Agendum 7.4.1 iv) Page 1 of 13 UNIVERSITY OF EAST LONDON UNDERGRADUATE PROGRAMME SPECIFICATION BSc (Hons) Public Health and Health Promotion Final award Intermediate awards available Mode of delivery UCAS code Details of professional body accreditation Relevant QAA Benchmark statements UEL Academic School Date specification last updated BSc (Hons). BSc, Cert HE, Dip HE. UEL on campus B9NF N/A. Health Studies 2008 Health, Sport and Bioscience June 2014 Alternative locations for studying this programme Location Which elements? Taught by UEL staff Taught by local staff Method of Delivery NA NA NA NA NA The summary - UCAS programme profile- BANNER BOX: The complexity of modern healthcare, arising from constant innovation, has been described as being an order of magnitude greater than other industries. Currently, health care service users increasingly demand a personalised, higher quality health care experience, whilst the threat of public sector austerity increases the pressure on providers to deliver it. Modern health care providers are becoming knowledge driven. Learning organisations and performance of the workers and managers in them are determined by intelligent experimentation, ingenuity, interpersonal skills, and resilience in the face of adversity (Edmondson 2008). Such high quality, mass-customised healthcare of the future, will need graduates who understand the issues, and demonstrate ability to produce a fair and efficient allocation of resources, as safely as possible. The BSc (Hons) degree in Health Services Management prepares students to be knowledgeable and enquiring. It gives them resilience and good interpersonal skills necessary in contributing to improve health systems. ENTRY REQUIREMENTS 1
Agendum 7.4.1 iv) Page 2 of 13 It requires 240 UCAS points or equivalent plus a minimum of GCSE grade C (or equivalent) in English Language and Mathematics. Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL). Where English is not the applicants first language, a minimum IELTS score of 5.5 in each component of assessment (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes. In the case of applicants whose first language is not English, the University s English Language requirements as detailed on the website at time of application must be met see http://www.uel.ac.uk/international/application/english-language-requirements/ At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act 2010. ABOUT THE PROGRAMME What is BSc (Hons) Public Health and Health Promotion? Health promotion is the discipline that specifically attends to the methods, theories and approaches in improving the health of different segments of society through targeted and/or mass campaigns. Committed to approaches that address all levels of influence on health, health promotion and those who work in the field are constantly challenged to work at the intimate or local level as well as the global level. Public Health is a discipline that reflect the complexity of modern healthcare and prepares graduates to work in a very complex and rapidly changing due to increased medical knowledge and techniques, and changes in approaches to finance, organise and deliver the expected services. At all levels, healthcare managers are increasingly acting as the stewards of scarce resources for health. They are responsible for ensuring efficiency, effectiveness, and fairness in allocating resources to meet the needs and choices of service users in a sustainable manner. BSc (Hons) Public Health and Health Promotion at UEL In this programme we aim to train, educate and work with a group of energised, passionate and critical health promoters. At the core of our program is a commitment to a social justice agenda in which we engage with health as a political, structured and complex phenomenon. To effectively work in health promotion, we believe our students must be equipped with a nuanced and contextualised approach to health. To successfully engage with behavioural, attitudinal or knowledge change our students are provided with a range of educational experiences from our 2
Agendum 7.4.1 iv) Page 3 of 13 interdisciplinary and diverse teaching team. They will leave this program armed with knowledge, skills, perspectives and passion to work to better the health of all members of society. Combining core knowledge and skills from two closely related subjects is seen as beneficial in a competitive job market. Public health and health promotion are very closely related disciplines. Health promotion is an essential element of public health and is a key element of the Public Health Skills and Career Framework (PHORCAST, 2013) with which UEL s BSc Public Health programme is aligned. For this reason, many core modules (e.g. research methods, understanding health and health systems, employability) are already shared across the separate BSc Public Health and BSc Health Promotion programmes. If you choose to study public health and health promotion as a two subject degree, you will combine practical and theoretical aspects of health promotion and public health. You will be able to choose specialised optional modules during levels five and six of your degree programme and bring these elements of public health and health promotion together in a final year research project tailored to your specific skills and subject knowledge. Programme structure The programme can be studied both full and part time and is typically 3 years in full time mode and 5 years in part time mode. Running and structuring the programme along Modules allow students maximum flexibility and choice on what to study. It facilitates switching between Full Time and Part Time studies depending on student unique circumstances. Again depending on individual circumstances, guidance is provided in pursing joint degrees with other relevant study areas. Although the different pathways have their own compulsory Modules, students are still facilitated in choosing Modules according to their interests. Further, Accreditation of Prior and Experiential Learning (APL and APEL) mean that suitable candidates have a faster route through the programme. Learning environment Learning within the programme happens in a variety of ways. The following strategies are prioritised: Lectures, mini lectures, student led seminars, group work and discussions, and group and individual presentations. Guest lecturers are invited for some sessions and e-learning (web based activities) are used. Students are encouraged to form learning groups for self-directed learning while workshops, simulations, reflective learning and project work have role in the programme. Assessment A variety of assessment methods are used to enhance student learning. These include traditional written essays and reports, in-classroom tests, group and individual presentations, case scenarios, and project work. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Work experience/placement opportunities Students will take a core module on employability at Level 5, in either the first or the second term, and with it the possibility for future placements and internships (by negotiation). 3
Agendum 7.4.1 iv) Page 4 of 13 Some teaching will be delivered by local health management, bringing real world experience to the university classroom. Project work Students have the opportunity to undertake a 30-credit individual research project module at level 6. This allows an opportunity for students to apply their research learning from earlier modules, particularly the evaluation skills module at Level 5, to a specific area of practice. Added value Extensive personal support is available, based on a personal development tutor system. Employability is given a strong emphasis in the degree programme, which is designed so that skills developed in the classroom are relevant and transferable to a wide variety of roles in the health care setting. There is extensive online support via our virtual learning environment - Moodle Where appropriate, descriptors from the NHS Knowledge and Skills Framework have been used in some modules, to highlight their relevance to health sector employability. IS THIS THE PROGRAMME FOR ME? If you are interested in... Studying managers role in the provision of high quality, safe, sustainable and efficient health care and services, Being at the forefront of current and emerging issues in financing, policy, and managing health care and services, Redesigning and improving health service delivery using the current evidence base, Understanding the strategies and commissioning of services in the current public health climate, Effective evaluation of health care and services with the possibility of conducting realistic undergraduate projects,...our BSc (Hons) Public Health and Health Promotion is an exciting option. If you enjoy... Working with other students; Exploring challenging real-world management and policy issues in a supportive environment; Using analytical thinking and problem solving skills; Learning in flexible ways that use a variety of methods...our BSc (Hons) Public Health and Health Promotion can provide this. If you want... To have a degree and extra employer recognised qualifications; To enhance you employability in health; Strong support in studying towards your degree; 4
Agendum 7.4.1 iv) Page 5 of 13 Integrated personal and professional skills in your degree; A personal development tutor in improving your profile; Rigorous grounding in principles of management in health; Exposure to real world and current priorities in healthcare; To acquire skills in evaluating the quality of health care Flexibility in studying any exciting range of university-wide academic options;...our BSc (Hons) Public Health and Health Promotion can meet your needs. Your future career Many students go on to postgraduate study. Employment opportunities exist in the expanding Health and Social Care service sector. Care services in East London also offer many employment opportunities within both the public and private sectors. How we support you When you arrive at the University you will be allocated a personal development tutor who will be a member of the academic staff familiar with your programme of study. During your first term at level 4 you will see your personal development tutor regularly as an integral part of your Personal and Professional Skills Module. Your personal tutor helps you throughout your time at the University. Our Programme and Module Leaders offer support on academic matters. The School Help Desk to offers help to improve you study experience. Student representatives are elected at each level of study to communicate your concerns and link you with academics and other students. The University offers support to students with special needs: e.g. those with Disability and Dyslexia. The Skillszone, Connexions, and Employability Units are there for student advice on practical issues such as finance, medical services, language support and anything that enhances student experience. The University is committed to updating its Online learning facilities to benefit students. Programme and Module information including lecture slides and leads to other learning resources are always communicated to students via Moodle - our virtual learning environment. This support is especially important if you are considering Part-Time studies at UEL. There is adherence to Timetables to avoid disrupting attendance. Bonus factors The University of East London is a global learning community with in excess of 20,000 students from over 120 countries. Within the School of Health and Bioscience we have staff and facilities to match the wide interests and backgrounds of our students. There are wide-ranging urban redevelopment schemes, plus an exiting range of commercial, entertainment and social facilities under development, along with nearby existing venues such as the O2 arena, the Stratford Picture House Multiplex cinema, and the Stratford East Theatre all within easy reach. 5
Agendum 7.4.1 iv) Page 6 of 13 Stratford itself has good transport links to central London (20 minutes away by underground), Greater London, and beyond. A UK and European train terminal will be based at Stratford. London City Airport is within easy reach via the Docklands Light Railway, and London Stansted Airport is 45 minutes away by rail from Liverpool St Station. Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to: Gain a sound understanding of the principles of health care operational management Understand core concepts in change management, service redesign and leadership. Understand aspects of policy, finance, safety, and practice management Understand effective recruitment, deployment and development of health workers Develop knowledge and skills to evaluate the quality of health services. Apply a critical and analytical approach to principles and practices of Health Promotion. What will you learn? Knowledge Identify different perspectives on work organization and how people are managed Understand basic principles of operations management applied to health care Appreciate the key drivers of consumer satisfaction in healthcare and their practical application Discuss the contexts in which leadership is required within the health care setting Thinking skills Appraise the value of effective management in the achievement of positive outcomes Critically analyse a range of tools and techniques used to improve health care service quality Explore methods and systems for service recovery and resolution in health care Evaluate the impact of service redesign and change on individuals and teams Critically analyze the different methods of health care funding Explain the different theories, models and concepts underpinning safe health care Design an action plan for personal leadership development Prepare a business case for changing a healthcare service (Maj) Subject-Based Practical skills Problem-solving skills Data collection and research skills Evaluative and analytical skills Sensitivity to the values and interests of others Location and retrieval of information from a variety of sources Independent learning Skills for life and work (general skills) Convey ideas in an appropriate written or oral format, including, where appropriate, the presentation of data Communicate effectively (in writing and verbally). Participate effectively in groups to achieve joint learning outcomes Manage time effectively 6
Agendum 7.4.1 iv) Page 7 of 13 Critically reflect on the value of one's own work Select and utilise appropriate computer software Set goals, plan a work programme Development of independent learning The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 360 credits. Typical duration The expected duration of this programme is 3 years full-time or 5 years part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period. A student cannot normally continue study on a programme after 4 years of study in full time mode unless exceptional circumstances apply and extenuation has been granted. The limit for completion of a programme in part time mode is 8 years from first enrolment. How the teaching year is divided The teaching year begins in September and ends in June A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year. A student in a part-time mode of study may register for up to 90 credits in any academic year. 7
Agendum 7.4.1 iv) Page 8 of 13 What you will study when A student registered in a full-time attendance mode will take 120 credits per level. Typically this will be comprised of four 30 credit modules. The exact number may differ if the programme is comprised of 15, 45 or 60 credits modules. An honours degree student will complete modules totalling 120 credits at level four, modules totalling 120 credits at level five and modules totalling 120 credits at level six. Level Module code Module title 8 Distance Learning (Y/N) Credits Status* 4 HS4101 Understanding Health and Healthcare in the UK N 30 Core 4 HS4102 Personal and Professional Skills N 30 Core 4 HS4103 Introduction to Research Methods N 30 Core 4 HS4105 Introduction to Epidemiology N 30 Option 4 HS4106 Key concepts in Health Promotion N 30 Option 4 HS4107 Introduction to health systems and their management N 30 Option 5 HS5101 Employability N 30 Core 5 HS5102 Research Methods and Skills N 30 Core 5 HS5103 Social Patterns of Health and Illness N 30 Option 5 HS5104 Services and Operations Management in Health systems N 30 Option 5 HS5105 Practical Epidemiology N 30 Option 5 HS5106 Health Policy N 30 Option 5 HS5107 Global Health N 30 Option 6 HS6101 Research Project N 30 Core 6 HS6102 Integrative public health N 30 Option 6 HS6103 Service design, transformation and leadership N 30 Option 6 HS6104 Critical practice and perspectives in health promotion N 30 Option 6 HS6105 Evidence synthesis N 15 Option 6 HS6106 Prevention and control of CDs and NCDs N 15 Option 6 HS6107 Infection control in healthcare N 15 Option 6 HS6108 Gender, Sexuality and Health N 30 Option 6 HS6109 Health promotion and later life N 30 Option 6 HS6110 Global and local perspectives in health N 15 Option 6 HS6111 Strategy and commissioning N 30 Option 6 HS6112 Health service finance N 30 Option 6 HS6113 Professional practice in healthcare N 15 Option 6 HS6114 Comparative Health Services N 15 Option 6 HS6115 Patient safety and service quality N 15 Option 6 HS6116 Achieving health service improvements using Lean Six Sigma N 15 Option 6 HS6117 Service Quality in Healthcare N 15 Option
Agendum 7.4.1 iv) Page 9 of 13 *Please Note A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award In order to gain an Honours degree you will need to obtain 360 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 120 credits at level six or higher In order to gain an Ordinary degree you will need to obtain a minimum of 300 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 60 credits at level six or higher In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level four or higher and 120 credits at level five or higher In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level four or higher Degree Classification Where a student is eligible for an Honours degree by passing a valid combination of module to comprise an award and has gained the minimum of 240 UEL credits at level 5 or level 6 on the current enrolment for the programme, including a minimum of 120 UEL credits at level 6, the award classification is determined by calculating; The arithmetic mean of the best 90 credits at level 6 x 0.8 + The arithmetic mean of the next best 90 credits at levels 5 and/or 6 x 0.2 and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% First Class Honours 60% - 69% Second Class Honours, First Division 50% - 59% Second Class Honours, Second Division 40% - 49% Third Class Honours 0% - 39% Not passed Teaching, learning and assessment Teaching and learning Knowledge is developed through Lectures 9
Agendum 7.4.1 iv) Page 10 of 13 Tutorials/seminars Workshops Reading Internet Moodle Independent research Thinking skills are developed through Presentations Preparing for tutorials and seminars/workshops Problem-based learning Completing coursework assignments (including data analysis, essays and reports) Independent reading. Practical skills are developed through Practical work in groups Work placements Computer usage Library sessions Skills for life and work (general skills) are developed through Time management Presenting ideas and arguments in a structured manner written and oral communication Computer literacy Problem solving Team work. Assessment Knowledge is assessed by Written seen and unseen examinations and open book examination 'standard' essays, extended essays and short pieces of assessed coursework Individual and group presentations Poster presentations Group reports Oral Presentations Portfolios Database searches Library exercises Throughout the programme there is a combination of formative and summative assessment. Thinking skills are assessed by: Written seen and unseen examinations and open book examination; 'Standard' essays, extended essays and short pieces of assessed coursework Individual and group presentations Poster presentations Group reports Project work 10
Agendum 7.4.1 iv) Page 11 of 13 Library exercises Oral presentations Describing, explaining and discussing various aspects of the module material in the context of class tutorials, group work, presentations etc. Cognitive and intellectual skills are promoted via group discussions, debates, and workshops based on the analysis of a range of practice situations. Practical skills are assessed by Evidence of logical planning and management of time the preparation of materials for assessment The ability to complete assignments using appropriate resources. Reports resulting from group work. Open Book Examination Individual and group presentations; Poster presentation Group reports Skills for life and work (general skills) are assessed by Demonstration of effective oral and written communication skills Evidence of interpersonal skills such as teamwork and /or team leadership The ability to work to strict deadlines The ability to select and utilise appropriate problem solving skills How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: There would be enough qualified staff to teach the programme; Adequate resources would be in place; The overall aims and objectives were appropriate; The content of the programme met national benchmark requirements; The programme met any professional/statutory body requirements; The proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: External examiner reports (considering quality and standards); Statistical information (considering issues such as the pass rate); Student feedback. Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. 11
Agendum 7.4.1 iv) Page 12 of 13 Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. http://www.uel.ac.uk/qa/externalexaminersystem/currentexaminers/ Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations, Student representation on Programme Committees (meeting each term) Personal tutor, Module leaders, Programme leader, Subject Area Head. 12
Agendum 7.4.1 iv) Page 13 of 13 Students are notified of the action taken through: Circulating the minutes of the programme committee Providing details on the programme notice board Verbal feedback to groups Individual responses to students as required Postings on our online discussion forums Listening to the views of others The following methods are used to get the views of interested parties: Annual student satisfaction questionnaire Questionnaires to former students Views from local health stakeholders Where you can find further information Further information about this programme is available from: The UEL web site (http://www.uel.ac.uk) UEL Manual of General Regulations (http://www.uel.ac.uk/qa/policies/manual/) UEL Quality Manual (http://www.uel.ac.uk/qa/policies/qualitymanual/) Hsb Website (www.uel.ac.uk/hsb) 13