Module HEAS43010: Evidence into Health Improvement Policy and Practice

Department: Health [Queen's Campus, Stockton]

HEAS43010: Evidence into Health Improvement Policy and Practice

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To explore the nature of ‘evidence’ and ‘knowledge’ in public health
• To examine perceptions of routine data types and information sources and examine how these influence policy making procedures, policies and implementation practices.
• To explore methods and approaches used to transfer research knowledge into policies and programs
• To encourage critical thinking about the uses and misuses of research evidence and other types of knowledge about factors related to health
• To critically examine methods and flows of evidence and knowledge between policy, practice and research and the ethics of research in developed/developing countries
• To explore methods for the evaluation of interventions in policy and practice
• To apply the above aims to food and food production as an extended illustration and case study.

Content

• This module uses issues related to food, food production and nutrition as an extended example of the above learning objectives
• Introduction: the hierarchy of evidence: debates, controversies and implications
• Models of knowledge transfer: from rational linearity through to complexity
• Policy and practice 1: Exploring and measuring the food environment
• Policy and practice 2: Routes and flows of knowledge and evidence
• Practical methods 1: Interventions design to improve dietary behaviors
• Practical methods 2: Introduction to evaluation of interventions
• Practical methods 3: Evaluating policy
• The ethics of research in developed/developing countries
• The possibility of the co-creation of knowledge: informing policy, practice and research.
• Public involvement and engagement.

Learning Outcomes

• By the end of the module students will have developed a critical understanding of:
• The contextual and contested nature of knowledge and evidence related to health in policy-making and practice
• Practical techniques for knowledge dissemination and sharing – the sources, availability and limitations of health related data
• Implications of variable knowledge and evidence flow, access and use
• An advanced understanding and synthesis of these matters in relation to food and food policy.

• Fundamentals of health research and evaluation methods; knowledge exchange and translation; evidence informed decision making
• Collaborative working – students should be capable of working collectively and respectfully in groups in order to undertake class seminars
• Analysis, organization and application of concepts learned to other contexts and concerns, making suggestions for improved practice in knowledge exchange in health and well-being.

• As they develop from the above but also to include more generic skills:
• The ability to offer critical, creative and constructive comment and to argue coherently
• The capacity to show enthusiasm and motivation to engage with advanced study
• The discipline to work consistently throughout the course
• The ability to value diversity and alternative perspectives as a strength when analysing inherently complex, multi-factorial issues.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lecturing – introduces the topic area and gives an overview of core issues
• Tutorials and seminars - allows students to explore the issues introduced, listen to others, share ideas and learn collectively within a facilitated and guided discussion. Feedback and encouragement will allow students to test-out their ideas and provide formative feedback.
• Guided reading and independent research – encourages students to take the initiative and engage more deeply with the extant literature to develop a wider appreciation of the issues covered
• Case study analysis – allows students to spot and engage with the interplay and complexity of the issues covered when dealing with real-life examples. It allows students to explore various options for action in ‘messy and busy’ contexts
• Final summative assessment (essay) – tests and grades students’ capacity to organise the course material (supplemented from their own research and reading) to build a coherent and persuasive argument on a topical question.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A tutorial presentation on the subject matter of main assignment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University