Module: Health Promotion in Contexts of Marginalisation

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Health Promotion in Contexts of Marginalisation
Module Code	NS5123 (ITS) / HEA1021 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	Gillian Paul
Module Teachers	Rebecca Murphy
NFQ level	9	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

In this module students will gain an in-depth understanding of the measurement and distribution of health outcomes, and the concepts and theories of health promotion practice at the individual and population level. They will critically evaluate national and international health promotion programmes, policies and frameworks with an emphasis on the reduction of health inequities among marginalised populations. The module will also equip students with the competencies to design, implement and evaluate inclusive social and behavioural interventions and social policies aimed at improving individual, community and population health. The module encompasses, and allows students to develop, the core competencies of health promotion practice as outlined by the International Union of Health Promotion and Education and the Ottawa Charter for Health Promotion (WHO, 1986).

Learning Outcomes

1. Articulate and demonstrate knowledge of the concepts, principles and ethical values of health promotion and their application in a variety of settings.
2. Critically evaluate current population health challenges nationally and internationally including the prevalence, incidence, and management of communicable and non-communicable diseases
3. Demonstrate knowledge in measuring population health, including health inequalities, using epidemiological methods and compare the strengths and limitations of various methods.
4. Articulate and critically evaluate inequities in current health promotion infrastructure, policies and strategies nationally and internationally.
5. Apply theoretical/conceptual models and frameworks to the development, implementation, and evaluation of interventions to promote health and social inclusion in the student’s discipline/area of interest.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	5	On-campus lectures & group work
Lecture	13	Online synchronous lecture
Group work	4	Group discussions and group work
Fieldwork	45	Module coordinator facilitated/guided learning activities, including readings and group and individual challenge-based learning activities
Independent Study	183	Students are given specific readings, both book chapters and journal articles for each lecture. They are expected to review them during their independent learning time
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

LO1
● The concepts, principles and ethical values of Health Promotion (HP) as defined by the Ottawa Charter for Health Promotion (WHO, 1986). ● The concepts of health equity, social justice and health as a human right.

LO2
● HP models and approaches. ● Implications of the social determinants of health for HP action. ● Behavioural change techniques. ● Community development approaches. ● The impact of social and cultural diversity on health Promotion action

LO3
● Inequalities in health status, life expectancy, and access to HP resources in Ireland, Europe, and internationally. ● Unequal exposure among groups to Covid-19, air pollution, poor nutrition, food insecurity, tobacco and alcohol consumption, etc. ●UN Sustainable development goals

LO4
● Monitoring health inequalities at regional, national, and international levels. ● Measurement of health disparities, health inequities, and social determinants of health. ● Health equity measurement frameworks

LO5
● Consideration of levels of health literacy in marginalised groups. ● Inclusion of interventions to improve health literacy. ● Targeted/ bespoke health promotion initiatives for marginalised groups

LO6
● Use of Health Promotion planning models. ● Theory and practice of programme implementation. ● Collaborative working. ● Knowledge of different models of evaluation

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Group presentation	Presentation on the measurement of a health outcome(s) in a specified marginalised group, and the development and implementation of an associated health promotion initiative.	30%	Other
Assignment	Critical analysis piece on health literacy and interventions aimed at improving health literacy among marginalised groups	70%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Naidoo, J. and Wills, J.: 2016, Foundations for Health Promotion, 4, Elsevier,
Ewles, L and Simnett, I.: 2017, Promoting Health: A Practical Guide, Elsevier,
Government of Ireland: 2017, Committee on the Future of Healthcare: Slaintecare, Government of Ireland,
Marmot, M et al: 2021, Build Back Fairer: The Covid-19 Marmot Review, The Health Foundation,
World Health Organization: 2021, Health Promotion Glossary of Terms 2021, World Health Organization,

Other Resources

None