listening Demonstrate an ability to contribute to professional discussion Work effectively with others Underpin professional development by integration of theory and practice Develop enhanced awareness of connections between knowledge, skills and values in relation to self and others Demonstrate critical thinking and problem solving skills in a range of situations

Module Structure

Activity Total Hours
Lectures 24.00
Tutorials 12.00
Directed Learning 12.00
Assessment 30.00
Independent Learning 72.00

Assessment Methods

Component Duration Weighting Threshold Description
Essay n/a 100.00 50% Essay (3000 words)