programme specification part 1: course summary …...web 2.0 facilities. these approaches support...

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s PROGRAMME SPECIFICATION

Course summary

Final award MA International Health Promotion

Intermediate award PG Dip International Health Promotion/ PG Cert Health Promotion

Course status Awarding body University of Brighton

Faculty N/A

School Health Sciences

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1. 2. 3. Admissions

Admissions agency

PART 1: COURSE SUMMARY INFORMATION

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Entry requirements

Include any progression opportunities into the course.

Applicants should normally possess a good honours degree from a UK educational institution or equivalent recognised award from an overseas institution. Candidates with professional qualifications (eg nursing certificate) and/or directly relevant experience, and record of active involvement in civil society organisations will also be considered, although they will need to demonstrate ability to study and write at Level 7. For the international award, international experience and/or residency in a multicultural environment will also be taken into account.

Students whose first language is other than English must provide evidence of relevant levels of proficiency as recommended by the University for postgraduate study (IELTS score of 7 overall with a minimum score of 6.5 in all components).

There are two Extended Masters routes for those applicants who meet academic entry qualifications, but who do not meet the minimum English Language requirements:

12 Week Extended Masters option (30 CATS at level 6 in total)

• With an entry level of IELTS 5.5, with no component under 5.5 (or equivalent), students can register for the 12 week EMA route. This is 3 months (12 weeks) of subject specific English language and academic skills before the Master’s degree

8 Week Extended Masters option (30 CATS at level 6 in total)

• With an entry level of IELTS 6.0, with no component under 5.5 (or equivalent), students can register for the 8 week EMA route. This is 2 months (8 weeks) of subject specific English language before the Master’s degree.

For more information please see the Extended Masters programme specification

Or visit the Language Institute webpage: http://www.brighton.ac.uk/learnenglish/extended-masters/

Applications are accepted through the year. Early application is recommended, particularly for international students, as time needs to be allowed for the IELTS and visa requirements.

Offers will be made depending on the following criteria:

• Academic qualifications

• Professional Experience

• Personal Profile

• Academic writing skills

Claims for the Accreditation of Prior (Experiential) Learning will be considered up to a maximum of 30 level 6 credits.

Students wishing to gain a PG CERT through the 'and education ' pathway must have current employment in an education-related setting (or can arrange one) which includes a minimum of 15 hours involvement in teaching per week.

http://www.brighton.ac.uk/learnenglish/extended-masters/

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1 Date of original validation.

2 Date of most recent periodic review (normally academic year of validation + 5 years).

3 Month and year this version of the programme specification was approved (normally September).

4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

5 Date of most recent review by accrediting/ approving external body.

Start date (mmm-yy)

Normally September

Sep-15

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 2 years

Part-time

Sandwich

Distance

Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Carol Williams

Admissions Tutor Course Leader - Carol Williams

Examination and Assessment

External Examiner(s) Name Place of work Date tenure expires

Jane Clapham University of

Hertfordshire

30.08.2018

Examination Board(s)

(AEB/CEB)

SHS Postgraduate Education Programme AEB

CEB SHS Postgraduate Education Programme

Approval and review

Approval date Review date

Validation 20051 Jan 20112

Programme Specification Sept 2011 - republished with changes approved at Periodic Review

Republished Sept 2012 with Extended Masters Award information and new external examiner

Republished Sept 2013 with minor changes

Repubilshed Sept 2014 with changes to english language entry and accredited prior learning, and new external examiner

Republished with some minor changes Sept 20153

Sept 20164

Professional, Statutory and Regulatory Body 1 (if applicable):

NA NA5


NA NA

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AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

To provide a level 7 programme of study in health promotion which meets the individual and professional needs of students to enable them to develop and extend core competencies in health promotion utilising a participatory learning environment and within the flexibility of a modular scheme.

To facilitate students in an autonomous, critical and evaluative reflection of their health promotion practice, through the application of knowledge and skills that will enable them to function effectively in local, national and international contexts.

To enable students to understand the complexity and dynamic nature of health promotion processes and public health policy, particularly at international level, and relate this to underlying themes of social and health inequalities and their own values and practice.

To provide students with the opportunity to practice and develop health promotion knowledge and skills, facilitating the acquisition of practical experience and comparative learning within an international placement in a country other than their own.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory On successful completion of the award students will be able to:

1. Apply a critical appreciation of the philosophical, anthropological,

ecological, biomedical, psychological, sociological, political,

economic and ethical factors influencing lay and professional

concepts of determinants of health and implications for health

promotion practice globally.

2. Critically examine and conceptualise the principles underpinning

the theories, values ,models and approaches to health promotion

and public health, including a critical application to practice and

international contexts

3. Synthesise learning in order to construct an awareness of personal

and professional development related to their sphere of practice

and competences in health promotion including advocacy,

enablement, mediation, communication, leadership and working in

different cultures or countries than their own.

4. Critically appraise research; and apply as relevant, to evidence-

based assessment of needs, planning, implementation and

evaluation of health promotion interventions.

5. Demonstrate a reflective and critical understanding of enablers and

tensions in policy and practice, and debate the professionalization

of health promotion.

6.

6 Please refer to Course Development and Review Handbook or QAA website for details.

PART 2: COURSE DETAILS

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Skills

Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Transferable (life-long learning)skills:

On successful completion of the award the student will be able to:

1. Produce ideas verbally and through academic writing of level 7 standard that communicate clear, cogent and appropriately referenced ideas with confidence.

2. Make appropriate use of information technologies to aid practice including use of electronic communications and searching sources of information on the internet.

3. Work in small groups on complex, problem-solving exercises with time constraints and limited resources.

4. Synthesize complex information affecting health and present it to a range of audiences.

5. Demonstrate enhanced skills in advocacy, enablement, mediation, communication and leadership.

QAA subject benchmark statement (where applicable)7

The course aims are In congruence with the QAA Masters Degree Characteristics and match the internationally agreed core competencies for Health Promotion Practice (The CompHP Core Competencies Framework for Health Promotion).

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

7 Please refer to the QAA website for details.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

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The underlying philosophy of the course encourages the promotion of self-directed and autonomous learning among students, whom are exposed to a wide variety of teaching and learning methods.

Modules can be delivered both intensively and extensively.

Following a constructivist spirit, the pedagogical bases of this course draw from experiential and student- centred learning. Through seminars, case-studies, problem-based learning scenarios, student-led seminar presentations, small group discussions, workshops, participative discussions and keynote lectures, the teaching team provide a well planned exposure to activities which will lead to an empowering learning process, along which the participants will take some decisions over the programme delivery and outcomes. On the premise of a facilitative approach, the Course Team seeks to explore the full potential of all students, individually and also as a group, through the development of a reflective and mutually supportive learning environment, in which students will improve their previous skills and acquire and develop new core competencies for Health Promotion at Masters level. Special emphasis is given to transferable skills such as critical analysis, information processing, communication, leadership, teambuilding and collaborative work.

A focus is maintained throughout on the importance of encouraging self-directed and autonomous learning skills, which is particularly relevant for the International Dimension of Health Promotion module, in which the student organises (with support from tutor) a 15 working days placement in a country and cultural environment other than their own.

The MA International Health Promotion uses a variety of learning and teaching methods, with an emphasis on student-centred strategies and experiential learning, including on-line tools supported by web 2.0 facilities. These approaches support the ability to employ a blended learning strategy that enables continuing engagement between students and academic staff whilst away from the university. This blended learning will also enable the course to gain from the on-line contributions of international keynote speakers.

The course sits within the Level 7 education provision of the School of Health Sciences, and forms a component of the Graduate Programme in Health and Social Science (SHS Postgraduate Education Programme). Access to modules is therefore shared with students undertaking courses across the SHS Postgraduate Education Programme. This promotes opportunities for inter-professional learning especially valuable to the practice of health promotion. This is in congruence with work currently being undertaken within the University on inter-professional education.

The courses are actively engaging with the aims of the university IT strategy. At the beginning of the academic year there will be induction activities to ensure all students can utilise the virtual learning environment, wider university resources and the variety of on-line facilities used throughout the course.

This reviewed curriculum introduces more use of the on-line resources available through Studentcentral and other information services. Examples of practical use of these resources include use of blogs for specific purposes for students on the course, particularly whilst undertaking placements abroad. Wikis will allow students to share materials when working on group activities and projects. File exchanges can also support the process of problem based learning. Group e-mails facilitate communication with and between students.

Whilst maintaining direct contact hours, there is distinct focus on the development of self-directed learners through the processes of course delivery. Students will be introduced to this expectation and the processes involved firstly on application and then in the Foundations module.

The international content will be embedded in more depth and breadth in the core modules, combining international case-studies with the participation of international experts in both direct teaching and on-line discussions. All the latter prepare the field for future development of an International Collaborating Network building on European, Trans-Atlantic, Ibero-american and other international networks of which the Course team is a member already.

Links to research: The undergoing research projects at International Health Development Research Centre, the Centre for Health Research, and any other relevant research groups within the university will inform the teaching and, where possible, the researchers will join classroom discussions and contribute with their expertise and up to date knowledge.

Total learning hours: 180 credits*200 h/20 credits= 1800 hours learning

Fieldwork – International Placement: This should be organized and undertaken in an international setting in a different country than the student’s usual residence, in any case a different environment to the

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

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Assessment Strategy

The Assessment Strategy of the cores modules uses a range of assessment methods including

Formative and summative seminars and critical evaluation of published papers, (3000 words) (NA7122),

Formative presentation of group work problem based learning, and summative reflection and evaluation of an intervention (4000 words) (NAM 87)

Formative reflective diary and portfolio, summative individual presentation and evaluative report relating health promotion placement to students own self-directed learning objectives. (4000 words)(NAM 88)

Mandatory/Optional Modules:

Formative presentation of individual cultural encounter, and summative photo essay and critical reflection of culture in health promotion practice (2000 words) (NAM 116)

Formative presentation/ discussion lead of previous international experience of health promotion topic area, summative critical appraisal of health promotion topic area located in a particular time and place (3000 words). (NAM 7123)

The assessment strategy has been designed to ensure that competencies for health promotion as well as course learning outcomes are delivered. The matrix below illustrates how the summative formative and summative elements of the module assessments assess the overall MA course learning outcomes.

The course complies with the University’s Assessment Policy and follows the GEAR.

NA7122

Foundations HP

NMA 87

HP Practice

NAM 116

Community Culture and Wellbeing

NA7123

Global Hlth Prom

NAM 88

Int Dimensions

1. Apply a critical appreciation of the philosophical, anthropological, ecological, biomedical, psychological, sociological, political, economic and ethical factors influencing lay and professional concepts of determinants of health and implications for health promotion practice globally.

x

x

x

2. Critically examine and conceptualise the principles underpinning the theories, values ,models and approaches to health promotion and public health, including a critical application to practice and international contexts

x

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: the University and you

Course Handbook

Extensive library facilities

Computer pool rooms (indicate number of workstations by site)

E-mail address

Welfare service

Personal tutor for advice and guidance

Course-specific

Additional support, specifically where courses have non- traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

• Course handbook

• Personal tutor for advice and guidance

• Graduate Programme induction day

• Graduate programme website for advice and guidance

In addition, students are enabled to:

• Personally experience the International dimension of Health Promotion in practice through their International placement.

• Develop their own perceptions of the International Dimension of Health Promotion, and to understand the social, cultural, political diversities and commonalities within the health promotion framework.

• Utilise the specialist materials and expertise of the Centre for Health Research as a resource to support their learning

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

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MA International Health Promotion (Masters with international placement)

Award

Modules

Credits*

Total

PG Cert Exit award in Health Promotion

NA7122 Foundations of Health Promotion M

20 Credits

60 credits

NAM 87 Health Promotion practice M

20 Credits

Either: NA7123 Global Health Promotion O/M

20 Credits

Or: NAM116 Community, Culture and Wellbeing O/M

PG Dip Exit award in International HP

NAM88 International Dimensions of Health Promotion (15 day placement in country other than student’s own) M

40 Credits

120 credits

1 research module from SHS Postgraduate Education Programme approved list: (see below)

20 Credits

MA Award in International HP

NAM96 Dissertation with an International focus M

60 Credits

180 credits

The following modules are mandatory:

Foundations of Health Promotion

Health Promotion Practice

International Dimensions of Health Promotion

Two modules are optional/mandatory – student choose one from:

EITHER : Global Health Promotion

OR: Community culture and wellbeing

In the event that either Global Health Promotion or Community Culture and Wellbeing modules not being available, students can, in consultation with the course leader, choose from other modules within the SHS Postgraduate Education Programme which are relevant to their pathway of study.

Sept

Oct

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Level8 Module code

Status Module title Credit

7 NA7122 M Foundations of Health Promotion 20

7 NAM87 M Health Promotion Practice 20

7 NAM116 8

O/M Either: Community, culture and wellbeing 20

7 NA7123 O/M OR: Global Health Promotion 20

Exit with PG Cert Health Promotion

NAM88 M International Dimensions of Health Promotion 40

One Research Module from list below

MDM10 O Research Methods and Critical Appraisal 20

NAM69 O Research Theory and Practice 20

NAM13 O Qualitative Research Methodology 20

SSM48 O Principles of Social Research 20

SSMN4 9

O Quantitative Research 20

HEM07 O Research Methods for Health Professionals 20

NAM112 O Taking Research Forward in the Modern NHS 20

MDM66 O Essential Statistics for Medical and Health Research 20

SSM200 /201

O Social Research Practice 1/2 20

Exit with PG Dip International Health Promotion

NAM96 M Dissertation Critical Studies Group 60

Exit with MA International Health Promotion Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which

corresponds with the learning outcomes of each module.

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9 Total number of credits required to be eligible for the award.

10 Minimum number of credits required, at level of award, to be eligible for the award.

11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding

class of award.

12 Refers to taught provision: PG Cert, PG Dip, Masters.

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AWARD AND CLASSIFICATION

Award

type Award

*

Title Leve

l Eligibility for award Classification of award

Total credits9 Minimum credits10

Ratio of marks11: Class of award

MA International Health Promotion

Total credit Minimum credit at level of award 150

PG Dip

International Health Promotion

Total credit Minimum credit at level of award 90

PG Cert

Health Promotion Total credit Minimum credit at level of award 60

PG Cert

Health Total credit Minimum credit at level of award 60

Total credit Minimum credit at level of award

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band %

Foundation d

gree

Honours degree

Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100%

Distinction

First (1)

Distinction

60%

69.99%

Merit

Upper second (2:1)

Merit

50% - 59.99%

Pass

Lower second (2:2)

Pass

40% - 49.99%

Third (3)

12 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available

from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course

e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Regulations of the SHS Postgraduate Education Programme apply

Exceptions required by PSRB

These require the approval of the Chair of the Academic Board

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