Aims
This module, the academic components of which will be delivered onsite and online via lectures, seminars and tutorials, will encourage and enable students to undertake activities that will enhance their knowledge and understanding on how community development approaches aim to support communities to address health inequalities. In addition it will provide students with the skills to be able to critically analyse and evaluate the relationship between public health theory and its application to social action.
Learning Outcomes
On successful completion of this module, students should be able to:
• Critically analyse and evaluate the impact of social determinants of health on health and wellbeing
• Provide a critical discussion which demonstrates knowledge and understanding of the principles and practice of community development.
• Critically analyse and evaluate the relationship between communication and participation in relation to public health service provision
• Critically analyse and evaluate ways in which community capacity and capability can be developed in the context of public health aims and objectives.
• Synthesise knowledge from a range of sources to discuss partnership working.
• Critically analyse and evaluate strategies aimed at monitoring and evaluating community-led public health initiatives.
• Critically discuss and evaluate the application of theory to social action explaining the relevance to public health practice development.
Syllabus
• Social determinants of Health
• Principles and practice of community development.
• Communication and participation
• Developing capacity, capability and sustainability within communities.
• Partnership working.
• Monitoring and evaluating initiatives.
THE TOPIC CHOSEN IS SMOKING AND THE AREA IS ROYAL BOROUGH OF GREENWICH.
Summative Assessment
There is one assessment associated with the module – a coursework assignment of 6,000 words, associated with the learning outcomes of the module.
Coursework assignment
You have recently taken up a position as a public health practitioner or SCPHN in an area that has suffered from economic decline over the last 10 years. There are high levels of unemployment and the area is in need of regeneration. The public health team have conducted a Health Needs Assessment and the following health concerns have been identified: high levels of smoking, low levels of breast feeding, high levels of alcohol and substance abuse, high levels of obesity, high teenage pregnancy rates, high rates of sexually transmitted infections, high levels of mental health concerns and low levels of physical activity.
You have been asked to prioritise and target ONE of the above health issues.
Working in partnership with local people and agencies, how would you support the local community to improve their health and wellbeing in relation to this priority and how will you ensure that any new initiatives are sustainable?
In a 6,000 word essay you should provide an in-depth critical analysis and evaluation of ways in which the module theory could be applied to practice, in order to plan and implement new initiatives, highlighting some of the potential challenges that could be faced and how these could be overcome.
*Please note that the essay should focus on demonstrating that you have met the learning outcomes of the module and not be an essay that just demonstrates your knowledge on the health topic.
Marking Criteria
The assignment will be marked out of 100% and will be weighted as 100% of the final mark. The pass mark is 50%. Comments will be provided on the feedback sheet in relation to the following criteria:
• Evidence of attention to purpose
• Extent to which the content is underpinned by critical analysis and evaluation of relevant literature
• Demonstration of a developed, reasoned argument
• Application and synthesis of relevant theory into practice settings
• Overall presentation, including structure, fluency, coherence and referencing
WHAT TO INCLUDE PLEASE
Title
•Introduction
•Impact of the social determinants of health on health and wellbeing of populations
•Principles and practice of community development
•Communication and the provision of public health services
•Community Empowerment, Capacity building and sustainability in the context of public health practice
•Partnership working
•Monitoring and evaluating community-led public health initiatives
•Potential challenges and ways they could be overcome
•Conclusion
Recommended text book
Orme, J., Powell, J., Taylor, Grey, M. (2007) Public Health for the 21st Century: New perspectives on policy, participation and practice (2nd edition). Maidenhead: Open University
Further Indicative Reading (you are not expected to access all of these)
Barr J, Dowding L, 2008, Leadership in Health Care. London: Sage.
Bartley M, 2004, Health Inequality: an introduction to concepts, theories and methods, Policy Press.
Coles L., Porter E, 2008, Public Health Skills: A practical Guide for Nurses and Public Health Practitioners. Oxford: Blackwell Publishing.
Davies M & Macdowall W, 2005, Health Promotion Theory. Berkshire: Oxford University Press.
Dorling D, 2010, Injustice. Why Social Inequality persists. Policy Press.
Ewles L, 2005, Key Topics in Public Health: essential briefings on prevention. Edinburgh: Churchill Livingstone.
Ewles L., Simnett I, 2003, Promoting Health: A Practical Guide. London: Bailliere Tindall.
Graham H ,2007, Unequal Lives: Health and Socioeconomic Inequalities. Berkshire: Oxford University Press.
Griffiths S, Gillam S, 2007, Public health and primary care: partners in population health, Berkshire: Oxford University Press.
Green J & Smith J, 2006, Evaluation: Key concepts for public health practice. Berkshire: Open University Press,
Green J. & Tones K, 2010, Health Promotion: Planning and Strategies. 2nd edition, London: Sage.
Gray M, 2009, Evidence-based health care and public health: how to make decisions about health services and public health, Churchill Livingstone.
Ledwith M, 2011, Community Development: A critical approach (2nd edition) Bristol: The Policy Press.
Marmot, M., Wilkinson, R.G, 2005, Social Determinants of Health. 2nd revised edition. Berkshire: University Press. London: Sage.
Morgan A, Davies M, Ziglio E, 2010, Health Assets in a Global context: Springer.
Orme, J., Taylor, P., Harrison, T., Grey, M, 2007, Public Health for the 21st Century. (2nd edition) Maidenhead: Open University Press.
Robinson J.W. & Green G.P, 2011, Introduction to Community Development: Theory, Practice and Service Learning.
Scriven, A, 2005, Promoting Health: global perspectives. Hampshire: Palgrave.
Taylor G. & Hawley H. (2010) Key Debates in Health Care. Berkshire: Oxford University Press.
Sines, D, Aldridge-Bent, S, Fanning A, Farrelly, P, Potter, K, Wright, J, 2013, Community and Public Health Nursing (5th edn), Wiley Blackwell, Oxford.
Sheridan, M, 1980, From Birth to Five Years, Children’s Developmental Progress, NFER Publishing, London.
Wilson F. & Mzwandile M, 2009, Key Concepts in Public Health: London: Sage.
Wilkinson R. & Pickett K. ,2009, The spirit level: why more equal societies almost always do better. Allen Lane, Penguin Books
URLs:
AFTERnow: http://www.afternow.co.uk/
Association of Public Health Observatories: http://www.apho.org.uk/
CHEX :http://www.chex.org.uk/
Community Development Foundation: http://www.cdf.org.uk/web/guest
Department of Health: http://www.dh.gov.uk/en/index.htm
Glasgow Centre for Population Health: http://www.gcph.co.uk/
ISD Scotland: http://www.isdscotland.org/isd/CCC_FirstPage.jsp
NHS Health Scotland: http://www.healthscotland.com/
National Institute for Health and Clinical Excellence: http://www.nice.org.uk/
PHORCaST: http://www.phorcast.org.uk/
Scottish Community Development Centre: http://www.scdc.org.uk/
Scottish Government: http://www.scotland.gov.uk/Home
Scottish Public Health Observatory: http://www.scotpho.org.uk/home/home.asp
Skills for Health: http://www.skillsforhealth.org.uk/
UK Faculty of Public Health: http://www.fph.org.uk/
World Health Organisation (WHO): http://www.who.int/en/
World Health Organisation / Social Determinants of Health: http://www.who.int/social_determinants/en/
Marker Feedback:
Evidence of attention to purpose
Extent to which the content is underpinned by critical analysis and evaluation of relevant literature
Demonstration of a developed, reasoned argument
Application and synthesis of relevant theory into practice settings
Overall presentation, including structure, fluency, coherence and referencing
Appendix 4 Marking grid GLASGOW CALEDONIAN UNIVERSITY
MSc Assessment Matrix
Fail 50-59% 60-69% 70-79% 80%+
Structure, presentation and sources of information
Does not address question(s) as set.
Poorly developed argument/discussion. Limited evidence of wider reading.
Inability to link concepts and apply principles.
Unsupported opinions.
Length requirements not observed.
Presentation marred by language error affecting comprehensibility.
Structure not evident. Presents a report that has limited albeit appropriate content.
Limited structure.
Length requirements observed.
Some errors in proof reading but largely accurate spelling etc.
Structured argument, showing some clarity of expression.
References evident and appropriate.
Length requirements observed.
Appropriate use of academic conventions.
Careful proof reading evident. Communicates in a concise way in formal styles of academic work. Debates and produces reports in a well structured academic format.
Uses relevant literature to good effect.
Competent content.
Competent control of length.
Almost all errors removed by proof reading. Excellent ability to structure a coherent presentation dealing with complex issues.
Extensive reading and application to sources of literature.
Accurate proof reading.
Skilled use of academic conventions.
Level of analysis and evaluation
Lacks insight into review process.
Little evidence of reasoned argument.
Little analysis or ability to critique arguments.
No evidence of discussion of concepts.
No integration of theories. Appropriate organisation.
Some evidence of understanding of ideas and ability to relate ideas.
Mainly descriptive with limited attempt at critical judgement.
Evidence of reading but limited critical review.
Tends toward descriptive rather than evaluative. Ideas organised and grouped to present a reasoned argument. Evaluates evidence in some concepts.
Some integration of concepts, facts, principles, theories and arguments. Brief critical review of main issues using peer reviewed journals.
Reviews evidence supporting conclusions/recommendations and investigates contradictory information.
Able to reframe arguments.
Ability to use new or abstract information to analyse situations.
Utilises a range of principles appropriate to subject.
Some originality and/or synthesis of ideas.
Excellent evaluation and critical review skills based on peer reviewed journals.
Can investigate contradictory information and identify reasons for contradictions.
Very clear analysis of new/abstract data and situations.
Objective in examining different viewpoints. Demonstrates originality of thought.
Justifies arguments. Creative.
Evidence of originality and sound evaluation and synthesis.
Knowledge and understanding
Lacks clear knowledge of subject.
Lacks focus.
Inaccuracies evident. Minimal acceptable level of knowledge of concepts, principles, facts and theories of subject area.
Some superficiality in treatment of topic.
Restricted width and depth evidencing deficiencies in knowledge and understanding.
Satisfactory width and depth of knowledge and understanding with some minor deficiencies.
Shows acquaintance with and understanding of key concepts and issues from a range of sources.
Ideas synthesised and related to topic. Comprehensive width and depth of knowledge of subject area.
Appropriate use of relevant conceptual framework(s), facts, principles and theories.
Effective argument sustained within a slightly restricted context.
Attempts to advance theoretical concepts. Excellent comprehensive detailed knowledge and interpretation of subject/themes and principles.
Demonstrates extensive knowledge.
Originality in synthesis of ideas and focus on the topic.
Excellent width and depth of knowledge and understanding.
Application
Unable to link theory with practice or fundamental inconsistencies are evident.
Little or no evidence of integration of theory and practice. Some evidence of linking theory to practice albeit in a limited way.
Minimal integration evident. Links theory to practice with some misconceptions /deficiencies.
Justifiable recommendations evident for the development of practice based on evidence from the literature. Appropriately applied theoretical knowledge to practice.
Recommendations for practice evident based on a sound theoretical basis.
Presents a challenging and persuasive discourse related to practice. Proficiently applied theoretical knowledge to practice.
Recommendations for practice evident based on an extensive theoretical basis.
Offers proactive expert justification for the development of practice.
General feedback is provided on a separate sheet.
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