Module code: BMS2051

Module Overview

This module is an introduction to health promotion and nutrition education in the UK. It describes the main health issues in the UK relating to nutrition and outlines government and NGO initiatives aimed at changing behaviour. It also looks at changing behaviour from the psychological perspective i.e. the socio/economic and psychological factors which influence and motivate people. The students should understand by the end of the module how they can help facilitate change as health professionals.

Module provider

School of Biosciences and Medicine

Module Leader

JONES Cecile (Biosc & Med)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

JACs code: B400

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites


Module content

Indicative content includes:

  • UK health data sources & statistics, dietary and health trends

  • National Policies for health improvement particularly relating to diet and exercise

  • Inequalities in health

  • Identifying need for population intervention eg children, travellers, groups at risk

  • Health psychology: eating and exercise behaviour, psychology and treatment of obesity, stress and health, behaviour change

  • Social classification and health inequality: effect on food choice

  • Ethnicity and Religion and impact on food choice

  • Strategies for change including: social marketing, peer support; health trainers, MEND

  • NGOs: Caroline Walker trust, Sustain, Age UK


Assessment pattern

Assessment type Unit of assessment Weighting
School-timetabled exam/test IN CLASS TEST (1 HR 15) 30
Examination EXAMINATION (2 HR) 70

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge and application of it.

Thus, the summative assessment for this module consists of:

·         An in class test. Students have to answer 3 out of 4 questions in 1hr 15 minutes. This is in a short answer format. This allows for the assessment of the health psychology content of the module and will take place before the Easter break (week 29).

Module LO’s assessed:

o   Demonstrate awareness and understanding of Health and illness behaviours

o   Discuss the interactions between lifestyle, stress, behaviour and illness

·         A 2 hour exam in the Summer assessment period: students will answer 4 out of 6 questions based on the remaining content of the module. The Health Psychology content will not be assessed in the exam.

Module LO’s assessed:

o   all except ‘Demonstrate awareness and understanding of Health and illness behaviours’

Formative assessment and feedback

The the exam tutorials involve immediate feedback during the lecture / tutorial and the students answers are placed onto Surrey Learn

Module aims

  • To introduce the principles and theories of nutrition education, and the resources available in the development and practice of health promotion
  • To introduce the concept of social classification systems and develop an understanding of the social and socio-economic context of food, eating and health its relation to health and disease.
  • To introduce the theory of food choice and describe psycho-social, cultural and demographic influences on food choice and food behaviour and how this may relate to patterns of food intake
  • To provide students with knowledge and understanding of the psychology of diet and health behaviours
  • To develop the skill of identifying appropriate and effective approaches to nutrition education for individuals and groups
  • To develop an understanding of implementing health promotion strategies and of the dietitians/nutritionists role in this, by providing examples of models and applications of health promotion in the community
  • To provide an understanding of major health and nutrition policy and planning in Britain

Learning outcomes

Attributes Developed Ref
1 Identify and understand the principles of implementing a range of effective approaches to nutrition education for individuals and groups KCPT
2 Discuss the role of the dietitian/nutritionist in implementing nutrition education, health promotion and public health nutrition in the community KCP
3 Describe key influencing factors affecting food choice in population groups and sub-groups KCP
4 Assess the social needs of specific target groups and how this impacts on methods to promote health KCPT
5 Demonstrate awareness and understanding of Health and illness behaviours KC
6 Discuss the interactions between lifestyle, stress, behaviour and illness KC
7 Demonstrate an increased confidence in developing nutrition messages for a variety of target groups. KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 114

Lecture Hours: 36

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Expert dietitians, nutritionists and psychologists in the public health/ nutrition education field describe their work from assessment of a population group through to intervention and the tools used to monitor behaviour change. This should ‘enhance, extend and enrich students’ knowledge and understanding, enabling them to better contribute to society and the world of work’. (section 4 L&T strategy).

The learning and teaching methods include:

17 lectures some of which include student participation and formative assessment eg

•  Reading growth charts in the ‘obesity trends’ lecture.

•  Developing an intervention in a childrens sure start centre (health promotion lecture) (may improve employability)

•  Writing a precis of key government strategys such as ‘Healthy People Healthy lives’ and key NGO priorities (Caroline Walker Trust, Sustain, Age UK) prior to the lecture. This year the students will use Surrey learn to complete some questions relation to these documents prior to the class as formative assessment

2 tutorials for revision for in class test and the exam. Both will include student participation.

1 self directed learning session for students to prepare for the revision session.

•  Preparation of answers to previous exam question; brainstorming in groups and presentation of answer to rest of class; immediate feedback from module organiser/ principal lecturer (CJ)

•  Revision session for Health Psychology content (JO)


Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list


Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.