Understanding of the aims and principles of health Assessment brief - Essay Prowess

Understanding of the aims and principles of health Assessment brief

Understanding of the aims and principles of health Assessment brief

  

Demonstrate an understanding of the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people across the lifespan Learning outcome 1:

Learning outcome 2: Define social determinants of health and inequalities in health

Learning outcome 3: Compare patterns of morbidity, behavioural risk factors and health and wellbeing outcomes across the lifespan

Learning outcome 4 Apply this knowledge to create a health profile of a family, group or community

Summative

Students will be asked to produce a health profile that examines the health and wellbeing of a family, group or community across the lifespan, which a nurse can use to identify opportunities for promoting health and preventing ill health

Assessment brief(2000 words)

Students are required to produce a health profile that examines the health and wellbeing of a family, group or community across the lifespan, which a nurse can use to identify opportunities for promoting health and preventing ill health.

1. Introduction (200 words approximately)

a. What? The introduction needs to introduce the reader to the family, group or community that you have profiled. You need to give a rationale for your choice of the group (family, group or community) you have decided to profile.

b. How? This section of the introduction needs to outline how the profile will be structured.

c. Why?  An introduction needs to articulate the significance of the topic to be discussed. This should make clear why you have chosen the group (community, group, family) and how the health profile illustrates factors which can impact on individuals and groups experience of health and illness.

2. Provide a brief discussion of your understanding of definitions of health and illness and health promotion (200 words) (LO1)

In this section define the concept of health and wellbeing, and an outline of the principles of health promotion and the importance of health promoting activity to promote good health and preventing ill health across the lifespan.

3. Health profile of a family, group or community (1200 words excluding graphs and tables) (LO1, 2, 3, 4)

a. The health profile will form the main body of your assignment and its purpose is to explore the health status of your chosen family, group or community.  You can base your profile on your formative activity if you wish. The profile can be written in a form of a report with subtitles, and can use photographs, statistical graphs and charts to help support your discussion. Please ensure any photographs are not of individuals, and graphs and tables should be referenced.

b. Start by introducing your chosen family, group or community, proving a brief description– for example;

  • For a family , make up of family, ages, where they live, employment, social class, do they rent or own house
  • For a group – for example  is it defined by age range, ethnicity ,sexuality or people with a common health issue
  • For a community – the geographical location of a community, the type of environment , facilities available to them

c.   In your profile you need to identify key health needs of your chosen family, group or community. You should do this through the use of your own observations, and through examining epidemiological and demographic data to provide explanations for their health and wellbeing status.  The sorts of data you can use to support your discussion are as follows;

  • Epidemiological data on patterns of morbidity
  • National and local health reports
  • Information from government and non- governmental organisations
  • Articles from journals and newspapers

d. Provide commentary in your profile as to explanations of factors that may have impacted on your family, group or community across the lifespan. These include a discussion of determinants of health, behavioural risk factors and how inequalities in health are important influences on health.

e. Conclude your profile by identifying the priority areas  for  health promotion interventions which will prevent, protect, promote and improve the health of your group (500 words) (LO 3 and 4).

4. Role of the nurse and opportunities for promoting health and preventing ill health (200 words) (LO1).

In this final section you need to discuss the role of the nurse in promoting health and outline how your profile can be used to identify opportunities for promoting health and preventing ill health. Think how this information is important in planning health promotion activity both locally, nationally and by the individual nurse.

5. Conclusion (approximately 200 words)

Summarise the key learning points that have emerged from the health profile inclusive of any overall analysis of learning related to the topic.

6. References:

Students will need to support their statements with accurately referenced academic literature (Students should review in the first instance material from the reading list).  For additional resources search the online databases available through the library website, for example, CINHL, Medline and Embase).  Include a full reference list of literature used throughout your work. Use Cite them Right to ensure that referencing and citing is in UWL accepted style.

 Appendices:  Appendices should include material that supports your work but that would be too long in the main essay text. Materials in the appendix must be relevant to the essay, and links and references between the appendix and essay need to be in the main text.

Factors to consider in the Population/community essay

  • Introduction
  • Description and analysis of factors relating to the community which might relate to inequalities in health:

-Geography

-Economics

-Government/policy

-Inequalities in social determinants and healthcare provision

-Cultural factors in the community which might influence healthy or unhealthy behaviour

  • Consideration of how the nurse would assess the health needs of the community and determine key priorities which could be targeted to promote the health of the population/community

-Are there any illnesses which particularly affect health and wellbeing for this community and why?

-How well are the priority groups being provided for so far and how could this be improved?

  • Conclusion
  • References-Cite them right

Factors to consider in a ‘group’essay

  • Introduction
  • Description and analysis of factors relating to the group which might relate to inequalities in health-Who are the group and why do they tend to experience inequalities in health/are there various subsections in this group which might have a different experience?- eg those who have Diabetes Type 1, those who are unemployed, travellers. Consider:
  • Inequalities in social determinants and healthcare provision/health experienced by this group

-Geography-Where they tend to live and how does this affect access to services which serve their needs-housing/schools/hospitals etc

-Government/policy-which might influence the health of this group positively or negatively

-Economics-inequalities in income/employment/education which affect their access to resources to meet their needs

-Any stigma or discrimination which the group might experience which would disadvantage them?

-Cultural factors in the group which might influence behaviour?

  • Consideration of how the nurse would assess the health needs of the group and determine key priorities which could be targeted to promote the health of the group members

-Are there any illnesses which particularly affect health and wellbeing for this group and why?

-How well are the priority groups being provided for so far and how could this be improved?

  • Conclusion
  • References-Cite them right

Factors to consider in a ‘family’essay

  • Introduction
  • Description and analysis of factors relating to the family which might relate to inequalities in health-Who are the family or family type, what form does it take and why do they tend to experience inequalities in health/are there various subsections in this group which might have a different experience? Eg single parent families/asylum seeker families. Consider:
  • Inequalities in social determinants and health and healthcare provision/health experienced by this family

-Geography-Where they tend to live, work and learn and how does this affect access to services which serve their needs-housing/schools/hospitals etc

-Government/policy-which might influence the health of this group positively or negatively

-Economics-inequalities in income/employment/education which affect their access to resources to meet their needs-what affects their ability to purchase what they need and how does this affect their health?

-Any stigma or discrimination which the family might experience which would disadvantage them?

-Cultural factors in the group which might influence behaviour?

  • Consideration of how the nurse would assess the health needs of the family and determine key priorities which could be targeted to promote the health of the family members

-Are there any illnesses which particularly affect health and wellbeing for this family and why?

-How well are the priority families which have been identified being provided for so far and how could this be improved?

  • Conclusion
  • References-Cite them right

Go to https://fingertips.phe.org.uk/profile/health-profiles.

Look at PH England and find the profile

  • Thinking about the determinants of health – Identify the issues/needs for the area
  • Find any health initiatives or strategies related to identified needs in this area – how are resources being used? Are needs being addressed?

www.kingsfund.org.uk/sites/default/files/field/field_publication_file/inequalities-in-life-expectancy-kings-fund-aug15.pdf

www.longtermplan.nhs.uk/online-version/chapter-2-more-nhs-action-on-prevention-and-health-inequalities/

www.nice.org.uk/guidance/ng44

www.nice.org.uk/guidance/proposed/gid-qs10124

www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review/fair-society-healthy-lives-exec-summary-pdf.pdf

www.rcn.org.uk/about-us/policy-briefings/pol-0112

  • Larkin, M(2011)Social aspects of health, illness and healthcare. McGraw-Hill, Berkshire.

NB: This guidance MUST be used in conjunction with the Part 1 marking grid provided in the module study guide

  UWL Quality Handbook Assessment Supplement Assessment policy, guidelines and good practice (September 2015)
2.4.1 Undergraduate courses Generic Marking Scheme – Undergraduate
%Descriptor
86 – 100The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
76 – 85The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard.
70 – 75The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard.
65 – 69The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard.
60 – 64The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a good standard.
55 – 59The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard.
50 – 54The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard.
45 – 49The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard.
40 – 44 Marginal passThe standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard.
35 – 39 Marginal failThe standard achieved is weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved.
30 – 34The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence that many of the learning outcomes may be almost achieved.
20 – 29The standard achieved is unacceptable and the work provides little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that few, if any, of the learning outcomes appropriate to that level are achieved.
10 – 19The standard achieved is unacceptable and the work provides very little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that very few, if any, of the learning outcomes appropriate to that level are achieved.
0-9The standard achieved is unacceptable and the work provides negligible or no evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence fails to show that any of the learning outcomes appropriate to that level are achieved.