INTRODUCTION TO PUBLIC HEALTH - 2025/6
Module code: HCRM048
Module Overview
The module will enable the students to critically examine the key concepts of public health and health promotion. Students will develop knowledge and skills in accessing and analysing data to enable them to identify health inequalities and health needs. Students will debate how health promotion approaches and interventions can address contemporary public health issues that support people and communities to meet their health optimum.
Module provider
School of Health Sciences
Module Leader
JONES Felicity (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 2
Independent Learning Hours: 80
Lecture Hours: 28
Seminar Hours: 9
Tutorial Hours: 4
Guided Learning: 25
Captured Content: 2
Module Availability
Semester 1
Prerequisites / Co-requisites
N/A
Module content
Current global and national health agenda and public health policy
Accessing and interpreting published health data
Exploring issues in relation to cultural diversity and population health
Explore health promotion approaches
Consideration of equality, diversity and inclusion when considering health promotion interventions
Concepts of need and community assets.
The wider determinants of health and impact on health outcomes
Explore health inequalities
Consider the wider roles; statutory and voluntary, in public health and health protection
Exploring contemporaneous theories and concepts of genomics, genetics and their relation to public health issues
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | Assignment | 100 |
Alternative Assessment
N/A
Assessment Strategy
The assessment strategy is designed to: enable students to demonstrate their ability to source, interpret and critically appraise health data to identify population health assets and needs that enable them to consider potential interventions that promote optimum population health.
Thus, the summative assessment for this module consists of:
Using data you have collected, drawing on and critically appraising the varying levels and sources of data, perform a health needs assessment of a defined population.
Using the data you have collated, identify a health need and critically examine a current national and/or local health promotion intervention, considering its impact on health outcomes 3000 words
In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.
Formative assessment: Dragons Den: students will demonstrate skills of health needs assessment, examining health promotion interventions.
Feedback: Continuous feedback from lecturers within module Peer feedback within module (group work and theory) Online feedback Tutorials
Module aims
- To demonstrate ability to access and interpret public health data and its validity.
- Critically analyse the wider determinants of health and health inequalities.
- To demonstrate skills in identifying and meeting population health needs
- To demonstrate in-depth awareness of health promotion approaches and how they are applied in practice to empower people and communities to make informed healthy lifestyle decisions.
Learning outcomes
| Attributes Developed | ||
| 001 | Demonstrate the ability to access interpret and critically evaluate population health data. | KCPT |
| 002 | Critically explore evidence-based concepts and issues of equality and diversity when undertaking population health needs assessments and health promotion | KCPT |
| 003 | To critically analyse and apply evidence-based knowledge related to public health, health protection and health promotion within their field of practice, taking a life course approach. | KCPT |
| 004 | To demonstrate understanding and critically evaluate the use of population needs assessment approaches. | KCPT |
| 005 | To develop and demonstrate in-depth knowledge of current global and national public health agenda and policy | KCP |
| 006 | Identify and critcally explore the wider determinants of health and critically evaluate the role of advocacy, empowerment and communication in effective public health practice | KCPT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to: Apply the current theoretical and methodological approaches to build a sound knowledge base of public health and health promotion. Utilise interprofessional learning within a non-threatening environment to support the development of individual professional attributes and abilities within the context of shared experiential learning. This allows students to develop capacities required for successful collaborative working. Prepare students to have an inquiring attitude and empower them with an ongoing curiosity regarding new and emerging public health research that informs their service design and delivery. Equip the students with the skills to build upon previous expertise. Challenge values, beliefs and assumptions in relation to public health and complexity of population health.
The learning and teaching methods include: Lectures Online learning materials/ discussion board Classroom discussions to link theory to practice Problem based learning Student led workshops Professional led case studies and scenario's Data workshop Simulation
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
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCRM048
Other information
The school/department of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Digital capabilities: Students will develop their digital capabilities by the production of a population health profile including graphs. Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability and leadership skills. Global and cultural capabilities: Module content incorporates global public health perspectives and practices from a range of cultures; through conversations around culture, faith and religion, students are encouraged to diversify their knowledge and reflect on different experiences. This will support the development of cultural competence to support the diverse range of communities engaging with services. Students will reflect on cultural practices and the impact on public health and health promotion. Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to events throughout the module and in the practice environment. This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop students¿ ability to respond effectively to situations within their professional field. Sustainability: The module content specifically aligns with 6 of the 17 United Nations Sustainability Development Goals in its approach to reducing health inequalities.
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Primary and Community Care SPQ District Nursing PGDip | 1 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ Community Children's Nursing PGDip | 1 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ District Nursing with integrated prescribing (V300) PGDip | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Primary and Community Care SPQ Community Children's Nursing with integrated prescribing (V300) PGDip | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Public Health Practice SCPHN Health Visiting PGDip | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Public Health Practice SCPHN School Nursing PGDip | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
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 2025/6 academic year.