LEEDS BECKETT UNIVERSITY

Course Specification MSc Public Health – Health Promotion

2018-19 (PHHPM)

www.leedsbeckett.ac.uk

Record of Enhancement

No. Detail of modification Date Effective1 Health communications and People, power and communities

modules have changed semesters for delivery. 2016-17

2 Length in years updated for Distance Learning mode of study. 2016-17

3 Additional 2 year part-time route. 2017-18

Version Control Version Control

Version number and date effective

For completion by Quality Assurance Services only:

Next Re-validation date

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Award and programme title: MSc PUBLIC HEALTH - HEALTH PROMOTION

Level of qualification: Level 7

Length and status of programme and mode of study Programme Length (years) Mode (campus-based/

DL or other)

Full time. Sept start 12 months Campus based

Part time. Sept start 24 months Campus based

Part time. Sept start 30 months Campus based

Distance Full time. Sept start 12 months Distance Learning

Distance Part time. Sept start 24 months Distance Learning

Distance Part time. Sept start 30 months Distance Learning

Contained awards available

Award Title Level

PGDip Public Health – Health Promotion 7

PGCrt Public Health – Health Promotion 7

Overview and Aims

The overall aim of the course is to equip students with the critical knowledge, theory and skills necessary to make a high quality professional contribution to health promotion within wider public health practice in a range of global contexts and to develop skills in lifelong learning including the ability to adapt and respond to changing public health environments. The course has a unique focus on ‘health promotion’ located within wider public health.

The target market for the course is broad and our admissions data show that the course attracts full-time students, both from home and overseas, and part-time students often already working in public health related roles. This student profile allows for a rich exchange of experiences arising from students having lived in different countries and worked in different settings. This provides a more internationalised experience of public health and increases the employability of students in their future career (as an example, many of our international students graduate and gain employment in the Health Ministry in their country or work for NGOs; UK students often become employed within the NHS in Local Government Public Health Departments). We acknowledge the challenge of teaching the MSc to a mixed profile of UK and international students; however, the course team are sufficiently experienced in creating a learning environment that incorporates both international and UK policy and practice issues. This includes drawing on the students’ own experiences to enrich the teaching. Evaluation from students has proved that students enjoy learning with and from each other which widen their horizons in public health and the health promotion field.

Recent policy drivers within the strategic organisation of health services have meant that monitoring the part-time student ‘market’ for this course is a priority for the course team, as public health services under Local Government become outsourced to the private and 3rd sectors. To this end, options for delivery are considered and reviewed on an on-going basis. The intention is to continue to provide a flexible course which meets the needs of potential

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applicants and students. A number of different factors have been, and will be, taken into consideration. These include flexible modes of study and alternative modes of attendance; increasing use of technology (including mobile technologies) within the course; innovative ways of marketing the course and on-going responsiveness to public health and health promotion work-force planning.

Course Learning Outcomes On completion of the course students will:

1 Have an advanced, systematic and critical understanding of the foundations of health promotion and public health practice in terms of disciplinary, philosophical, ethical and value bases.

2 Have an in-depth knowledge and critical awareness and understanding of key issues in health promotion and public health – including health inequalities, social inequities, social injustice, sustainable development, health in all policies and empowerment of communities.

3 Have advanced conceptual understanding and in-depth critical appreciation of relevant theory, methods and approaches and an ability to apply this to health promotion and public health practice.

4 Have a comprehensive understanding of the ontological and epistemological considerations of health promotion and public health research.

5 Demonstrate critical understanding and competence in the research process including evaluation and evidence-based practice as well as the ability to gather, manage, analyse and interpret information and data from a wide range of sources and critically analyse the same.

6 Have developed a critical, creative toolkit of skills in health promotion and public health to inform planning, implementing and evaluating interventions to improve health within a range of global, social and policy context.

7 Have developed strategic thinking applicable to a range of working environments including leadership, management of change at different levels and specific aspects of practice such as policy development and commissioning.

8 Be self-directed self-aware, life-long learners with skills in enquiry, reflection, synthesis and application able to practice with due regard to the ethical principles of professional practice.

Course Structure In accordance with guidance offered by FHEQ, the course aims and objectives are aligned with the generic learning descriptors for Level 7 study. In summary, on completion of the course students will be able to deal with complex issues both systematically and creatively, showing originality in tackling and solving problems. They will show mastery in a specialised field of knowledge, developing a critical understanding of theory and practice. While all modules can be undertaken on a ‘stand-alone’ basis, key themes run throughout all modules (e.g. health inequalities, social justice) and culminate in the Professional Practice module which aims to integrate material from across the whole course. Students will have the qualities needed for employment, or for progressing their existing career and will be equipped to show initiative in complex and unpredictable professional environments (FHEQ, 2008).

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For full time students, the 4 modules in semester 1 run parallel to each other. Students will learn the fundamental principles and practice of health promotion and how health messages are communicated in order to promote health. They will also learn the research skills linking to evaluation and evidence based practice from the start of the course. In semester 2, students will continue to look in-depth at issues relating to empowerment, people and communities as well as polices in health promotion. The professional practice module helps students to draw all the learning together and at the same time students will prepare for their dissertation towards the end of the year. Part-time students have a choice of two course lengths – 24 months or 30 months. In the 1st year, students will start with gaining an understanding of the foundational principles and practice of the discipline as well as learning about evaluation and the evidence base in health promotion. Students will then look at issues relating to empowerment, people and communities as well as polices in health promotion. In the 2nd year, students will start with the health communication module learning about how health messages are communicated to the public as well as starting to look at methods for health promotion research. The last module in semester 2 will be the professional practice module which draws all the learning together and students will also prepare for their final dissertation. On the 24-month option of the course students will complete their dissertation towards the end of the second year. On the 30 month option of the course students will have an additional 6 months to complete their dissertation.

FULL TIME

Semester 1 Core (Y) Semester 2 Core (Y)

Foundations of Public Health and Health Promotion This module aims to equip students with a sound basis for the remainder of the course developing a set of generic core skills including critical analysis and synthesis, critical reflection and group work as well as a general grounding in public health and health promotion principles, values and theory and disciplinary foundations.

Y Policies for Health in the 21st Century This module introduces students to the policy process, highlights the key challenges for health and therefore policy makers, and uses contemporary issues and topics as a mechanism for engaging student interest in the analysis of various aspects of the policy process.

Y

Health Promotion Enquiry This module aims to develop a range of skills underpinning research, evaluation and evidence based practice related to public health and health promotion. Students will be aware of ontological, epistemological and methodological frameworks and how they relate to research, evaluation and evidence in the public health and health promotion arena.

Y Health Communication This module is designed to enable students to develop critical evaluation and application of communication principles and related theory in public health, health education and health promotion and to develop high level, effective communication skills transferable to public health practice.

Y

People, Power and Communities This module focuses on the potential of people and communities to influence their own health and explores the implications for health promotion practice of engaging with communities.

Y Professional Practice The module aims to enable students to develop critical insight into the skills and competencies required for public health and health promotion practice and to apply theoretical and methodological aspects of public health and health promotion to practice.

Y

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Research Methods for Health & Wellbeing This module aims to provide the theoretical foundation and practical skills required to complete small scale research with the Research and Practice Development module. It will focus on writing a research proposal, how to conduct research and how to analyse health-related data.

Y Research and Practice Development This autonomous learning module provides an opportunity for students to undertake a small scale piece of research and/or development that underpins their health-rated practice within nutrition, environmental health or health promotion.

Y

PART TIME – 24 months

YEAR 1

Foundations of Public Health and Health Promotion

Y Health Communication Y

Health Promotion Enquiry Y Policies for Health in the 21st Century

Y

YEAR 2

People, Power and Communities Y Professional Practice Y

Research Methods for Health & Wellbeing

Y Research and Practice Development

y

PART TIME – 30 months

YEAR 1

Foundations of Public Health and Health Promotion

Y Health Communication Y

Health Promotion Enquiry Y Policies for Health in the 21st Century

Y

YEAR 2

People, Power and Communities Professional Practice Y

Research Methods for Health & Wellbeing

Research and Practice Development (continue into year 3)

Y

YEAR 3

Research and Practice Development (continued from previous

year)

Learning and Teaching

Learning and Teaching Approaches The approaches to assessment, teaching and learning within the course aim to ensure effective student learning. The PG Cert/PG Dip/MSc Public Health – Health Promotion operates within the context of Leeds Beckett University’s Education Strategy. Approaches to assessment, teaching and learning also take into account the Masters level taxonomy and The Descriptor for a Higher Education Qualification at Level 7: Master’s Degree (FHEQ, 2008). Particular emphasis is placed on the following skills and competencies:

research skills – built specifically through the ‘Research Methods for Health & Wellbeing’module and the ‘Research and Practice Development’ module

critical evaluation of key concepts and theories

reflection on learning and practice

the exercise of professional judgement

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analysis and synthesis

complex problem analysis and solving

inter-professional understanding and co-operation

evidence-based practice

This is achieved through the following teaching, learning and assessment approaches:

At the beginning of the course specific emphasis is placed on enabling students to makeeffective use of learning resources, reflect on their own learning and identify their skillsand learning needs. Specific emphasis is also placed on developing students’ ability incommunication and access of learning materials from a distance.

Teaching sessions and learning material is directed towards establishing concepts andprinciples and stimulating critical thought. Attendance is expected for standard deliverystudents while distance learners are expected to participate via the VLE and registersare kept, although attendance is not compulsory. An environment is created whichencourages group work and group discussion. The use of VLE, the access of learningmaterials, completion of learning activities, contribution on synchronised andasynchronised discussions are expected and monitored via VLE tracking.

Students are encouraged to reflect on, and critically evaluate, their learning andpractice. Assessment tasks provide a vehicle for this through the use of methodsappropriate to the course.

Enquiring minds, critical thinking and skills of research and enquiry are essentials. Inaddition to the development that takes place through specific modular study, these skillsare enhanced through the research module and the dissertation.

It follows from the above that students are expected to be independent and self-reliant learners. Experiential and enquiry based methods of learning follow from the centrality of practice, as does the importance of recognising the students' experience as a resource. As mature adults and usually postgraduates, students bring a wealth of ideas and experience and are well capable of sharing responsibility for the learning process. The staff team's role is in providing learning resources and a facilitative learning environment and in using their expertise appropriately.

Students are provided with opportunities to apply their subject knowledge and understanding through the use of examples of the implementation of policies and programmes in practice, the analysis of complex situations, the use of case studies and interaction with other students on the course who typically have a variety and wealth of experience in public health and health promotion.

Students are usually practising health professionals, who continue in post during the course. From applying theory to practice, whether this is simulated or 'real', students should develop a range of transferable skills. These would include the analysis, synthesis, evaluation and identification of complex problems and solutions; communication and presentation of oral and written arguments; working with others and to demonstrate the capacity to plan, share goals and work as a member of a team; use information and communication technology; interpret, present and critique numerical information; be aware of and improve their own learning and performance including the development of research and study skills, and the capacity to reflect on, plan and manage their own learning.

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As reflective practitioners, students should be able to articulate their own value systems, development and practices; question concepts and theories encountered in their studies; interrogate the assumptions underpinning theory, research and practice; use theory appropriately and advantageously; be proactive and creative in their own development and practices. The course seeks to provide opportunities for students to investigate what reflective practice means and to develop skills in critical enquiry. Building on participant’s current knowledge and practical experience, the course seeks to enhance professional, inter-professional, scientific, economic, political, social, environmental and ethical issues that inform and relate to practice. The participant’s commitment to addressing inequalities and to anti-oppressive practice will be reinforced. In particular the course seeks to inculcate aspects of enterprise, analysis, synthesis, critical research appraisal, and use of the evidence base knowledge and capability of developing links with other agencies and professions. The philosophy throughout the programme is the encouragement of each participant to identify their learning needs and to take responsibility for their programme of study. Learning and Teaching Activities Our pedagogical approach ensures an inclusive environment that is non-discriminatory, appropriate and respects and values the perspectives of others. We define an ‘inclusive learning environment’ with reference to the Higher Education Academy’s view where due attention is paid to the pace, length, structure, method of delivery, and materials used. Within classroom-based activities, different learning preferences and learning styles, that reflect individual and cultural preferences, are accommodated through traditional lectures, group-work, seminars, problem-based and experiential learning. Similarly, our range of assessment modes takes account of these differences in student learning styles. For example, throughout the course students are assessed through their written work, verbal presentation skills and technical competencies in research and analysis. Use of the Virtual Learning Environment The VLE platform is critical to the course delivery. The VLE is used to deliver and support learning through providing students with lecture materials and notes, suggested reading materials and other activities. We have used VLE to also:

broadcast bite-size lectures

communicating with students e.g. announcement,

students sharing their own learning materials

develop discussion boards and forums;

link to required reading materials;

facilitate group discussion forums for group assessment;

use software to check the originality of draft written work;

submit work on line;

provide electronic formative and summative feedback. Moreover, reusable learning objects and structured tutorials are routinely tagged to VLE in line with our principles of autonomous learning. We encourage students to engage with the VLE regularly for on-line preparatory tasks, directed learning, online seminars and follow-up tasks. Our experience suggests that the

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flexibility of accessing information virtually and at any place and at any time is highly attractive, especially to students that wish to combine part-time work and study. Our philosophy is that the technology gives students active control of their own learning and this has the potential to be empowering for the student. Use of Blended-Learning Blended learning is not applicable for distance learning students. However, it forms a core aspect of the course design for on-campus students. Our approach combines and aligns learning in face-to-face sessions with learning opportunities created on-line. As an indication, approximately 60% of learning is done within the classroom and 40% on-line. Our aim is for improved learning outcomes through alternate pedagogical approaches. The on-line resources allow learning to take place at students’ discretion in terms of time and place. This is particularly suitable to our part-time student cohort. Blended learning comes in a wide range of implementation models. The blend of face-to-face and online materials varies between modules reflecting the variation in the taught content and, to some extent, the preferences of the module tutor.

Assessment Strategy

A variety of assessments are designed to reflect the diversity of the student population. These require students to demonstrate critical and analytical skills and a detailed understanding of the basis of health promotion – linking directly to the Level 7 course learning outcomes. Assessments are also designed, where appropriate, to facilitate students’ future employability. For example, within the Professional Practice module, students engage with e-portfolios which can be used to demonstrate their personal and professional development. The report writing and data analysis assessments also reflect authentic assessments as these are some of the activities that employers will expect our graduates to carry out in the workplace. Formative assessment and feedback are also used throughout the course to facilitate student learning. Within all modules, opportunity for students to discuss assessments is provided with support from staff where necessary. Formative and summative assessment methods include (depending on the modules chosen):

Essay (formative and summative);

Group presentation (formative and summative);

Report writing (summative);

E-portfolio (formative and summative);

Annotated Bibliography (summative)

Search Strategy (formative and summative);

Methodological Critique (formative and summative);

Debate (formative and summative);

Data Analysis (summative).

Feedback on Assessed Coursework In line with universities emphasis on forward feedback all modules have formative elements. A range of formative tasks are used to diagnose strengths and weaknesses and these help to orientate students towards the pre-requisition of the knowledge and skills required in preparation for summative assessments. Our definition of formative feedback does not mean reviewing draft work prior to submission but, in line with our principle of autonomous

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learning, formative feedback constitutes shared learning in groups, thereby developing self-assessment skills within the taught sessions. We give verbal feedback on exercises in the classroom that allow for a dialogue between students and staff.

For distance learners, written formative feedback for groups will be given via discussion board and the facilitation process. Verbal feedback can also be given via Adobe Connect on Blackboard. Individual feedback and discussion can also be given on the phone or via e-mail. Students receive written feedback on assignments within the stated university policy of four weeks and audio feedback processes have been used in several modules which have proved popular with students.

Module Assessment Methods Module Titles

Co

re (

Y)

Wri

tten

Ass

ign

men

t

Gro

up

Ass

ign

men

t

Dis

sert

ati

on

Foundations of Public Health and Health Promotion Y

Policies for Health in the 21st Century Y

Health Promotion Enquiry Y

People, Power and Communities Y

Health Communication Y

Professional Practice Y

Research Methods for Health & Wellbeing Y

Research and Practice Development Y

Employability and Professional Context Many students are practising professionals, who continue in post during the course. Additionally, many of these are familiar with the ‘medical model’ of health and find the ‘social model’ which we introduce a real challenge to their thinking. Through individual and group-based learning, course assessments and the application of theory to practice (whether this is simulated or 'real'), students should develop a range of transferable skills, in addition to new ways of doing things. These would vary depending on whether students were studying at the PG Certificate/PG Diploma/MSc levels but could include the analysis, synthesis, evaluation and identification of complex problems and solutions; communication and presentation of oral and written arguments; working with others and to demonstrate the capacity to plan, share goals and work as a member of a team; use information and communication technology; interpret, present and critique numerical information; be aware of and improve their own learning and performance including the development of research and study skills, and the capacity to reflect on, plan and manage their own learning. Knowledge and skills developed for their career will depend on the learning outcomes of the individual modules that the students take.

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The knowledge and skills for students taking the PG Cert will be more limited as compared with students who do the PG Dip and MSc as these students will have a longer period of studying time on the course to develop and consolidate their skills through the different modules undertaken. International students and full time students are taught alongside UK based students and part time students; it is believed that students learn from and with each other, sharing experiences. This will provide continuous opportunities for students to learn and develop their knowledge and skills for their future career. Guidance on careers and further advanced study is provided at induction as well as throughout the life of the course, and students are regularly updated on volunteering opportunities, seminars led by prospective employers, job vacancies and PhD bursaries. All of these measures will improve their personal and professional development and employability. Furthermore, the external frameworks serve as bench marking tools only to ensure the course is at its highest standard in meeting the needs of the public health workforce and promotes the employability of the students in their future career within public health and health promotion fields.

Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at http://www.qaa.ac.uk/reviews-and-reports We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Regulatory Exemptions details The course follows the Academic Regulations. Distinction and Merit Achievement The award of a distinction may be made to those students who have demonstrated excellent performance against:

A defined profile of achievement (A mark of 70% or higher in modules equivalent to at least 100 credits).

and/or

The attainment of an average of over 70% in assessments contributing to the final award.

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The award of merit may be made to those students who have demonstrated excellent performance against:

A defined profile of achievement (A mark of 60% or higher in modules equivalent to atleast 100 credits).

and/or

The attainment of an average of over 60% in assessments contributing to the finalaward.

Student Support Network

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.

If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is StudentHub@leedsbeckett.ac.uk. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.