Managing Public Health Science and Practice. 60 plus additional NMC Non Credit Hours (21hrs)

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1 MODULE DESCRIPTOR TITLE Managing Public Health Science and Practice SI MODULE CODE C CREDITS 20 LEVEL 6 JACS CODE B700 SUBJECT GROUP Nursing DEPARTMENT Nursing and Midwifery MODULE LEADER Tbc MODULE STUDY HOURS Scheduled Learning and Teaching Activities Placement (if applicable) plus additional NMC Non Credit Hours (93hrs) MODULE AIM Independent Guided Study 60 plus additional NMC Non Credit Hours (21hrs) Total Number of Study Hours 200 To develop your ability to explore the complex dynamics of therapeutic interventions and consider the wider sociological dimensions of public health with regard to the individual, family and community in all the fields of nursing practice within primary, secondary and tertiary care settings. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to: 1. Critically analyse the political, social, economic and cultural factors which influence public health within individuals, families and communities and international resonance. 2. Analyse the impact of critical life events on individuals and the wider community, considering wider population needs and partnership working. 3. Critically debate and apply a range of therapeutic interventions that can be used to motivate behaviour change required for prevention, curative, wellness and recovery. SUGGESTED GENERIC INDICATIVE CONTENT Provision of public health services for Individuals, including those with Learning Disability, families and communities. Multi-cultural society and public health in relation to Migration and immigration. Infectious diseases, re-emerging disease and non-communicable disease. National and International healthcare agencies and health promotion. Holistic and cultural lifestyle issues that impact on life style choices.

2 Concepts and theories that motivate change focusing on Therapeutic interventions and enabling. Contemporary Public Health issues (e.g. learning disabilities, conflict situations, terrorists threats, post-traumatic stress disorder) Needs of clients across the lifespan and all fields of nursing Nursing/clinical skills development. Employability Attributes Addressed within this Module Striving for excellence. Communication. Decision making. Positive attitude. Planning and organising. Research and enquiry. Digital fluency. Report writing. Influencing and negotiation. Commercial business awareness. Multicultural awareness. SUGGESTED FIELD SPECIFIC INDICATIVE CONTENT Mental health Current public health issues in mental health. International mental health issues. Challenges within the migrant and immigration populations. World events e.g. post-traumatic stress disorder. Compliance with treatment for re-emergent disease. E.g. TB Complex communications - and talking therapies. Child Current public health issues in maternal and child health. Problems with child and adolescent (psycho) social development. Evaluation of child nutrition, breast feeding: baby friendly initiative: global and national strategies to promote and support breastfeeding (migration and immigration aspects). Child growth and development as applied to global public health (cultural differences and similarities). Challenges within the migrant and immigration populations applied to child health. Adult Re-emergence of previously controlled diseases e.g. TB. Pro-active health care provisions. Funding and resourcing global healthcare. World events e.g. earthquakes, floods Practice based commissioning.

3 Aging populations/changes in world demographics. Immigration and the impact on health and health provision. Therapeutic interventions and motivating factors. LEARNING AND TEACHING METHODS Students will be supported in their learning to understand complex concepts so that they can apply principles to lead care during the practice experience, in order to achieve the Level 6 Learning Outcomes, in the following ways: A blended approach to teaching and learning is adopted harnessing a wide range of teaching and learning strategies, focusing upon experiential and enquiry based learning. These include: Keynote generic lectures will be used to ensure students understand the relevant theory underpinning the module content. Practical simulation exercises, e.g. Health promotion. Practice learning experience. Field -specific group seminars will encourage students to share and compare experiences, apply theory to practice, evaluate personal learning and provide peer support. A Blackboard site will be provided which will contain e-learning materials, useful references and hyperlinks to supporting information sources. Self-directed time will be used for developing reflections on practice, assessment material and independent learning. ASSESSMENT STRATEGY AND METHODS Task No. Short Description of Task 1 Written report: simulated commissioning project and critical discussion SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration CW 100% 2500 Y In-module retrieval available Assessment for Learning a Poster presentation b Online digital fluency test, including Information Governance c Public health debate Examples for Assessment Students will be expected to prepare a 2,500 word report on a contemporary mental / physical health issue, which will include a critical discussion on all aspects of political, social, economic, cultural and motivating factors affecting the individual on a micro and macro level.

4 FEEDBACK Students will receive feedback on their performance in the following ways: Peer and Tutor dialogue will be encouraged around learning in the practice simulation exercise. Formative Feedback will be provided by seminar leaders on the contributions and performance of students in tutorials and seminars. Feedback on performance in the assignment will be provided in accordance with university guidelines, using a standardised proforma, in order to feed forward into future work. LEARNING RESOURCES (INCLUDING READING LISTS) Websites World Health Organization The United Nations Children's Fund - UNICEF Department of Health The Health Protection Agency Generic/Adult Nursing Baggott, R. (2011) Public health: policy and politics, 2 nd ed. Basingstoke: MacMillan. Blank, R. H. and Burau, V. (2010) Comparative Health Policy, 3rd ed. Basingstoke: Palgrave MacMillan. Cameron, F. (2004) The Future of Europe, integration and enlargement. London: Routledge. Giddens, A. (2009) Sociology, 6 th ed. Cambridge: Polity. Ham, C. (2009) Health policy in Britain, 6 th ed. Basingstoke: Palgrave Macmillan. Naidoo, J. and Wills, J. (2009) Health Promotion; Foundations for Practice, 3 rd Edition. Bailliere Tindall Edinburgh. Orme J (2003) Public Health for 21 st Century: New perspectives on Policy, Participation and Practice. Open University Pres Maidenhead. Scriven, A. Ewles, L. Simnett, I. Parish, R. (2010) Promoting Health: A Practical Guide. Balliere Tindall Edinburgh. Mental Health Nursing Fawcett, B., Weber, Z., and Wilson, S. (2012) International perspectives on mental health. London: Palgrave Macmillan. Child Nursing Hall D. and Elliman D. (2006) Health for all Children 4th ed. OUP Oxford. Learning Disability Atherton, H. L. and Crickmore, D. J. 6 th Edition (2011) Learning disability towards inclusion. Edinburgh, Churchill Livingstone. Gates, B. and Barr, O. (Editors) (2009) Oxford Book of Learning, and intellectual Disability Nursing. Oxford, Oxford University Press. Gates, B. (2006) Care Planning and delivery in Intellectual disability Nursing. Wiley Blackwell.

5 Grant, G. et al (2 nd Edition) (2010) Learning disability: a lifecycle approach. Maidenhead, M c Graw-Hill, OU Press.

6 SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE Yes EXISTING MODULE - NO CHANGE No Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 21/09/2015 MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 21/09/15 18/09/16 Course Intake 2 07/03/16 05/03/17 Is timetabled contact time required for this module? Y Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below N What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% Y *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for N this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No. 1 NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance notes.

7 CHECKED Date Jan 2013 Reason Checked Against SI