Status Approved 1. TARGET AWARD 2. Award 3. MSc Public Health and Wellbeing PROGRAMME SPECIFICATION(POSTGRADUATE) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 10-MAY-13 2 7. ADMINISTRATIVE BASE Faculty of Health & Social Care 8. PLANNING UNIT Postgraduate Professional Education (PPE) FoHSC 9. UNIT OF PERIODIC REVIEW Continuing Professional Development Postgraduate Portfolio 10. EHU COURSE CODE MAS000091 11. ENTRY REQUIREMENTS The normal minimum requirement is a lower second class honours degree in a health or social care subject. Students will normally be working or have access to a suitable working environment to meet the assessments and award outcomes. Students without an honours degree who wish to access this programme, must demonstrate academic capability of writing at Masters level via successfully passing a level 7 module as stand-alone and working in an area that enables them to achieve assessments and award outcomes. All applicants will be offered an academic interview. 12. ALTERNATIVE AWARD(S) Course Award PG Dip PG Cert PG Cert Public Health and Wellbeing Health and Social Care Studies Public Health and Wellbeing 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Part Time Full Time 6 2 Classroom Classroom 14a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 14b. OTHER QAA SUBJECT BENCHMARK STATEMENT 14c. ACADEMIC AND PROFESSIONAL BENCHMARKS 1. The Public Health Skills and Career Framework (PHSCF, 08) updated March, 09. 2. The Public Health Outcomes Framework (DOH) 13-16. 3. QAA (10) Master's degree characteristics. It is envisaged that this programme will be benchmarked against the description of the characteristics of Master's degree category II: specialised/advanced study. 4. QAA (12) Quality for Higher Education: Setting and Maintaining threshold academic standards. 5. Edge Hill University Postgraduate Taught Degree Framework Handbook. 6. The development of the programme was presented at various forums namely, Edge Hill's CPD Curriculum Devlopment Forum, FOHSC Service
Users and Carers Forum, Cumbria and Lancashire Public Health Workforce Development Forum. 15. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship 16. PRIMARY SUBJECT AREA L510-Health & welfare 17. SECONDARY SUBJECT AREA (if applicable) - 18. TERTIARY SUBJECT AREA - 19. PROGRAMME AIMS The programme aims to: 1. Develop practitioners from a wide range of backgrounds who are able to actively engage in addressing the priorities in their local public health agenda. It aims to provide students with a deeper insight into the wider context of health and wellbeing. 2. Enable students to critically examine local, national, or international Public Health policy and critically appraise the implications of how this is implemented in practice. 3. Develop students understanding of the significance of the wider social determinants of health and how this relates to individual and community health and wellbeing. 4. Develop students ability to analyse and synthesise health data and research findings.. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended level 7 qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. The learning outcomes of level 7 exit awards are determined by the combination of modules taken and passed and can be identified from the table below. Level 6 Knowledge and Understanding Intellectual Skills Transferable Skills Practical Skills Level 7 Knowledge and Understanding Demonstrate indepth knowledge and understanding of the principles and practice of contemporary Public Health theory and how these relate to practice, locally, nationally or internationally. Mapped to s Mapped to s Mapped to s Mapped to s Mapped to s Critically evaluate key principles and concepts that underpin public health and well-being development. Demonstrate a critical understanding of the effectiveness of public health programmes, services and interventions aimed at improving individual and population health and well-being. Critically appraise the ethical dimension of public health, the concept of individual right and risk management. Intellectual Skills ; ; HEA4116 Mapped to s
Draw on research, research methodologies, reasoning and problem solving skills, to critically review new information. Have a critical awareness of, and ability to actively participate in, informed debates about discipline related research knowledge, its applications and/or evidence-based practice. Reflect on and appraise the actions of self and others in relation to the development and/or delivery of public health practice and interventions aimed at improving health and well-being. Effectively search for and review research-based literature to underpin own practice and provide guidance for further research. Analyse and intepret information, knowledge, and statistics. Transferable Skills Demonstrate the ability to conceptualise, identify, access, transfer and apply research evidence to own discipline, area of expertise or practice setting. Work in a self-directed manner taking responsibility for own learning, personal development and practice competence. Demonstrate the ability to undertake a small-scale empirical project on own chosen area of interest/or discipline. Demonstrate an awareness of the theoretical, ethical and practical implications of undertaking such a study. Work effectively with others. Practical Skills Undertake surveillance and assessment of the population's health and wellbeing. Demonstrate the importance of developing collaborative working skills to promote and support health and well-being. Develop quality and risk management within an evaluative culture. Demonstrate the skills required to develop public health programmes and services and to reduce inequalities. Demonstrate the skills required to work with communities to improve health and well-being. Demonstrate skills in relation to promoting and protecting the populations' health. Mapped to s HEA4045; ; HEA4045; HEA4116 HEA4045; ; HEA4116 Mapped to s 21. PROGRAMME STRUCTURE HEA4045 HEA4050 HEA4051 HEA4054 HEA4116 RESEARCH: THE DEVELOPMENT OF A RESEARCH PROPOSAL HEALTH PROMOTION EPIDEMIOLOGY AND EVIDENCE FOR PUBLIC HEALTH PRACTICE CONTEMPORARY ISSUES IN PUBLIC HEALTH DISSERTATION FOR HEALTH & SOCIAL CARE PROFESSIONALS HEALTH HUMANITIES 60 CORE OPTIONAL COMPULSORY CORE CORE COMPULSORY Pathway (if applicable)
HEA9083 LEADERSHIP IN HEALTH & SOCIAL CARE OPTIONAL 22 ai. STUDENT 'LEARNING JOURNEY' This programme contains three core modules, which are HEA 4045 Research: The development of a Research Proposal, HEA 4054 Contemporary Issues in Public Health, and HEA 4081 Dissertation for Health and Social Care Professionals. There are also two compulsory modules HEA 4116 Health Humanities and HEA 4051 Epidemiology and Evidence for Public Health. All equal to 140 credits. The options included in this structure are examples only. Students must also choose optional modules adding up to 40 credits from CPD Postgraduate Portfolio. These optional modules are in negotiation with the Programme Leader. The student's learning journey will be mapped prior to their commencement of the programme. Students can complete this programme as full-time (2 years) or part-time basis (6 years). There are alternative awards if students wish to step off at certain points of their study. For Postgraduate Certificate Health and Social Care Studies, students are required to successfully pass and gain 60 credits at level 7 from the CPD Postgraduate Portfolio. For Postgraduate Certificate Public Health and Well Being, students are required to successfully pass HEA 4054, HEA 4051 and credits from the CPD Postgraduate Portfolio. For Postgraduate Diploma Public Health and Well Being, students are required to successfully pass HEA 4045, HEA 4054, HEA 4051 module, HEA 4116, plus gain, 40 credits from the CPD Postgraduate Portfolio.
22aii. Student Learning Journey 23. LEARNING AND TEACHING AND ASSESSMENT STRATEGIES The learning and teaching strategies employed within this programme are congruent with the overall philosophy of the institution, which acknowledges that each student enters the programme with different learning experiences and, therefore, recognises that each student is likely to have different styles and needs. As a consequence, the programme utilises a range of learning and teaching strategies relevant to the subject area involved, whilst supporting, complementing and facilitating blended learning for each individual. The strategies recognise that students are studying at Master's level and should, therefore, be able to demonstrate self-direction and take personal responsibility for the advancement of knowledge. The programme provides a range of flexible delivery options including full and part-time study, a variety of teaching methods and approaches to learning are utilised to enable the integration of theory and practice and enhance students progression and development in relation to the programme. These include lectures, seminars, tutorials and the use of some visiting key note speakers. There is a degree of flexibility to the specific content of this programme (40 credits from optional modules), which facilitates the negotiation of study in order to maximise the interests of the student and, where applicable, the employer. Optional modules will depend on the students' choice. They will be advised and guided accordingly, by the programme leader and a mapping of study will be conducted prior to commencement of the programme. In several of the optional modules, students will need to demonstrate development of key/transferable skills such as the ability to critically reflect upon practice. The current provision of public health practice is undergoinga period of rapid change with public health now being integrated into local government provision. Students will, therefore, need to demonstrate the confidence and flexibility to critically appraise existing knowledge in defining selective issues, and to critically analyse, apply and to critically evaluate appropriate knowledge and skills to their solution, whilst also facing the challenges of a rapidly changing service. Thus, the bespoke nature of this programme will enable students to identify and demonstrate new knowledge and skills gained. In this way, students will be encouraged to take responsibility for their own learning and development. This is congruent with Edge Hill University policy, graduate employability and the notion of lifelong learning. This will particularly benefit those students who have the intention of developing a specific interest, aiming to specialise within the health, social care and third sector settings.
This programme will be delivered mainly in a classroom setting, which allows more student-led discussions, group presentations,critical debates, networking and lively discussion is encouraged. There will also be guest speakers from various organisations and leaders in public health to motivate students developing a career in public health. TEL (Technology Enhanced Learning) All the teaching and learning will be facilitated and supported by TEL, utilising the following technologies: University VLE; online planned formative assessment activities; tutor facilitated and peer-led discussion. E-learning materials include bespoke multi-media teaching materials, which can be accessed via an internet connection anywhere, thereby, supporting independent learning 24/7. Support for the module content via the VLE allows for personalised learning with participants being able to engage with the module in a way that meets their individual needs, enabling ongoing communication with tutors who provide both academic and pastoral support. In this way, technology supports teaching and learning that is flexible and responsive to the needs of participants, whilst maximising the use of resources. Open discussion areas will enable collaborative dialogue, encouraging participants to articulate and explore personal experiences and conceptions with other professionals. Induction and ongoing support for utilisation of the VLE by students is provided by Leaders, Learning Services and the TEL team. A clear schedule of learner support and details of the facilities available to students undertaking study, by means of mediated learning, including IT requirements and support, will be made available. The Programme Leader and individual Co-ordinators have a responsibility to ensure that students understand their responsibilities as autonomous learners. The programme team will be working collaboratively with learning support colleagues - learning technologists (Learning Technology Development and SOLSTICE teams) and learning resources specialists (Learning Services Academic Liaison team) - in developing online elements of the programme as appropriate. These staff will also support the programme team in inducting students in the use of Blackboard (Edge Hill's Virtual Learning Environment) and learning resources, and in ensuring preparedness for support of their learning in an online environment; this includes, both online and face-to-face, the facilitation of induction materials and activities, and support for e-learning and information skills, and general ICT skills and issues, during the early part of the programme. 24. FORMATIVE ASSESSMENT Many of our students are experienced health and social care practitioners, but are new to Master's level study, so throughout the programme there are, therefore, opportunities embedded within the modules for formative assessment. For example, HEA 4054 requires students to provide a small group presentation, the content of which is aligned to the first learning outcome of this core module. Other examples of formative assessment includes student-led seminars, this is of particular relevance to HEA 4116, whereby, students will predominantly work in a self-directed manner, taking responsibility for their own personal learning and development and the provision of feedback on draft work. The course team recognise that formative assessment is an essential part of the teaching and learning strategy. Formative assessment is designed to be integral to the process of summative assessment and indeed, all formative exercises will 'feed forward' (Carless et al, 06) into summative assessment in some manner. 25. SUMMATIVE ASSESSMENT HEA4045 HEA4050 HEA4051 RESEARCH: THE DEVELOPMENT OF A RESEARCH PROPOSAL HEALTH PROMOTION EPIDEMIOLOGY AND EVIDENCE FOR PUBLIC HEALTH PRACTICE PR1 Practical 4,500 4,000 3,000 minutes 75 25
HEA4054 HEA4116 HEA9083 CONTEMPORARY ISSUES IN PUBLIC HEALTH DISSERTATION FOR 60 HEALTH & SOCIAL CARE PROFESSIONALS HEALTH HUMANITIES LEADERSHIP IN HEALTH & SOCIAL CARE CW2 Portfolio Dissertation 4,000 12,000 4,000 2,500 1,500 26. NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 6 Category Hours Description Rationale Total Hours of Non-Modular Teaching & Learning Activities LEVEL 7 Category Hours Description Rationale Total Hours of Non-Modular Teaching & Learning Activities 27. INTENDED MARKET 70 30