Unit29:Health Promotion


Health Promotion 

Unit code:

QCF level:

Credit value:
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• Aim
This unit aims to provide learners with an understanding of the influences on health in a modern society and also the factors which influence national and regional strategies to promote health.
• Unit abstract
Practitioners who work in health and social care require an understanding of the influences on the health of the individuals with whom they work. This unit will provide learners with the knowledge and understanding of pertinent issues and also factors which prevent some individuals from accessing health support. Learners will investigate a range of influences on health and also reasons for the varied success of health promotion campaigns and strategies. Reference is made to the role of national and regional strategies and professionals. Theories of health behaviour are examined and linked with government strategies to improve the health of individuals in society. Potential conflicts between local industry and health promotion are considered, for example anti-smoking campaigns and parents employed within the tobacco industry.
Learners are invited to plan a health promotion campaign for a specific group in society, which could be conducted within their own workplace in order to provide a context for the unit.
• Learning outcomes
On successful completion of this unit a learner will:
1  Understand the socio-economic influences on health
2  Understand models of health promotion
3  Understand factors which influence health promotion
4  Be able to plan a health promotion campaign.operation management in business
Unit content

1 Understand the socio-economic influences on health
Influences: social eg disposable income, unemployment, lifestyle choices, environment, access to healthcare facilities, access to information, citizenship status, discrimination
Sources of information: reports and enquiries eg Black Report DHSS 1980, Acheson Report ‘Independent Inquiry in ‘Inequalities in Health’ 1998, Health and Lifestyle Surveys (HALS), Health Survey for England (HSFE), census data
2 Understand models of health promotion
Definitions: models eg medical, social; behavioural change, health educational, differences between health promotion and health education
Government strategies: campaigns eg anti-smoking campaigns, Healthy Eating, Dare campaign; vaccination programmes, safety in the home, sun protection, Sure Start, Every Child Matters, government health promotion targets
National and regional health promotion: structures eg National Institute for Clinical Excellence (NICE), role of Primary Care Trusts, partnerships between local authorities and strategic health authorities; role of voluntary groups eg Epilepsy Action and Asthma UK
Role of professionals: health visitors and others eg school nurses; school dental checks liaison with parents and carers
Routines within the settings: personal hygiene; healthy eating; resting; exercise
3 Understand factors which influence health promotion
Factors: health beliefs, cultural and religious practices; previous experience of health promotion; education and understanding; potential conflicts with industry eg tobacco, alcohol; access to information; relevance of information to target group
Theories of health behaviour: behaviours eg Health Belief Model (Becker 1974), Theory of Reasoned Action (Ajzen and Fishbein, 1980), Health Action Model (Tones, 1990), Stages of Change Model (Prochaska and DiClemente, 1984)
4 Be able to plan a health promotion campaign
Purpose: aim eg improve the health of children, increase concentration, encourage healthy living in families, extend life expectancy
Strategies: assessing health needs, incorporation into routines, involving parents and carers; cultural eg awareness of religious and cultural practices, festivals and special days; timing, levels of understanding; involvement of other professionals eg community paediatric nurse, dietician, links with national campaigns
Legislation and guidelines: relevant sections from eg Health and Safety at Work Act, Keeping Children and Families Safe Act 2003, Disability Discrimination Act 2005
Evaluation: framework for evaluation (efficiency, effectiveness, economy); measured outcomes, Specific, Measurable, Accessible, Relevant, Timely (SMART) targets, goals and objectives
Learning outcomes and assessment criteria
Learning outcomes
Assessment criteria for pass
On successful completion of
The learner can:
this unit a learner will:

LO1 Understand the socio-
explain the effects of socio-economic influences on
economic influences on

assess the relevance of government sources in

reporting on inequalities in health

discuss reasons for barriers to accessing healthcare

LO2 Understand models of health
analyse the links between government strategies and

models of health promotion
explain the role of professionals in meeting government

targets for health promotion

discuss the role of routines in promoting healthy living

LO3 Understand factors which
explain how health beliefs relate to theories of health
influence health promotion


discuss the possible effects of potential conflicts with

local industry on health promotion

explain the importance of providing relevant

health-related information to the public

LO4 Be able to plan a health
plan a health promotion campaign to meet specific
promotion campaign.


explain how the health promotion campaign supports

health promotion strategies.

This unit has links with, for example:
Unit 10: Safeguarding in Health and Social Care
Unit 11: The Role of Public Health in Health and Social Care
Unit 12: Physiological Principles for Health and Social Care
Unit 15: Psychology for Health and Social Care.
This unit also has links with the National Occupational Standards in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential requirements
Access to government reports and papers will be essential, as will relevant texts on health psychology to provide information on health behaviour.
An examination of relevant legislation is essential, particularly with regard to the delivery of learning outcome 4, the health promotion plan.
Employer engagement and vocational contexts

Input from visiting health professionals such as health visitors and community nurses would enhance learning. Input from members of minority ethnic groups on religious and cultural requirements would also be of benefit, as would speakers from faith and non-faith groups.