Unit 29: Health Promotion




Unit 29:
Health Promotion

Unit code:
J/601/1675

QCF level:
5


Credit value:
15






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.


















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UNIT 29: HEALTH PROMOTION





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)























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– Issue 1 – May 2010 © Edexcel Limited 2010





UNIT 29: HEALTH PROMOTION



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






















































BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care –
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Issue 1 – May 2010 © Edexcel Limited 2010





UNIT 29: HEALTH PROMOTION





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-
1.1
explain the effects of socio-economic influences on

economic influences on

health

health
1.2
assess the relevance of government sources in





reporting on inequalities in health


1.3
discuss reasons for barriers to accessing healthcare





LO2 Understand models of health
2.1
analyse the links between government strategies and

promotion

models of health promotion


2.2
explain the role of professionals in meeting government



targets for health promotion


2.3
discuss the role of routines in promoting healthy living





LO3 Understand factors which
3.1
explain how health beliefs relate to theories of health

influence health promotion

behaviour


3.2
discuss the possible effects of potential conflicts with



local industry on health promotion


3.3
explain the importance of providing relevant



health-related information to the public





LO4 Be able to plan a health
4.1
plan a health promotion campaign to meet specific

promotion campaign.

objectives


4.2
explain how the health promotion campaign supports



health promotion strategies.


































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BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care

– Issue 1 – May 2010 © Edexcel Limited 2010





UNIT 29: HEALTH PROMOTION



Guidance



Links

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.
















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