MODULE HANDBOOK 2024/25

Principles, Skills and Information Systems

for Health Promotion and Public Health
Module Code: HEP 701 (CRN 63471)

Course/s: PG Cert / PG Dip / MSc Health Promotion and

Public Health

School of Nursing and Paramedic Sciences

Faculty of Life and Health Sciences

Dr Lisa Hanna-Trainor
Module Coordinator

Room Number BC 04-160

Email [email protected]

Phone Number +44 (0)28 9536 5230

Office Hours Monday-Friday 9am – 5pm

Notice
Please be aware the information provided within the module handbook is subject to change.
[HEP 701] [Principles, Skills and Information Systems for Health Promotion and Public Health]

Table of Contents

Welcome .................................................................................................................................. 3

1. Module Overview and Communication ................................................................................ 4

2. Sustainable Development Goals (SDGs) and Graduate Attributes (GAs) in your module ... 5

3. Aim and Learning Outcomes................................................................................................ 7

4. Assessment and Feedback .................................................................................................. 8

5. Learning Resources ........................................................................................................... 19

6. Organisation and Management .......................................................................................... 22

7. Student Voice and Support Services ................................................................................. 31

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Welcome

Welcome to HEP 701: Principles, Skills and Information Systems for Health Promotion and Public
Health. As a team we are delighted to welcome you to this module. This handbook will provide you with
the schedule of lectures, the learning outcomes, details of the assessments and a summary of the
University plagiarism policy.

Within a post COVID-19 pandemic climate we are in need of the critical skills of health promotion and
public health now more than ever. As such, this module is both strategic and key in the development of
your skills as a public health practitioner. The module aims to give you a foundational knowledge of the
concepts of health, health inequalities and the theoretical and conceptual components that underpin
public health and health promotion practice. This will inform your critical analysis skills and future
practice.

This module will run on Tuesdays for nine weeks from 24th September 2024 – 19th November 2024.
The materials will be available online prior to the teaching sessions each week. In order to be able to
fully understand and apply the knowledge and skills you are expected to fully engage in academic
debate, discussions and access all the available materials as well as participate in self-directed
learning. Throughout the module you will be introduced to new content. This will be unfamiliar and may
feel daunting, especially in the first few weeks. It is very important that you engage with all the material,
both online and in class activities. If you are having difficulty with the module content it is vital that you
ask questions and engage both in the classroom and online in the Discussion Boards.

However, please be assured that I will be available to support you via the Discussion Board on
Blackboard Ultra once teaching is completed and will respond to queries within a timely manner. If you
wish to contact me regarding this module, I am available by appointment and my contact details are in
this handbook. We hope you will find this module informative and engaging and look forward to
welcoming you.

Warm regards
Lisa Hanna-Trainor
Dr Lisa Hanna-Trainor
Module Coordinator
September 2024

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[HEP 701] [Principles, Skills and Information Systems for Health Promotion and Public Health]

1. Module Overview and Communications

Module Details
Principles, Skills & Information Systems for Health Promotion & Public
Module Title
Health

Module Code HEP 701 Module Level 7

Credit points 30 credits Module Status Compulsory

Semester 1 Location Belfast Campus

Delivery Mode Face-to-face, on-campus

Contact Details and Communication Methods

Module
Dr Lisa Hanna-Trainor (See cover sheet for contact details)
Coordinator

Dr Lisa Hanna-Trainor
• Email: [email protected] Office Hours: By Apt

Teaching Staff Dr Lesley Dornan

Contact Details • Email: [email protected] Office Hours: By Apt
Dr Muhammad Salman Butt
• Email: [email protected] Office Hours: By Apt

If you require advice on any aspect of the module, please read the
guidance provided here, in the Module Handbook.
For General Queries, please utilise the class Discussion Board. For
Specific Queries or studies advice, you can avail of the ‘Virtual Office
General
Hours’. Please contact any member of the team if you have questions
Information,
relating to the module or wish to schedule an appointment. Please note,
Queries and
we aim to respond to emails within 48 hours during the working week.
Consultations

Key announcements will be presented during tutor-led activities.

Out of class communication including notifications, reminders, etc will be
distributed via the Blackboard Announcement tool. You will receive a
duplication of the announcement direct to your student email inbox. It is
essential that you check your emails regularly.
Module It’s also advisable that you download ‘Blackboard’ App as an alternative
Announcements to access announcements, notifications, reminders and content.

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2. Sustainable Development Goals (SDGs) and

Graduate Attributes (GAs) in your module

Sustainable Development Goals (SDGs)

The UN SDGs are a comprehensive set of global goals to end poverty, protect our planet, and
improve living conditions of the Global Population. You are encouraged to think critically and reflect
on SDGs in the context of this module.
The following SDGs are relevant in the context of this module:

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Graduate Attributes (GAs)

Ulster University’s Graduate Attributes are a high-level set of competencies, developing universal
understandings, skills, qualities, and values.
As a result of engaging with this module you will have opportunities to develop and practise the
following selected attributes:

Thriving Individual D A Engaged Learner D A

Enhancing Potential Subject Specialist

Confidence and Resilience Creative Problem Solver
Well-being Researcher
Growth Mindset Critical Thinker

Collaborative Professional D A Active Citizen D A

Responsible Team Player Citizen with Integrity

Effective Communicator Inclusive Citizen
Enterprising Innovator Sustainable Citizen
Digital Fluent Professional Future Thinker

KEY:
D = Developed
A = Assessed

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[HEP 701] [Principles, Skills and Information Systems for Health Promotion and Public Health]

3. Aim and Learning Outcomes

Module Rationale
Public health is "The science and art of promoting and protecting health and well-being, preventing ill-
health and prolonging life through the organised efforts of society" (Faculty of Public Health 2010). As
such, public health is at the forefront of tackling the determinants that influence health and contribute
to health inequalities. This module provides the basis for the study of health promotion and public health
practice. Having an in-depth knowledge and understanding of the concept of health, key principles,
theories and models and the relevant skills will enable students to evaluate the appropriateness of a
range of approaches and methods for promoting health and enabling behaviour change in a variety of
contexts.

Overall Aim of the Module

The aim of this module is three-fold:
1. To develop students' critical understanding of health and health inequalities and how these are
influenced by the social determinants of health.
2. To enable students to examine in detail the conceptual, theoretical and philosophical frameworks
that underpin public health and health promotion practice.
3. To equip students with in-depth knowledge of the skills required and the information systems that
can be used to address the health of individuals, communities and populations

Learning Outcomes

What you should be able to do by the end of this module?

Successful participants will be able to:

1) Assimilate the concept and value of health and current regional, national and global public health
priorities.
2) Critically evaluate and synthesise the key theories and approaches which underpin behaviours
that impact health and wellbeing and those mechanisms which are developed to effect change.
3) Demonstrate understanding of the essential knowledge, abilities, skills, values and leadership
styles that are needed to understand and apply effective current public health practice.
4) Identify current and evolving public health surveillance and information systems and the emerging
challenges and opportunities for sharing data between clinical and public health information
systems.

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[HEP 701] [Principles, Skills and Information Systems for Health Promotion and Public Health]

4. Assessment and Feedback

What you need to do to demonstrate achievement of learning?

Summary Assessment Information
This module will be assessed via two items of assessment

Percentage (%) and

Type Assessment method and Feedback due
word count
submission date: date
equivalent

Video Presentation
Coursework 1 30% 20 working days
Submission Date: 28th Oct 2024

Class Test
Coursework 2 20% 48 hours
Submission Date: 14th Nov 2024

Critical Reflection
Coursework 3 50% (3,500 words) 20 working days
Submission Date: 6th Dec 2024

Assessment Guidance
1) Word count includes the title & contents pages, in-text references and citations but excludes
tables, reference list and appendices.
2) Your work should include references to relevant journal articles and other good quality
information sources and should be properly laid out using the Harvard system of referencing.
More detailed guidance is available in the ‘Guide to Referencing in the Harvard Style’. We
encourage you to make good use of all the support services offered by your Faculty Subject
Librarian, further details are in the Learning Support Services Section.
3) You should refer to the assessment criteria to provide fuller details of the marking criteria for each
classification band.
4) In addition, you should refer to the standard assessment guidelines as presented in your Course
Handbook/Support Area, this includes guidance & policies on referencing style, plagiarism, etc.
5) We recommend the use of Studiosity which offers constructive feedback on draft written
submissions within 24 hrs. The Student Success Centre can also provide useful support for
students.
6) Coursework must be submitted by the dates specified. Coursework submitted after the
deadline, without prior approval, is not normally accepted. For further guidance on the late
submission of coursework, please see the course handbook.
7) Non-compliance with the word limit will result in a penalty being applied in accordance with the
University Word Limit Policy which can be found on your Course Support Area in Blackboard.

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Coursework 1
Assessment Task

Video Presentation due on Monday 28th October 2024

Coursework 1 – BRIEF for Video Presentation (30%)

a) Students will be required to create a video presentation (maximum 8 minutes duration) outlining
how national and global public health information and surveillance systems collect health related
data and how such data can be used for a public health issue. The assignment may take the form
of either an individual:
i) Video recorded PowerPoint presentation OR
ii) Pre-recorded Pinopto presentation.
b) Detailed assessment guidance will be provided via blackboard and during class sessions.
c) Completed assignments must be submitted online.
d) Students will be provided with detailed guidance on the development of a video presentation and
submission details

Coursework 1 – FEEDBACK
Detailed feedback and grades on the assessment will be provided via Blackboard Ultra within 20
working days, in line with University guidelines.

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Coursework 1 – ASSESSMENT RUBRIC/MARKING PROFORMA

RUBRIC FOR HEP701 [Principles, Skills and Information Systems for Health Promotion and Public Health]
Coursework 1: VIDEO PRESENTATION [30%]

Create an 8-minute video presentation outlining how national and global public health information and surveillance systems collect
health related data, and how such data can be used to address a public health issue

Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 8.5 - 12 7.2 - 8.4 6 - 7.1 5.4 – 5.9 0 – 5.3

Select ONE national and ONE Selected one national and one Selected one national and one Selected one national and one Although selected one national How the selected public health
global public health information / global public health information / global public health information / global public health information / and one global public health information / surveillance
surveillance system and explain surveillance system and surveillance system and surveillance system and made a information / surveillance system a systems collect health related
how each collect data to measure, provided an excellent provided a very good good attempt at explaining how poor explanation was provided on data was very poorly explained
monitor and report population explanation and overview of how explanation and overview of each collect data to measure, how each collect data to measure, and / or only one information
health and wellbeing. each collect data to measure, how each collect data to monitor and report population monitor and report population system was alluded to.
monitor and report population measure, monitor and report health and wellbeing. health and wellbeing.
[12] health and wellbeing. population health and wellbeing.
Few / none of the key
Highlighted most of the key Many of the key challenges and challenges and barriers that can
The key challenges and barriers Some of the key challenges and challenges and barriers that can barriers that can often impede the often impede the timely
that can often impede the timely barriers that can often impede often impede the timely collection timely collection of health data collection of health data were
collection of health data were the timely collection of health of health data however, some key were omitted. highlighted.
highlighted. data were highlighted. barriers / challenges were omitted.

7 - 10 6 – 6.9 5 – 5.9 4.5 – 4.9 0 – 4.4

Explanation of how health data is
used to address public health Presented a comprehensive Presented a detailed Presented an explanation which Explanation presented Very poor or no explanation
issues explanation which demonstrated explanation which demonstrated demonstrated good knowledge demonstrated poor knowledge and provided that demonstrated poor
[10] excellent knowledge and very good knowledge and and understanding of how some of / or understanding of how data knowledge and / or
understanding of how all the understanding of how most of the different types of data from from each information system understanding of how data from
different types of data from each the different types of data from each information system could be could be used to address a each information system could
information system could be each information system could used to address a selected public selected public health issue. be used to address a selected
used to address a selected be used to address a selected health issue. public health issue.
public health issue. public health issue.

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Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 5.6 - 8 4.8 – 5.5 4 – 4.7 3.6 – 3.9 0 – 3.5
Presentation quality. An exceptionally well planned A well planned and structured A good presentation with most General structure of and poor Lack of logical structure to
and logically structured presentation presented in a logical information presented in a clear sequencing of slides made presentation.
[8] presentation. manner. logical manner. presentation difficult to follow.

The slides were difficult to read

Information was clear and Most of the information on each There was too much information Too much information was and lacked visual appeal. Too
concise on all slides, and slide was clear and concise and on one or two slides which contained on many of the slides. much information had been
visually appealing / engaging visually appealing / engaging affected the visual appeal. Minimal evidence of effort made copied onto slides and slides
which complemented and which complemented and to make slides visually were overloaded with text and /
consistently enhanced the consistently enhanced much of the appealing. Any graphics or graphics. Any graphics
presented information. information presented. A few misspellings and typos included did not always support included detracted from the
and / or grammatical errors. the content of the presentation. content of the presentation.
There were misspelling and
Slides had no misspellings or Minor misspellings and typos and / grammatical errors on the
grammatical errors. or grammatical errors on slides. Presentation skills: voice was Slides had numerous majority / all the slides.
generally clear, and the pace of misspellings, typos and / or
the talking was appropriate. grammatical errors. Presentation skills: Voice level
Presentation skills: spoke Presentation skills: spoke clearly made listening difficult. Talking
clearly and with confidence and and the pace of the presentation pace was consistently too slow
the pace of the presentation was mostly appropriate. Presentation skills: voice level or too fast, and constantly read
Sometimes read from notes or off notes and / or slides.
was consistently appropriate. slides. was generally poor. Talking pace
was generally too slow or too
Rarely read from notes or slides. fast. Often read off slides and /
No reliance on notes or slides. or notes. The presentation exceeded the
The presentation exceeded the 8-minute time limit by more than
8-minute time limit by less than two minutes.
Presentation did not exceed the one minute.
Presentation did not exceed the maximum time limit of 8 minutes. The presentation exceeded the
maximum time limit of 8 8-minute time limit by less than
minutes. two minutes.

Note:

Please ALSO refer to PowerPoint presentation for additional assessment guidance

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Coursework 2
Assessment Task

Class Test will be available on Thursday 14th November 2024

Coursework 2 – BRIEF for Class Quiz (20%)

a) Students will undertake a one-hour multiple choice class test which will assess their
knowledge and understanding of module materials.
b) The test should enable students to reinforce and continue their learning by providing them with
indicators of the topics and skills which they may not yet have mastered and should focus on.
c) The test will be administered online during week 8.

Assignment Guidelines
a) The class quiz will be available in the module content area of Blackboard Ultra
b) Detailed guidance will be given in class prior to the quiz
c) This element of the coursework accounts for 20% of the overall assessment. There is no
rubric available for this coursework
d) The date and time of the quiz is final. As this test will be delivered online it is the student’s
responsibility to make sure that they will have access to good internet connection for the class
quiz.

Coursework 2 – FEEDBACK
The provisional mark for the class quiz will be provided via Blackboard Ultra by 18th November 2024.
The quiz should enable students to reinforce and continue the learning from the module by providing
the, with indicators of the topics and skills which they may not have mastered.

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Coursework 3
Assessment Task

Critical Reflection due on Friday 6th December 2024 by 12 midday.

Coursework 3 – BRIEF for Critical Reflection (50%)

Students will be required to submit a written assignment critically reflecting on and defending the
essential knowledge, abilities, skills and values that are needed to address a public health issue.

Assignment Guidelines
- This assignment will be written as a critical reflection.
- Detailed guidance of writing a critical reflection will be given during live classes
- This element of the coursework accounts for 50% of the overall assessment. You should refer
to marking rubric at the end of this section for the requirements and marking criteria for each
classification band.
- Formative feedback will be given throughout the classes to allow you to develop your critical
reflective skills and to support the development of the expected level of work.
- Completed assignments must be submitted as a Word document via Turnitin by 5pm on 6th
December 2024. This date and time are final. If, for any reason you are unable to submit your
work by this deadline an Extenuating Circumstances form (EC1 form) is available at the link
below: https://www.ulster.ac.uk/__data/assets/pdf_file/0006/690513/EC1-Form-V2- Fillable.pdf
- EC1’s must be completed and submitted on day one of the illness/absence and no later than
10 days following the submission due date otherwise a mark of zero will be given.
- Please see Assignment Presentation below for details of how the assignment should be
presented.

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Assignment Presentation
Assignments must be submitted through Turnitin in Blackboard Learn. The title page should include:
- Student Name:
- Student Number:
- Title of course: PGCert/PGDip/MSc Health Promotion and Public Health
- Module Title: Principles, Skills and Information Systems for Health Promotion and Public
Health
- Module Code/CRN: HEP701; CRN 63471
- Assignment Title: (add own title)
- Name of Lecturer: Dr Lisa Hanna-Trainor
- Submission Date: (Add specific submission date)
- Word count: (Add specific word count)
- The Student Declaration of Ownership below must be included at the start of your assignment

I declare that this is all my own work and that any other material I have referred to has been
accurately and consistently represented. I have read the University’s policy on plagiarism and
understand the definition of plagiarism. If it is shown that material has been plagiarised, or I
have otherwise attempted to obtain an unfair advantage for myself or others, I understand that
I may face sanctions in accordance with the policies and procedures of the University. A mark
of zero may be awarded and the reason for that mark will be recorded on my file.

- Font: size 12 Times New Roman or size 11 Arial

- Allow margins of approximately 2.5cm at the top, bottom and sides of your page
- 1.5-line spacing
- Number pages sequentially
- The Faculty of Life and Health Sciences Referencing Guidelines must be used. A copy is
available on Blackboard
- Students must adhere to the word limit policy so as to avoid penalties as follows:
+10% - no penalty
+>10% - 20% - 5% penalty
+>20% - 30% - 10% penalty
+>30% - 40% - 15% penalty
+>40% - 50% - 20% penalty
+>50% - maximum mark of 50

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Students who have written significantly under the word count will have self-penalised as they
will not have covered the content adequately. Word counts do not include Tables, Figures,
Diagrams, Reference Lists or Appendices. Tables and Figures core to the assignment should
be in the main body of the assignment and not in the Appendices HEP 701: Principles, Skills
and Information Systems for Health Promotion and Public Health Academic Year 2023/24 -
Semester I Page 12 of 27

- Marks will be deducted for failing to submit, without prior approval through the appropriate
channels, by the stated time on the day of submission

Coursework 3 – FEEDBACK
Detailed feedback and the provisional mark will be given in line with University guidelines via
Blackboard Ultra within 20 working days.

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Coursework 3 – ASSESSMENT RUBRIC/MARKING PROFORMA

RUBRIC FOR HEP701 [Principles, Skills and Information Systems for Health Promotion and Public Health]
Coursework 3: CRITICAL REFLECTION ESSAY [50%]

Critically reflect on and defend the essential knowledge, abilities, skills, and values that are needed to address a public health issue

Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 5.6-8 4.8-5.5 4-.4.7 3.6-3.9 0-3.5

Select ONE public health Provided a clear and concise Provided an introduction statement There was an introduction The introduction statement was There was no clear
issue. Using appropriate introduction statement that clearly that outlined what the assignment statement, however, in parts it was not clear or poorly linked to the introduction statement
evidence, relevant sources, outlined what the assignment would cover and was aligned to not always clear what the assignment criteria. highlighting what the
and the policy context, provide would cover, and was aligned to the assignment criteria. assignment would cover. assignment would be
a comprehensive overview of the assignment criteria. Included literature and information focusing on.
the importance of your chosen Included relevant information and Included literature and information that demonstrated only fair
public health issue. Included highly relevant up-to-date evidence from a wide that demonstrated good knowledge and understanding of Poor knowledge and
information and up-to-date range of disciplines and mainly knowledge and understanding of the magnitude of one public health understanding of the
[8] evidence from a wide range of primary sources that demonstrated the magnitude of one public health issue. However, the sources were magnitude of selected
disciplines and primary sources very good knowledge and issue. However, the sources were not always relevant and/or up-to- public health issue was
that demonstrated excellent understanding of the magnitude of not always relevant and/or up-to- date and were mainly secondary demonstrated. Important
knowledge and understanding of one public health issue. date and were mainly secondary sources. Evidence presented was literature and/or evidence
the magnitude of one public health sources. Evidence presented was from a limited number of was omitted.
issue. Very good explanation of how the from a limited number of disciplines.
public health issue aligns with disciplines. How the identified public
Excellent explanation of how the global, national and regional How the identified public health health issue is aligned with
public health issue aligns with policies/strategies/legislation. Good attempt at explaining how issue is aligned with global, global, national and
global, national, and regional the public health issue aligns with national and regional policies/ regional policies/
policies/strategies/ legislation. Discussed the connection between global, national and regional strategies/ legislation was poorly strategies/ legislation was
the chosen public health issue and policies/ strategies/ legislation. explained. very poorly explained or
Clearly articulated the connection the implications for an individual, an explanation was
between the chosen public health families, communities, and the Discussed some of the The connection between the public omitted.
issue and the implications for an economy. connections between the chosen health issue, the evidence
individual, families, communities, public health issue and the presented and the implications for There was no link or
and the economy. implications for an individual, an individual, families, connection between the
families, communities, and the communities and the economy public health issue and the
economy. was poorly explained. evidence presented and
the implications for an
individual, families,
communities and the
economy was very poorly
explained.

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Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 8.4-12 7.2-8.3 6-7.1 5.4-5.9 0-5.3
Critical reflection and defence Extensive evidence of Evidence of incorporating more Alluded to at least two different Alluded to only one competency No competency framework
of the essential knowledge incorporating more than two than two different competency competency frameworks and framework. Analysis of the identified. Analysis of the
needed to address the chosen different competency frameworks to provide a very good provided a good analysis of the specific knowledge needed to specific knowledge needed to
public health issue. frameworks to provide an analysis of the specific knowledge specific knowledge needed to effectively address a health effectively address a health
excellent analysis of the specific needed to effectively address a effectively address a health issue within one area/role of issue within one area/role of
[12] knowledge needed to effectively health issue within one area/role of issue within one area/role of public health was poorly public health was very poorly
address a health issue within public health. public health. explained. explained or missing.
one area/role of public health.
Identified what the potential impact Identified some of the potential The potential impacts if a public The potential impacts if a public
Clearly identified what the could be if a public health impacts if a public health health practitioner did not have health practitioner did not have
potential impact could be if a practitioner did not have the practitioner did not have the the required knowledge for their the required knowledge for their
public health practitioner did not required knowledge for their role to required knowledge for their role to address the public health role to address the public health
have the required knowledge for address the public health issue. role to address the public health issue were poorly explained. issue were very poorly explained
their role to address the public issue. or missing.
health issue. Critical reflection was mainly Relevant literature to support
supported by relevant, up-to-date Included literature to support reflection was sparse. What was Relevant literature to support
Critical reflection was fully literature. critical reflection, however, was included was not always relevant reflection was missing.
supported by highly relevant, not always relevant and/or up- and/or up-to-date literature.
up-to-date literature. to-date.
Criteria Distinction Commendation Pass Fail Significant Fail
70-100% 60-69% 50-59% 45-49% 0-44%
Mark 8.4-12 7.2-8.3 6-7.1 5.4-5.9 0-5.3
Critical reflection and defence Extensive evidence of Evidence of incorporating more Alluded to at least two different Alluded to one competency No competency framework
of the essential abilities/skills incorporating more than two than two different competency competency frameworks and framework. Analysis of the identified. Analysis of the
needed to address the chosen different competency frameworks to provide a very good provided a good analysis of the specific abilities/skills needed to specific abilities/skills needed to
public health issue. frameworks into discussion to analysis of the specific specific abilities/skills needed to effectively address a health effectively address a health
provide an excellent analysis of abilities/skills needed to effectively effectively address a health issue within one area/role of issue within one area/role of
[12] the specific abilities/skills address a health issue within one issue within one area/role of public health was poorly public health was very poorly
needed to effectively address a area/role of public health. public health. explained. explained or missing.
health issue within one
area/role of public health. Identified what the potential impact Identified some of the potential The potential impacts if a public The potential impacts if a public
could be if a public health impacts if a public health health practitioner did not have health practitioner did not have
Clearly identified what the practitioner did not have the practitioner did not have the the required abilities/skills for the required abilities/skills for
potential impact could be if a required abilities/skills for their role required abilities/skills for their their role to address the public their role to address the public
public health practitioner did not to address the public health issue. role to address the public health health issue were poorly health issue were very poorly
have the required abilities/skills issue. explained. explained or missing.
for their role to address the Critical reflection was mainly
public health issue. supported by relevant, up-to-date Included literature to support Relevant literature to support Relevant literature to support
literature. critical reflection, however, was reflection was sparse. What was reflection was missing.
Critical reflection was fully not always relevant and/or up- included was not always relevant
supported by highly relevant, to-date. and/or up-to-date literature
up-to-date literature.

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Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 8.4-12 7.2-8.3 6-7.1 5.4-5.9 0-5.3
Critical reflection and defence Demonstrated a high degree of Demonstrated a very good degree Good attempt at understanding Poor attempt at understanding Very poor attempt at
of the ethical issues and moral understanding of the of understanding of the importance the importance of the key the importance of ethical understanding the importance of
values specific to the public importance of the key ethical of the key ethical principles and ethical principles and values principles and values that need ethical principles and values that
health issue. principles and values that need values that need to be considered that need to be considered to be considered when need to be considered when
to be considered when when addressing any public health when addressing any public addressing any public health addressing any public health
[12] addressing any public health issue. health issue. issue. Some key ethical issue. Many key ethical
issue. principles and values missing. principles and values missing.
Considered and discussed Alluded to some of the ethical
Identified and critically relevant ethical conflicts and moral conflicts and moral values that a Ethical conflicts and moral Ethical conflicts and moral
discussed key and very relevant values that a public health public health practitioner may values that a public health values that a public health
ethical conflicts and moral practitioner may encounter when encounter when addressing the practitioner may encounter when practitioner may encounter when
values that a public health addressing the chosen public chosen public health issue and addressing the chosen public addressing the chosen public
practitioner may encounter health issue and considered the considered the implication/ health issue were poorly health issue were very poorly
when addressing the chosen implication/ impact these may impact some of these may have explained. The implication/ explained/missing. The
public health issue and have on health inequalities and on health inequalities and impact these may have on implication/impact these may
considered the full implication/ inequities. inequities. health inequalities and inequities have on health inequalities and
impact these may have on was only considered for a few inequities was very poorly
health inequalities and Critical reflection was mainly Included literature to support and/or was poorly explained. explained/missing.
inequities. supported by relevant, up-to-date critical reflection, however, was
literature. not always relevant and/or up- Relevant literature to support Relevant literature to support
Critical reflection was fully to-date. reflection was sparse. What was reflection was missing.
supported by highly relevant, included was not always relevant
up-to-date literature. and/or up-to-date literature.

Criteria Distinction Commendation Pass Fail Significant Fail

70-100% 60-69% 50-59% 45-49% 0-44%
Mark 4,2 - 6 3.6 - 4.1 3 - 3.5 2.7 - 2.9 0 - 2.6
Structure, grammar, spelling, Outstanding, logically, and Sentences were structured and Sentence structure and/or word Sentence structure, word No structure. Numerous
typos, referencing and coherently structured words chosen to communicate choices sometimes interfered choices and lack of transitions misspellings, typos and
references. assignment. Negligible ideas clearly. Sequencing of ideas with clarity. Needed to improve and/or sequencing of ideas grammatical errors.
misspellings/typos and/or within paragraphs and transitions sequencing of ideas within parts throughout much of the Unnecessary words were used.
[6] grammatical errors. between paragraphs made the of the assignment to make the assignment made reading and
assignment easy to follow. writing easy to follow. A few understanding difficult. No referencing system used.
Reference section complete misspellings and typos. Numerous misspellings, typos Too much reliance on internet
and comprehensive. Included Minor misspellings and typos. and grammatical errors. sites.
both primary and secondary Mostly secondary sources used.
sources. Faculty of Life and Reference section complete and Faculty of Life and Health Faculty of LHS referencing
Health Sciences referencing comprehensive. Included both Sciences referencing system system not used. Inconsistent or
system used with no errors. primary and secondary sources. used. More than 5 but less than illogical referencing system.
Faculty of LHS referencing system 10 different referencing errors. Inadequate list of references.
used with 5 or less different More than 10 different
referencing errors. referencing errors. Tendency to
rely on internet sources.

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5. Learning Resources

A list of current learning resources specifically chosen to build

your knowledge and understanding for this module

Reading List
Also available online via Key Links: https://ulster.keylinks.org/#/
Books/Journal Article/Publications Required Reading (Must read)
Burke, R.B. and Friedman, L.H. (2020) Essentials of management and leadership in public health.
Burlington: Jones & Bartlett Learning.

Naidoo, J. and Wills, J. (2022) Foundations for Health Promotion. Public health and health
promotion. 4th ed. London: Elsevier.

Ogden, J. (2023) Health Psychology. 6th ed. Maidenhead. McGraw Hill.

Scriven, A. (2017) Ewles and Simnett’s Promoting Health: a practical guide. 7th ed. Elsevier.

World Health Organization. (2014) Review of social determinants and the health divide in the WHO
European Region: Final Report. WHO: Copenhagen. Available at:
https://www.euro.who.int/__data/assets/pdf_file/0004/251878/Review-of-social-determinants-and-
the-health-divide-in-the-WHO-European-Region-FINAL-REPORT.pdf (accessed 19/08/21)

Department of Health & Northern Ireland Statistics and Research Agency (2024) Health
Inequalities: Annual report 2024. DOH: Belfast.

The Health Foundation. (2024) Health inequalities in 20240. Health inequalities in 2040 - The
Health Foundation (accessed 21/06/24)

World Health Organisation (2024) World health statistics 2024: monitoring health for the SDG’s:
global report. World health statistics 2024: monitoring health for the SDGs, sustainable
development goals (who.int) (accessed 21/06/2024).

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Books/Journal Article/Publications Recommended Reading (Should read/Could read)

Bartley, M. (2016) Health inequality: An introduction to concepts, theories and methods. 2nd
ed. Cambridge: Polity Press.

DiClemente, R.J., Salazar, L.F. and Crosby, R.A. (2018) Health behaviour theory for public
health. Principles, foundations and applications. 2nd ed. rev. Burlington: Jones & Bartlett
Learning.

Skolnik, R. (2019) Global health 101. 4th ed. Burlington: Jones & Bartlett Learning.
Public Health England. (2019) Public health skills and knowledge framework.
https://www.gov.uk/government/publications/public-health-skills-and-knowledge-framework-phskf
(accessed 19/08/2021).

Burlington: Jones & Bartlett Learning. World Health Organization. (2008) Closing the gap in a
generation: Health equity through action on the social determinants of health. Geneva: WHO.
Available at: http://apps.who.int/iris/bitstream/10665/43943/1/9789241563703_eng.pdf JOURNALS
(accessed 19/08/2021).

World Health Organisation (2021) Social Determinants of Health. https://www.who.int/health-

topics/social-determinants-of-health#tab=tab_1 (Accessed 19/08/2021).

Useful Journals

BMC Public Health: https://bmcpublichealth.biomedcentral.com/

Cities and Health: https://www.tandfonline.com/loi/rcah20

European Journal of Public Health: https://academic.oup.com/eurpub

Global Health Promotion: https://journals.sagepub.com/home/ped

Journal of Public Health: https://academic.oup.com/jpubhealth

Useful Library Databases and Websites

Ulster University Library: https://www.ulster.ac.uk/library

HEP701 - https://ulster.keylinks.org/new-ui/hierarchy/list/37626

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Library’s Support Services

In collaboration with teaching staff, your Subject Librarian will be delivering timetabled workshops to
ensure you are able to make the best use of the Library’s services and information resources in
successfully completing your coursework. Furthermore, if you need specific help with an assignment
or dissertation then you can make an appointment to meet with your Subject Librarian by email,
phone or through using the appointments schedule.
Online support is also available by accessing the Library’s Faculty Guides as these provide help in
developing your information and research skills by identifying the best learning resources available,
forming effective literature searches, offering academic writing support and adopting the best
referencing techniques.

Blackboard Learning Support

If you require help or support with any of the digital learning tools utilised within your module the
Blackboard Helpdesk can be contacted via

028 9536 7188, or by e-mail to [email protected]

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6. Organisation and Management

Types of learning activities that will make up your weekly timetable

This module HEP 701 is a 30-credit point module, this requires approximately 300 hours of your
commitment, distributed through the following learning and teaching activities over the 15-week
semester. For a description of the nature of the learning activities please refer to your course
handbook.

Summary of Learning Activities

Learning Activities: Week 1-12 Indicative Total Hours

Weekly Hours (38 hours)
Lecture and Class Activities 3 hours 20

Seminar or Seminar Activities 2 hours 12

Other, Directed Learning Activities 1 hour 6

Independent Study: Week 1-15 Indicative Guide

Assigned Reading and Note-taking 13 hours 200

Assessment Activities and Seminar Preparation 4 hours 62

The teaching and learning plan provides a more detailed overview of content on a weekly basis.
Module delivery in this course is delivered across one full day between weeks 1-9. Time will then be
given to students to complete self-directed learning and reading and for completion of assessments.
Lectures and seminars: Tuesdays 9.15am – 1.15pm weeks 1-9.

For the day, time and room number view your Timetable via PUBLISH.

Seminars – please refer to the teaching and learning plan below for the seminar topic. Attendance at
seminars is most important and therefore will be monitored. All students should download the
SEAtS Student Attendance App to their smartphones. Regularly checking into class using the app
helps you keep track of your attendance and ensures you stay on track with your studies. Please view
the university attendance website for more information including user guides, video demonstrations,
and FAQs.

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Teaching and Learning Plan

The teaching plan/order of weekly topics is subject to change. The list below provides an outline summary of weekly activities and further
information is available on BBL in the relevant week’s folder. Students will be expected to engage in all prescribed activities that
contribute towards final assessment.

Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Induction Module Welcome: Course Induction and Reading: available in module content area and in reading lists
Welcome
17/09/2024 Module Handbook
Introductions and Student Voice –
LHS Referencing Guide July 2018
Expectations of the module: HEP701
Academic Writing
Overview of Module Handbook: Course Outline
Overview of the Blackboard Area
Academic Writing
Critical Writing

Induction Seminar Topic/Task: Preparation for Academic Writing at postgraduate level

Seminar Activity Writing
Watch critical writing YouTube video
Understanding Health Promotion
What is critical analysis? - Bing video

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Week 1 Lecture Lecture Title: Introduction to Health Reading:
Anthropology
24/09/2024 Singer et al 2019 Health Anthropology Available from:
Module Outline https://rowman.com/webdocs/Singer%20Ch1.pdf [Accessed 19th August
Dr L Dornan /
2024]
Academic Writing
Dr Lisa Hanna-
Chapter 1: Concepts of Health (Naidoo and Wills (2016) Foundations of
Trainor Critical Writing
Health Promotion)
Health Anthropology

Week 1 Seminar Seminar Topic/Task: Review Health Prepare for Introduction to Public Health and Health Promotion
Anthropology and Concepts of Health

Week 2 Lecture Lecture Title: Introduction to Public Health and Reading:

Health Promotion
01/10/2024 Chapter 4: Influences and Defining Health Promotion (Naidoo and Wills
Health Promotion and Protection (2016) Foundations of Health Promotion)
Dr L Hanna-
Trainor Public Health and Health Literacy Paper: Nutbeam, D. (2018) Health education and health promotion
revisited https://journals.sagepub.com/doi/10.1177/0017896918770215

Week 2 Seminar Seminar Topic/Task: Health Literacy (Student Reading:

Led exercise)
WHO (2023) Health Promotion: The mandate for health literacy
Make a list of factors related to literacy that you
think may impact on health seeking behaviours.

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Now search 2-3 public health journals for literacy Available from: https://www.who.int/teams/health-promotion/enhanced-
and health seeking behaviours related research wellbeing/ninth-global-conference/health-literacy [Accessed 19th AUgust
2024]
to see if there are any further factors you had not
considered. Think about the link between
health inequalities and health literacy and the Nutbeam et al (2017) Improving health literacy in community populations:
impact this may have upon vulnerable a review of progress. Health Promotion International, 33, 901 – 911.
communities

Week 3 Lecture Lecture Title: Determinants of Health, Health Reading:

Inequalities and inequities
08/10/2024 Health Equity in England: The Marmot Review 2010. Available from:
Social Determinants of Health https://www.instituteofhealthequity.org/resources-reports/fair-society-
Dr L Hanna-
healthy-lives-the-marmot-review/fair-society-healthy-lives-full-report-
Trainor Understanding Health inequalities and inequities
pdf.pdf [Accessed 19th August 2024]
Global Health Security: Addressing Social Determinants of Health
(2020) Saraswathy
WHO (2014) Review of Social Determinants and the health divide in
WHO European Region: Final Report
https://www.euro.who.int/__data/assets/pdf_file/0004/251878/Review-of-
social-determinants-and-the-health-divide-in-the-WHO-European-
Region-FINAL-REPORT.pdf

Week 3 Seminar Seminar Topic/Task: Exercise on social Reading:

determinants of Health (Student-Led)
Burlington: Jones & Bartlett Learning. World Health Organization. (2008)
Closing the gap in a generation: Health equity through action on the

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Reflect on the impact of health determinants and social determinants of health. Geneva: WHO. Available at:
the influence of social class, culture and income http://apps.who.int/iris/bitstream/10665/43943/1/9789241563703_eng.pdf
within a setting you are familiar with. Record a (accessed 19/08/2024)
diary of your learning and how your understanding
is changing through the module

Week 4 Lecture Lecture Title: Health surveillance and Reading:

monitoring
15/10/2024 Public Health, England. (2017) Approach to surveillance. Available at:
Dr L Dornan https://www.gov.uk/government/publications/public-health-england-
approach-to-surveillance/public-health-england-approach-to-surveillance
[Accessed 19th August 2024].

Week 4 Seminar Seminar Topic/Task: Video Assignment Review of module materials and assignment guidelines
preparation

Week 5 Lecture Lecture Title: Global perspectives in health Reading:

22/10/2024 Global perspectives in health and promotion WHO 100 Core Indicators. Available from:
Dr S Butt https://iris.who.int/bitstream/handle/10665/373411/WHO-EURO-2023-
8228-48000-71087-eng.pdf?sequence=1
WHO (2008) Closing the gap in a generation.
Chapter 1: The principles and goals of global health. Skolnik, R. (2019)
Global health 101.

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Read Power, Privilege and Priorities: Global Health 50/50 report. (2020)
Global Health 50/50. Available from: https://globalhealth5050.org/wp-
content/uploads/2020/03/Power-Privilege-and-Priorities-2020-Global-
Health-5050-Report.pdf [Accessed 19th August 2024]

Week 5 Seminar Seminar Topic/Task: Social enterprise and co- World Health Day 2024 (who.int)
production
UKHSA priorities in 2023 to 2024 - GOV.UK (www.gov.uk)

Watch the videos on the link below and make a list

Prepare a summary of your diary and the observations you have made
of the current global health priorities. How realistic
about the impact of health inequalities, income and culture through this
are they? Then consider how these priorities may
module. Be prepared to share some of your learning with your peers.
be integrated into national or regional policies.

DEADLINE ASSESSMENT SUBMISSION – Video Presentation due 28th October 2024

DATE

Week 6 Lecture Lecture Title: Health psychology theories Reading:

29/10/2024 Exploring health psychology theories and Chapters 1 & 2 of Health Psychology (2019) Ogden.
behaviour change
Dr S Butt Chapter 7: Changing Health Behaviour (2019) Ogden
Chapter 14 Enabling Healthier Living Through Behaviour Change. (2017)
Scriven: Ewles and Simnett Promoting Health: a practical guide.
Pages 78-79 Behavioiur change in: Foundations for Health Promotion.
(2016) Naidoo & Wills.

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Week 6 Seminar Seminar Topic/Task: Library session 12-1.15pm Librarian Kelly Coogan

Week 7 Lecture Lecture Title: Health promotion approaches Reading:

and relevant health promotion models
05/11/2024 Chapter 5 pages 75-91: Naidoo and Wills (2016). Foundations for Health
Knowledge and application of the different Promotion
Wendy Mallon
approaches to health promotion practice
Chapter 3 pages 33-45 Woodall & Cross (2022) Essentials of Health
Review the differences between health promotion Promotion
models and theories.
Look at the strengths and weaknesses within
Read and explore the different approaches and examples within this
these models and theories and how they may
website. Consider a topic of interest and now reflect on how one of these
apply to your practice
approaches may inform the decisions you may make:
https://nursekey.com/models-and-approaches-to-health-promotion/
[Accessed 19th August 2024]

Week 7 Seminar Seminar Topic/Task: Approaches and Models of Review the differences between health promotion models and theories.
Health Promotion (Student Led) As you prepare for your research proposal select your topic and consider
Dr L Dornan
which models may be suitable for application. Look at the strengths and
weaknesses within these models and theories and how they may apply
to your sample

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Week 8 Lecture Lecture Title: Ethical principles for public Reading:
health
12/11/2024 Chapter 6 pages 93-105: Naidoo and Wills (2016) Foundations for Health
Focus on the ethical values and principles Promotion
Dr L Hanna-
underpinning health promotion
Trainor Chapter 14 pages 219-231 McClean et al. (2020) Research Methods for
Public Health

Week 8 Seminar Seminar Topic/Task: Review for the Class Test Review all module content to date in preparation for class test on 14th
November 2024

Deadline: Test CLASS TEST – Available 14th November 2024

Week 9 Lecture Lecture Title: Principles of Leadership and Reading:

project management
19/11/2024 Read: Boyes B. (2012) Leadership competencies for knowledge
Professional competencies and values translation in public health. Available at:
Dr L Dornan
https://realkm.com/2021/08/14/leadership-competencies-for-knowledge-
translation-in-public-health/ [Accessed 19th August 2024].
Part 3: Settings For Health Promotion in Naidoo and Wills (2016)
Foundations for Health Promotion
Part 3: Competencies in Health Promotion and Public Health Practice
Chapters 10 & 11 in Ewles and Simnett (7th ed. 2017).

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Week/L&T Curriculum Content/Topic Title Independent/Directed Study, includes: Required

Methods Reading, Seminar Preparation, and/or Assessment
Preparation and due dates
Week 9 Seminar Seminar Topic/Task: Review of module materials Consider the different roles and settings for public health practitioners in
and assignment guidelines schools, hospitals, environmental, policy, public health or health
promoting environments.

Week 10 Revision Week

DEADLINE ASSESSMENT SUBMISSION DUE – Critical Reflection due 6th December 2024
DATE

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7. Student Voice and Support Services

How we support you

As a course team, we incorporate the key partnership principles set out in the joint UU & Ulster
University Students’ Union Student Voice Guidelines and proactively engage with the democratic
election of UUSU academic student reps (Faculty Reps, School/Dept Reps & Course Reps) to ensure
that student opinion is heard at Ulster. We respect your views and welcome your
honest and constructive feedback on the module.
There are several ways to do this:
You can contact your Module Coordinator about any queries related to your learning experiences on
the module as/when you have them.
You can voice your opinions through the formal Staff/Student Consultative Committee process by
contacting one of the elected UUSU Course Reps in your class.
You will have the opportunity to give feedback on the module through completing the online Student
Module Feedback Survey.

UUSU Advice Bureau Service

If you are experiencing difficulties that are impacting your studies, you can contact the Advice Bureau
in the Students’ Union (UUSU). You can get advice and guidance on issues such as - complaints,
appeals, housing problems, disciplinaries, and info on various support providers available. To have a
chat with the team, contact UUSU online.

UU Student Wellbeing Service

Ulster University’s Student Wellbeing team is available to help you manage common pressures many
students experience while studying in higher education. Common pressures include stress,
relationship issues, financial problems, and managing disability-related challenges, including mental
health difficulties. There is no stigma to seeking support to maximise your wellbeing and achievement
at UU.

Student Wellbeing support is free and confidential and is located on each of our campuses. Please
view the Student Wellbeing pages for details on how to contact student wellbeing staff.

Other external helplines are also available.

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UU Student Success Team

Ulster University’s Student Success team has developed a series of academic and study skills
training resources and workshops to help you succeed educationally and develop personally
and professionally. You can access these resources via the Student Success website or you can
contact the team directly via email.

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