The module meets the care certificate standards: 4. Equality and diversity; 5. Work in a person-centred way; 9. Awareness of mental health, dementia and learning disability; 13. Health and Safety; 15. Infection prevention and control

This module aims to provide students with an understanding of the principles of public health from the political drivers through to action to improve the health of the public. Topics covered will include
the role of Public Health organisations and how their activities have changed with changing mortality causes, changing technologies and changing social values; health as a contested concept; individual differences affecting health status; determinants of health and well-being; health and mental health policy (including dementia and learning disability) and its relationship to public health; equality and diversity; impact of service users, carers and media on public health issues.

Using local public health data students are required to write a project proposal for a post-covid public health / Health Promotion project.

The Assessment will be linked to all Learning outcomes.

Students will be asked to:

Define Public Health. Offer a Historical Context of Issue and discuss Key Political Drivers. Statistics and Demographic Data related to project will be provided to evidence the issue.

Summarise project and list one overall aim and 3-5 objectives in relation to their public health / health promotion project. Summarise expected outputs. The proposal will detail how the project will be delivered, budgeted and how it will critically evaluate success factors.

Scheduled Learning and Teaching Activities: (30¿hours)¿¿

You will attend lectures workshops and sessions on key¿topics.¿There will also be opportunities to participate¿in small groups to explore some of the key issues raised in lectures and undertake practical activities (scenario based). You will also be asked to take part in peer review which will further support the giving and receiving of constructive feedback. In line with building equality and inclusion into course design a wider variety of learning a teaching approaches will be utilised, specialising in class debate and discussion which offers multiple ways for students to complete activities and tasks, express and communicate their learning and develop independent

learning skills.

Guided Independent Study: (170¿hours)¿¿

100¿hours: Independent reading - You will be expected to read the recommended reading and utilise the learning materials which you will have full access to via Blackboard.¿¿ ¿

70¿hours: Case Study and Group Discussion simulation task¿preparation -¿you will need to undertake the necessary research and analysis to respond to the simulation activity. You will be expected to have made use of the relevant library resources/web-based sites to identify relevant academic texts/ journal articles.

1. Demonstrate knowledge and critically evaluate the role of data in public health

Knowledge and Understanding, Analysis, Enquiry, Problem Solving

2. Demonstrate critical knowledge and analysis of the historical development and changing role of public health in England and globally

Knowledge and Understanding, Learning, Analysis

3. Critically evaluate key political drivers, policies, and practice for public health and health promotion

Knowledge and Understanding, Learning, Problem Solving

You will have access to a range of materials on Blackboard VLE including articles, session slides, and interactive activities. You will also be able to access a variety of digital material through our Library and specialist databases.

Appiah, A. (2019) The lies that bind rethinking identity: creed, country, colour, class, culture. London: Profile Books.

Benatar, S. (2021). Global Health: Ethical Challenges (2nd ed). Cambridge University Press.

Carr, S., Unwin, N. & Pless-Mulloli, T. (2007) An introduction to Public Health and Epidemiology. 2nd edition. Open University Press.

Naidoo, J. and Wills, J.(2010)¿Developing Practice for Public Health and Health Promotion E-Book. Elsevier Health Sciences.

Magnuson, J.A. and Dixon, B.E. (2020).¿Public health informatics and information systems. Springer Nature.

Marmott, M and Wilkinson, R (2005) The Social Determinants of Health Oxford University Press
Riegelman, R. and Kirkwood, B (2010) Public Health 101: Healthy People, Healthy Population. Jones and Bartlett.

Rosen, G., 2015.¿A history of public health. Jhu Press.

Taussig, R. (2020) Sitting pretty the view from my ordinary resilient disabled body. New York: HarperOne.

Wilson, F. & Mabhala, A. (2008) Key Concepts in Public Health. Sage.

Bull, E.R. and Dale, H. (2021) ‘Improving community health and social care practitioners’ confidence, perceived competence and intention to use behaviour change techniques in health behaviour change conversations’, Health & social care in the community, 29(1), pp. 270–283. doi:10.1111/hsc.13090.

Bergen, A.P. van et al. (2019) ‘The association between social exclusion or inclusion and health in EU and OECD countries: a systematic review’, European journal of public health, 29(3), pp. 575–582.

Upon completion of this module students will have an understanding of the principles of public health from the political drivers through to action to improve the health of the public. As part of our commitment to building equality and inclusion into our course design this module will consider the evolving role of Public Health organisations, the importance of data analytics and digital technologies within public health and changing social values. Key Public Health campaigns such as anti-smoking and obesity will be critically discussed, offering real life case studies from which to learn. The module will offer an up to the minute class debate on the latest public health challenges, equipping the student with public health planning and evaluation skills with which to enter the workforce of tomorrow.