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This module will aim to examine the principles and dynamics of Health Promotion in relation to individual and structural contexts, with consideration of the contribution Health Promotion makes to health and social care.

You will explore different approaches, settings and levels through which health may be promoted; examining the role of Health Promotion within health and social care. Social and Economic determinants of health will be explored in relation to health promotion, education and prevention approaches.

Indicative content:

· Introduction to Concepts of Health and Health Promotion

· Current Issues in Health Promotion

· Theory of Health Promotion

· Assessing Client Needs

· Changing Client Behaviour

· Getting the Health Promotion Message Across

· Ethical Issues in Health Promotion

· Health Promotion Events

Bolton Values and Employability skills: This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed)

PDP: D

Communication Skills: T,A,D

Team Working: T,A,D

Organisation & Planning: T,A,D

Numeracy: T,A,D

Action planning: T,A,D

Initiative: T,A,D

Personal Impact and Confidence: T,A,D

Internationalisation: D

Environmental Sustainability: D

Social, public and ethical responsibility: DBSc Health and Social Care

HSO5004

Health Promotion: Challenges and Opportunities

MODULE GUIDE

2017/2018

Semester 1
Level HE5
Contents 1. Overview 3 2. Learning and Teaching Strategy 3 3. Module Communications 3 4. Module Description 3 5. Learning Outcomes and Assessment 4 6. Assessment Deadlines 5 7. Assignment feedback 5 8. Module Calendar 5 9. Formative Assessment 7 10. Indicative Reading: 7 11. Guidelines for the Preparation and Submission of Written Assignments: 9 12. General Assessment Guidelines for Written Assessments Level HE5 12 13. Academic Misconduct and Referencing 14 14. Assessments 15

1. Overview
Module Tutor: Katie Bannister

Room: T3-40

Tel: 01204 903865

Email: k.bannister@bolton.ac.uk

Level: HE5

Credits: 20

Module Pre-requisites: None

Web link to Module Specification: https://modules.bolton.ac.uk/HSO5004

Web link to Moodle Class: http://moodle2.bolton.ac.uk/course/view.php?id=6553#section-0

2. Learning and Teaching Strategy
A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding.

Theory will be linked with examples from health and social care through the use of numerous case studies and workshops. This is aimed at enabling you to develop a clear understanding, of ways the theory and academic knowledge link with health and social care practice.

Weeks 9 and 10 will include tutorials (group/individual) in which you have the opportunity to discuss your progress on the module with your tutor and to show them a plan of your assignment. To complete the module successfully you must also allocate a substantial amount of independent study time.

3. Module Communications
The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these mediums.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.

4. Module Description
This module will aim to examine the principles and dynamics of Health Promotion in relation to individual and structural contexts, with consideration of the contribution Health Promotion makes to health and social care.

You will explore different approaches, settings and levels through which health may be promoted; examining the role of Health Promotion within health and social care. Social and Economic determinants of health will be explored in relation to health promotion, education and prevention approaches.

Indicative content:

· Introduction to Concepts of Health and Health Promotion

· Current Issues in Health Promotion

· Theory of Health Promotion

· Assessing Client Needs

· Changing Client Behaviour

· Getting the Health Promotion Message Across

· Ethical Issues in Health Promotion

· Health Promotion Events

Bolton Values and Employability skills: This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed)

PDP: D

Communication Skills: T,A,D

Team Working: T,A,D

Organisation & Planning: T,A,D

Numeracy: T,A,D

Action planning: T,A,D

Initiative: T,A,D

Personal Impact and Confidence: T,A,D

Internationalisation: D

Environmental Sustainability: D

Social, public and ethical responsibility: D

5. Learning Outcomes and Assessment
Learning Outcomes

Assessment

LO1: Explore different approaches, settings and levels through which health may be promoted

Health Promotion Event

(Assessment 1)

LO2: Identify and assess factors that contribute to individual health and wellbeing

Health Promotion Event

(Assessment 1)

LO3: Examine Health Promotion theory and public policy in relation to planning intervention

Health Promotion

Report

(Assessment 2)

LO4: Assess the need for Health Promotion within the local community and plan an appropriate Health Promotion intervention

Health Promotion

Report

(Assessment 2)

6. Assessment Deadlines
Assessment item

Due Date

Weight

1

Health Promotion Event

04/12/2017

50%

2

Health Promotion Report

08/01/2018

50%

7. Assignment feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment work to be marked and feedback provided not less than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read/listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar
Session

Date

Subject Area

1

25/09/17

Introduction to Module / module outline:

Introduction to Assessment

Definitions of Health and Concepts of Health

2

02/10/17

Assessing Health Needs

Looking at JSNA Data/ Selecting topic for

Health Promotion Event

Additional session

05/10/17

Study skills session (including refresher

session with subject librarian)

3

09/10/17

Health Promotion Planning Cycle

Small group work / formative assessment

(group plan)

4

16/10/17

Approaches in Health Promotion: Medical, Behaviour Change, Educational, Empowerment / Client-Centred, Social Change

5

23/10/17

Health Promotion Models

Small group work / formative assessment

(group plan)

Additional session

26/10/17

Study skills session – formulating questionnaires

6

30/10/17

TIRI Global Learning Week

Group tutorials health promotion events – feedback on group plan / drop in session

7

06/11/17

Planning and Evaluation of Health Promotion.

Ethical issues in Health Promotion

8

13/11/17

Group work / tutorial sessions

Written report Guidance

Additional session

16/11/17

Additional Session (16/11/2017):Communication and Presentation Skills in Health Promotion / Health Promotion Event Ground Rules and Checklist

9

20/11/17

Group work / tutorial sessions

10

27/11/17

Group work / tutorials

11

04/12/17

Health Promotion Event

12

11/12/17

Group tutorials: Health Promotion report

Additional session

14/12/17

Group tutorials: Health Promotion Event

evaluation and feedback / analysing questionnaires

18/12/17

Christmas break – no class

25/12/17

Christmas break – no class

13

01/01/18

Bank holiday – no class

Additional session

02/01/18

Written report tutorials – please book a slot

14

08/01/18

Submission of Assignment – no class

15

15/01/18

Individual tutorials – please book a slot

16

22/01/18

TIRI Week

Individual tutorials – please book a slot

NB: Please note that this module calendar may be subject to change.

9. Formative Assessment
Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module.

Informal formative assessment is provided in this module through:

· Group activities and discussion related to the learning outcomes

· Group tutorial sessions in preparation for the Health Promotion Event

· Tutorial feedback on Health Promotion Event group planning

· Individual tutorial and feedback on Health Promotion Report

· Study skills workshops

10. Indicative Reading:
Print books

Cragg, L., Davies, M. and Macdowall, W. (eds) (2013) Health promotion theory. Second edition. Maidenhead, Berkshire: McGraw Hill Education.

Davies, M. and Macdowall, W. (2013) Health Promotion Theory. 2nd ed. Maidenhead:

McGraw-Hill Education.

Frances, W. & Mabhala, A. (2009) Key concepts in public health. London: Sage

Gottwald, M. and Goodman-Brown, J. (2012a) A guide to practical health promotion.

Maidenhead: Open University Press.

Green, J., Cross,R., Tones,K. & Woodall, J. (2015) Health promotion: planning & strategies. Third edition. London: Sage

Hubley, J., Woodall, J. & Copeman, J. (2013) Practical health promotion. Cambridge: Polity

Laverack, G. (2016) Public health: power, empowerment and professional practice. 3rd

edition. London: Palgrave.

Naidoo, J. & Wills, J. (2016) Foundations for health promotion. Fourth edition. Edinburgh: Bailliere Tindall

Naidoo,J. & Wills, J. (2010) Developing practice for public health and health promotion. Third edition. Edinburgh: Bailliere Tindall

Naidoo,J. & Wills, J. (2016) Foundations for Health Promotion. Fourth edition. Oxford: Elsevier

Nicholson, B.; McKimm,J.& Allen,A.K. (2016) Global health. London: Sage

Scriven, A. & Ewles, L. (2010) Promoting Health: A practical guide. Sixth edition. Edinburgh: Bailliere Tindall

Seedhouse, D. (2009) Ethics: the heart of health care. 3rd ed. Chichester: John Wiley

Tones, K. & Green, J. (2010) Health promotion: planning & strategies. Second edition. London: Sage

Ebooks

Frances, W. & Mabhala, M. (2009) Key concepts in public health. London: Sage (online)

Graham, H. and MyiLibrary (2007) Unequal lives: health and socioeconomic inequalities.

Maidenhead: Open University Press (online)

Laverack, G. (2014) The pocket guide to health promotion. Maidenhead: Open University

Press (online)

Naidoo,J. & Wills, J. (2010) Developing practice for public health and health promotion. Third edition. Edinburgh: Bailliere Tindall (online)

Scriven, A. & Ewles, L. (2010) Promoting Health: A practical guide. Sixth Edition. Edinburgh: Bailliere Tindall (online)

Will, N. (2015) Health promotion practice. Second edition. Maidenhead: Open

University Press.

National Policies

Department of Health (2004) Choosing health: making healthier choices easier. http://webarchive.nationalarchives.gov.uk/+/dh.gov.uk/en/publicationsandstatistics/publications/publicationspolicyandguidance/dh_4094550

Department of Health (2010) Healthy Lives, Healthy People: Our Strategy for Public Health in England. https://www.gov.uk/government/publications/healthy-lives-healthy-people-our-strategy-for-public-health-in-england

Department of Health (2011) No health without mental health: a cross-government mental health outcomes strategy for people of all ages – a call to action. https://www.gov.uk/government/publications/no-health-without-mental-health-a-cross-government-mental-health-outcomes-strategy-for-people-of-all-ages-a-call-to-action

Department of Health (2011) Healthy lives healthy people: update and way forward. https://www.gov.uk/government/publications/healthy-lives-healthy-people-update-and-way-forward

Institute of Health Equity (2010) The Marmot Review: Post – 2010 Strategic Review of health Inequalities. Fair Society, Healthy Lives. http://www.instituteofhealthequity.org/projects/fair-society-healthy-lives-the-marmot-review

Websites

http://www.boltonshealthmatters.org/

http://www.manchester.gov.uk/info/500230/joint_strategic_needs_assessment

https://interactive.stockport.gov.uk/IAS/profile/hubs/JSNA

http://www.nhs.uk/LiveWell/Pages/Livewellhub.aspx

www.dh.gov.uk/health/category/policy-areas/social-care

www.dh.gov.uk/health/category/policy-areas/public-health

http://www.who.int/en/

Databases

· EBSCOhost

· ProQuest

· Royal College of Nursing Publishing (RCNS)

Journals (online)

· Health Promotion International

· Health Promotion

· Total Health

· Health Promotion Practice

· Promotion & Education

11. Guidelines for the Preparation and Submission of Written Assignments:
1. Assignments should be word-processed in Arial or Calibri Light 12 point font, be double-spaced, on A4 size paper. Writing should appear on only one side of the paper, be fully justified and with each page being numbered in the footer, numbering to be centred.

2. There should be a title page detailing the programme, module title, assignment title, student number, marking Tutor and date of submission. Do not put your name on the assignment. It is good practice to put your student number in the top left hand side of the header of each page, and the date of submission in the top right.

3. If there is a word count limit for your programme please include the following text:

Word Count: You are expected to revise and edit your assignment to remain within +/- 10% of the indicative word length outlined. In order to ensure that word counts can easily be checked you should include a note of the word count as identified by your word processing package. A deduction should be made from this figure for all tables, figures, appendices and references which DO NOT count towards the overall word limit.

Students who exceed a specified word limit for a written assessment shall be subject to the following penalty system.

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment.

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark, then the final mark to be the pass mark for the assessment.

· Assignments shorter than the indicative word length will not have marks deducted (even if these are more than 10% short). However, it is likely to be an exceptional piece of work that covers the assignment requirements fully in much less than the set word count, less 10%.

4. All written work must be referenced using the Harvard System, full details of which are available from the University’s Library website:

http://www.bolton.ac.uk/library/Study-Skills/Referencing/Harvard-Referencing.aspx

5. Unless otherwise notified by your Module Tutor, electronic copies of assignments, saved as a Word document, should be uploaded to the Moodle area for this module. Your Tutor will explain the process. If you experience problems uploading your assignment to the designated area, then you must forward an electronic copy as an attached to your Module Tutor, BEFORE the due deadline. The time you send the email with your assignment as an attachment, will evidence the time the assessment was submitted.

6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

7. Submission of assessments may be done on or before the published submission date. Assignments not available at this time will be considered as “late” unless an extension has been previously agreed, with the Programme Leader for your programme.

8. Students who fail to submit assessments by the specified date (without an extension being granted or without accepted Mitigating Circumstances) will be subject to the following penalties:

· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

· More than 7 calendar days late = 1 mark will be awarded.

Please note that it is your responsibility to ensure that the assignment is submitted in the format/s specified in the Module Guide or on the Assessment Brief.

YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED BY WHATEVER METHOD

9. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment submission deadline may be granted by your Programme Leader, following firstly discussing the problem with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.

Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.

See: http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/MItigating-Circumstances-Regulations-and-Procedures-2017-18.pdf

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

Please refer to the Assessment Regulations for further details:

http://www.bolton.ac.uk/studentinformation-policyzone/Student-Information-Policy-Zone-2017-18.aspx

M:\Marketing and Recruitment\UoB Logo Black and White – TIRI (00000002).jpg

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2

12. General Assessment Guidelines for Written Assessments Level HE5
Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I (Exceptional

Quality)

85-100%

Directly relevant to title.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes.

Makes exceptional use of appropriate arguments and/or theoretical models.

Demonstrates some distinctive or independent thinking.

Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A wide range of contemporary and relevant references cited in the reference list in the correct style.

Class I (Excellent

Quality)

70-84%

Directly relevant to title.

Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes.

Makes creative use of appropriate arguments and/or theoretical models.

Presents an excellent analysis of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An excellently written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A range of contemporary and relevant references cited in the reference list in the correct style.

Class II/i (Very Good Quality)

60-69%

Directly relevant to title.

Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues.

Uses sound arguments or theoretical models.

Presents a clear and valid analysis of the material in the main with clear, logical conclusions.

Logically constructed in the main.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.

Class II/ii (Good Quality)

50-59%

Generally addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues.

Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages.

Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured.

An acceptable format is used.

The presentational style & layout is correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Class III (Satisfactory Quality)

40-49%

Some degree of irrelevance to the title/brief.

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues.

Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.

Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader.

Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

Some weaknesses in referencing technique.

Borderline

Fail

35-39%

Significant degree of irrelevance to the title/brief.

Only the most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured.

Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

Style is non-academic.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title/brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.

Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient

For the type of assignment the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.

Style is non-academic.

An absence of academic sources and poor referencing technique.

13. Academic Misconduct and Referencing

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/Academic-Misconduct-Regulations-and-Procedures-2017-18.pdf

14. Assessments

Module Number and Name: HSO5004 Health Promotion: Challenges and Opportunities

Assessment Number 1: Health Promotion Event (50%)

Submission Deadline: 04/12/2017

Module Number and Name: HSO5004 Health Promotion: Challenges and Opportunities

Assessment Number 2: Report (50%)

Assessment Title: Health Promotion Report

Assessment Length: 1500 words

Submission Deadline: 08/01/2018

Learning Outcomes:

Learning Outcomes

Assessment

LO1: Explore different approaches, settings and levels through which health may be promoted

Health Promotion Event

LO2: Identify and assess factors that contribute to individual health and wellbeing

Health Promotion Event

LO3: Examine Health Promotion theory and public policy in relation to planning intervention

Health Promotion

Report

LO4: Assess the need for Health Promotion within the local community and plan an appropriate Health Promotion intervention

Health Promotion

Report

Assignment Brief:

There will be two parts to the assessment.

The first assessment will require you working within small groups to plan and present a Health Promotion Event in order to promote specific health targets. This will also include the production of an information leaflet related to the health promotion issue.

For the second part you will submit a 1,500 word report to justify your chosen topic and target group and how the event was evaluated. These assessments will require the application of the learning and knowledge developed during taught sessions, which are linked with the learning outcomes of this module.

Be careful to attend to all the above elements of the assignment.

Strict confidentiality must be maintained throughout.

Remember to use the Harvard referencing system and also to compile and include a full bibliography.

Secondary Research Level HE5 – It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and three academic books

Specific Assessment Criteria

First class (70%+): This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The essay has recognised relevantly and discussed in detail, all the required external environmental factors which affect the management operation of mega events. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to two or more academic models is clear, relevant and informative. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.

Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed, all the required external environmental factors which affect the management operation of mega events. Some reasoned arguments have been developed and supported by a good number of sources. Reference to two academic models is clear. Presentation is of a good standard, in the appropriate essay style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Third class (40-49%): A reasonable attempt has been made at researching the essay but greater in depth discussion and academic debate is required. The essay has recognised the external environmental factors which affect the management operation of mega events, however mostly the discussion is superficial and lacking in any depth. Reference to two academic models has been attempted. Presentation of the essay is limited, and Only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included.

Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.

Please also see Section 12 for General Assessment criteria.

Submission Instructions:

See Section 11 Guidelines for the Preparation and Submission of written coursework, which will give you details on how to submit your work electronically. You are required to submit only electronic copies of your written assessments, unless your Module Tutor advises you otherwise.

Advice:

· Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory.

· If you wish to refer to specific quotes from published sources then you must use full Harvard presentation. See BISSTO for clear guidance.

· Do not share work with other students.

health promotion event report Health and Social Care Introduction 1 Definition of diabetes. 1 Chosen topic and justification 1 Target groups 1 Identified Needs 1 Planning of health awareness event 2 SMART PLAN 2 Evaluating the event 2 References 3 Introduction

This report is going to talk about type 2 diabetes, the effect of type 2 diabetes, the communities in which type 2 diabetes is common, how to maintain this illness and where to seek help if suffering from type 2 diabetes.

Definition of diabetes.
Diabetes is defined has when the blood sugar is abnormal, and this occurs when the body is either not responding enough to insulin, or the cell in the body is not responding to the insulin that the body is producing. Diabetes is also known as melitus which is also classified into two types; – type 1 diabetes and type 2 diabetes. In this report type 2 diabetes will be the focus.

Type 2 diabetes is defined has when a person’s pancreas is not producing enough of insulin, or the person’s is not reacting to insulin which can also be called insulin resistant. This disease affects estimated one third of an adult age 20 and older and there has been a rise in the figure indicating that people with type 2 diabetes tends to be living longer because they are managing the disease rightly. (diabetes, you and confidence, 2018).

Chosen topic and justification
Type 2 diabetes has been chosen in other to raise the awareness in the Bolton area as the statistic shows that in Bolton environment cases of are rising every day. Figures shows that 19,200 people have been diagnosed with type 2 diabetes, and the figure keeps rising daily there are also a lot of people at the risk of having type 2 diabetes. (Boltonshealthmatters.org, 2018). In the UK 4.5 million of people are living with diabetes, around 700 people are diagnosed with diabetes a day, 90 percent of 100 people diagnosed diabetes has type 2 diabetes and statistics shows that fewer more men have been diagnosed with diabetes which indicates that 56 per cent of adult with diabetes in the UK are men while the remaining 44 per cent are women. (Diabetes-resources-production.s3-eu-west-1.amazonaws.com, 2018).

Target groups
The target groups in this report are the Asian and African communities as the group of people are most likely to suffer from the type2 diabetes disease. According to the report on JSNA, Black and people of Asian descendants are more likely to have diabetes compare to the white population, so it is safe to expect higher prevalence in the black and Asian community. Keeping in mind that when there has been a case of diabetes in the family, there would be a higher rate of types 2 diabetes in the family especially the close families could be at risk. (Boltonshealthmatters.org, 2018).

Identified Needs
Patients with type 2 diabetes are recommended to visit their doctors as to seek advices on what to do to maintain their situation. In Bolton there are several diabetes centres that are ready to assist patients with type 2 diabetes. Some patients might have to maintain their diabetes with insulin or tablets either way the patients are to visit their G.P for advice as to what to do and how to go about it.

Exercises can help in maintaining type 2 diabetes because if patient is overweight and has been diagnosed with type 2 diabetes it will be highly recommended to lose weight in other for them to have a better life. An obesity patient is highly prone to type 2 diabetes. Royal Bolton hospital run blood glucose clinic for people to go for their blood test for them to keep record of their blood glucose and to maintain a healthy blood sugar level.

Planning of health awareness event
Planning of the event that occurred on the 4th of December 2017. Each student was given tasks to research on type 2 diabetes, using the SMART PLAN which is the specific objective of the event, the measurable result of the event, the achievable result of the event, the realistic and relevant model approach that was used for the event and the time the event was convened.

SMART PLAN
· The Objective of the event was to create an awareness to the public of Bolton including the staffs and students of Bolton university. The Asian and black origin of Bolton and anyone that was around in the time of the event. To make sure it was convened to people that type 2 diabetes is real and the effect on peoples’ lives are immeasurable if it’s not maintained properly.

· The measurable target of the event was to be able to prevent the mortality rate in Bolton and to inform people of they high mortality rate that is in Bolton due to type 2 diabetes. Bolton has been classified to be in the PURPLE GROUP ZONE which is the classification of the groups are in the high risk of diabetes in the UK. The statistic shows the proportion of within ages 40-65 years old age group from the Asian and Black origin in Bolton community are highly diagnosed with type 2 diabetes often then other tribes. The measurable targets is to advice people on how to maintain their type 2 diabetes and that could help in lowering the mortality rate in Bolton.

· The event was achievable by doing a lot of research on type 2 diabetes, by using JNSA to look at the statistics on type 2 diabetes and the effect on Bolton community. On the day of the event, people were given questionnaires to fill and questions to answer, choices of foods (healthy and non-healthy) were placed on the table for people to choose which so many people preferred to choose the non-healthy ones even though they knew event was about choosing the right choice for their health.

· The model approach that was used on the day the was the Health Promotion approach and models which was promoting good living to the Bolton community especially those that are at high risk of type 2 diabetes.

· The time the event took place was between 9-12 on the 4th of December 2017 in the chancellor’s hall Bolton university.

· The evaluation and the recommendations were the data that were collected from the questionnaires that were given out to the members of the public on the day of the event and the turn out of the event. The event was successful as the questionnaires were all given out and more were printed, people reacted positively to the information that were convened to them and gave their own opinion too on the questionnaires.

Evaluating the event
The event was delivered early hours of the morning the day of the event which had a little bit of bad effect on the event, people were rushing into their classrooms either for to give lectures or to have lectures, so some people found it inconsiderate to stop them on their way to their already very busy planned day to participate in an event that could take 10 minutes out of the scheduled time. Some took the questionnaires and offered to come back but never did.

On the day of the event there way a lot of information given to the peoples and there is also information on the board for people to read from, leaflets were given out, blood test were done, and questions were answered to the best of the students’ knowledge. Nevertheless, if the event is to occur again there are other issues that would be put into consideration like; –

· Choosing the right tie of the day.

· Doing a lot of research on the chosen subject.

· Great communication within the group.

· Choosing the right spot to be able to reach passer-by in other to share information on type 2 diabetes.

In conclusion the type 2 diabetes event was a success, many people turned out. Information were shared to inform people about the maintenance of type 2 diabetes, people were advised to eat healthily and exercise regularly. where to seek for help and information, clinics around Bolton. There are other ways type 2 diabetes sufferer can get the information needed to maintain their situation. They can visit their GP for more information, they can walk into diabetes clinics, people were also informed of all health risks that type 2 diabetes can result to if not maintained properly.

Below are the pictures from the health promotion event.

References

Boltonshealthmatters.org(2018)[online]http://www.boltonshealthmatters.org/sites/default/files/NICE-35.pdf [Accessed 6 Jan. 2018].

diabetes, A., you, W. and confidence, M. (2018). About Type 2 diabetes. [online] Diabetes UK. Available at: https://www.diabetes.org.uk/Type-2-diabetes? [Accessed 6 Jan. 2018].

Diabetes-resources-production.s3-eu-west-1.amazonaws.com. (2018). lhttps://diabetes-resources-production.s3-eu-storage/migration/pdf/DiabetesUK_Facts_Stats_Oct16.pdf [Accessed 6 Jan. 2018].

Boltonshealthmatters.org. (2018). Diabetes JSNA | Boltons Health Matters.http://www.boltonshealthmatters.org/content/diabetes-jsna [Accessed 8 Jan. 2018].

THIS IS THE TUTOR’S COMENT ON THIS REPORT PLEASE TAKE NOTE OF THE CORRECTIONS THAT NEEDS TO BE DONE.

Thank you for submitting your report, please review comments below which explain how you met the learning outcomes and any points for future development.

LO3: Examine Health Promotion theory and public policy in relation to planning intervention.

You have used the SMART plan to structure how you planned the event and that is good, however, you make reference to a measurable target which is to prevent the mortality rate in Bolton due to type 2 diabetes. This is a very unrealistic target that cannot be achieved in a 3 hour health promotion event. You must not be too ambitious with your plans and ensure any objectives are achievable and realistic such as raising awareness about type 2 diabetes and giving information about how to manage it etc. You have not made any reference to planning models, health promotion models or the theory of identified needs and so you have not passed this learning outcome. I would recommend you read over your classroom notes and access the Moodle site for further information and book a tutorial with me to discuss.

LO4: Assess the need for Health Promotion within the local community and plan an appropriate Health Promotion intervention.

You have provided good definitions of diabetes and make it clear which type you are going to focus on in the report. Just be aware of referencing (see comments in text). In addition, you must be explicit about who and where the facts and figures relate to e.g. you say that the disease affects one third of adults over the age of 20, is this nationally, globally or locally? You have presented the data about the prevalence of diabetes in a clear and logical manner and have included local and national statistics which demonstrates a comparative need. The justification for the topic is very good.

The information you present for the justification of the target population is good and it is interesting you have chosen this particular group of people. To develop this point it would be useful to include the prevalence of Asian and African individuals accessing the university and also the demographics of this group in Bolton.

You appear to have misunderstood identified needs and have not included Bradshaw's taxonomy as advised to do so in the report guidance. I have added a comment in text explaining what identified needs are. To ensure you understand theory it is advisable to review lesson content as you go through the module and to ask for tutor or peer support if there is anything you are unclear about.

You have not included the group plan or the predicted and actual responses to the questionnaire with a discussion about the responses. These were required for the report and clearly outlined in the report guidance provided for you.

The content in the report is good in that you have a good understanding of type 2 diabetes and are able to discuss the event, however, the report required you to focus on the theory of health promotion and there is very little evidence of this so you have not passed.

 
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