Module manager: Professor Rebecca King
Email: r.king@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
The same as the programme
This module is not approved as an Elective
This module provides a concise introduction to health promotion. Following the key text Health Promotion: Planning and Strategies (Green, Cross, Woodall, Tones), the module introduces the following themes: the features and values of health promotion and its relationship with public health and health education; the determinants of health; theoretical models to assess health-related behaviour; information needs within health promotion; the critical importance of health public policy; the contribution of education to health promotion; the role of mass media; approaches to working with communities; approaches to promoting health in different settings; and the core elements of planning, implementing and evaluating health promotion.
This module aims to provide students with a concise introduction to health promotion.
The module will equip students with knowledge about the core features and values of health promotion; key frameworks that are used to assess the determinants of health; theoretical models that are used to analyse factors that influence health-related behaviour; approaches to acquiring information required for health promotion planning; health public policy for the promotion of health; the contribution of education to health promotion; the potential and limitations of mass media in health promotion; approaches to working with communities; the role of health promotion approaches in different settings; and the planning, implementation and evaluation of health promotion programmes.
The module will also equip students with skills in using participatory approaches in health promotion planning; working collaboratively within groups in order to propose health promotion approaches to addressing critical health issues; applying holistic systems thinking to support problem solving and development of plans; utilising self-confidence, initiative and perseverance in group work; developing presentation skills; and using technology, digital tools and networks appropriately and ethically to communicate with stakeholders in formulating and implementing strategic or operational plans.
Learning activities include self-directed reading and use of clearly identified online resources, in-person lectures, seminars and workshops.
On successful completion of the module student will have demonstrated the following learning outcomes relevant to the subject:
1- Demonstrate the ability to apply key frameworks and theoretical models that are used to assess the determinants of health and that influence health-related behaviour;
2- Identify and apply a range of approaches to acquiring the information required for health promotion planning, implementation and evaluation;
3- Critically appraise the importance of health policy, education and mass media for the promotion of health;
4- Critically evaluate approaches to working with communities in health promotion;
5- Critically appraise the role of health promotion approaches in different settings.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
Work Ready
1- To work collaboratively within groups in order to propose health promotion approaches;
Enterprise
2- To utilise self-confidence, initiative and perseverance in group work.
Academic
3- Develop and practice presentation skills;
4- Develop skills in concise academic writing;
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 1 | 10 |
| Seminar | 10 | 1.5 | 15 |
| Independent online learning hours | 30 | ||
| Private study hours | 95 | ||
| Total Contact hours | 25 | ||
| Total hours (100hr per 10 credits) | 150 | ||
This module has a number of opportunities for formative feedback.
1- Each topic will be taught through: independent pre-session learning, using targeted online resources; a short summary lecture (online and / or in person) and a seminar / workshop in which the preceding learning is applied within the classroom setting. Each seminar / workshop will open with a “quick knowledge check” approach to ensure that students have understood key concepts, followed by applied activities. Formative feedback will be provided during the activities;
2- Students can use the Discussion Board on Minerva to raise questions about module content and / or assessment plans.
3- Students can consult with the module leader about plans for their assessment, in order to ensure that it is appropriately focussed and feasible to deliver.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Presentation with group and individual components - Students will work in collaboration on a presentation that comprises a group and an individual component. | 70 |
| Coursework | Critical analysis - 750 words of critical analysis. | 30 |
| Coursework | Formative assessment - Quick knowledge check will be applied at the start of each session, and formative feedback will be provided following each activity. | 0 |
| Total percentage (Assessment Coursework) | 100 | |
Additional information about group and individual component In the group component, students will: 1. Be asked to prepare an 8 minute presentation in which they: a. work together to identify a contemporary health issue that can be addressed through a health promotion approach; b. use an established theoretical framework to analyse the determinants of the health issue; c. define a range of interventions and policies that could be implemented to address the health issue. This assesses LO 1 and SLO 1-3 which are key skills required for working collaboratively to develop health promotion interventions. In the individual component, students will take on the role of a key stakeholder who is advocating for a particular evidence based intervention or policy. For example, an individual might be a town planner who is advocating for the creation of enabling environments for physical exercise, or they may be a finance minister who is advocating for the implementation of fiscal incentives or disincentives. Individuals will present their position in a five-minute presentation, using evidence in the literature and explain why the policy or intervention that they are presenting will be important in addressing the health issue that the group has selected. Assessors and other students will ask questions of the “stakeholders” to create a discussion around the relative merits of the different interventions and policies, for a maximum of 10 minutes, ensuring at least one question per “stakeholder”. This assesses LOs 2-5 and SLO 1-3. Additional information on critical analysis In this piece, students will very briefly summarise the health issue and the intervention / policy / stakeholder that they presented (circa 250 words). They appraise the strengths and weaknesses of their selected intervention / policy, referencing academic literature and analysing on the discussion generated within the presentation that assessed the merits of each approach. They also consider whether there were any additional policies / interventions that could be identified to address the health issue, and which were not presented (circa 500 words). This assesses SLO 4 Note that compensation is not permitted. In the event of failure of one element of assessment, the module mark will be capped at 50 on a successful resit.
The reading list is available from the Library website
Last updated: 11/03/2025
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