Unit 29 Health Promotion

Unit 29 Health Promotion

Unit 29 Health Promotion

Session: February 2018

HND Assignment Brief

Programme titleCPK 36 Pearson BTEC Level 5 HND Health and Social Care
Unit number and titleUnit 29Health Promotion
Assignment  number  and1 of 1Enabling Service Users in the UK to promote good health
title
Assessor (s)Dr Tosin  Alo; Mr Gideon Efere; Mr Uchenna Umezurike
Issue DateFebruary 26, 2018
Final assignment11-16 June 2018
submission deadline
18 -23 June 2018
The learners are required to follow the strict deadline set by the College
Late submission deadlinefor submissions of assignments in accordance with the BTEC level 4 – 7
submission guidelines and College policy on submissions. They should
also refer to Merit and Distinction criteria that require evidence of meeting
agreed timelines and ability to plan and organise time effectively without
which the learner may not expect to receive a higher grade.
Resubmission deadlineTBA
FeedbackFormative feedback will be in class during the semester.
Final feedback will be available within 2 -3 weeks of the submission date.
GeneralThe work you submit must be in your own words. If you use a quote or an
Guidelinesillustration from somewhere you must give the source.
Include where possible in text citation and a bibliography at the end of your
document.  You  must  give  all  your  sources  of  information  using
Harvard referencing system.
There is a glossary at the end of the assignment that will help you
understand the command words for the assignment.
Make  sureyour  work  is  clearly  presented  and  that  you  use  correct
grammar.
Wherever possible use a word processor and its “spell-checker”.
Internal verifierMorris A Anglin
Signature  (IVofMorris AnglinDate16/01/2018
the brief)

ICON College of Technology and Management

Pearson BTEC Level 5 HND in Health and Social Care (QCF)

Unit 29: Health Promotion

Session: February 2018

Recommended Word limit: Maximum 3,500

About the Book

ICON College of Technology and Management

  • Pearson BTEC Level 5 HND in Health and Social Care (QCF)
  • Unit 29: Health Promotion
  • Session: February 2018
  • Recommended Word limit: Maximum 3,500
  • This Unit will be assessed by assignment and a poster presentation.

You are strongly advised to read “Preparation guidelines of the Coursework Document” before answering your assignment.

ASSIGNMENT

Introduction and background notes (vocational context)

As a worker in the health and social care sector, you are required to have an understanding of various factors that influence the health outcomes of individuals you care for. This unit will help you gain the knowledge and understanding of relevant issues, as you investigate a range of influences on health and also reasons for the varied success of health promotion campaigns and strategies. Theories of health behaviour would be examined and the link with government strategies for improving public health would also be explored. Potential conflicts between local industry and health promotion would also be examined. In your assignment, you are required to keep the focus of the discussions on health promotion and where necessary, link to the case scenario and personal workplace experience.

Case Scenario

The World Health Organisation (WHO) in its 1948 constitution defined health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity. In 2016 the WHO also specified that health promotion involves providing knowledge, skills and information to people to be able to make healthy choices. The focus is not limited to behaviour and biology, it extends to the social determinants of health. The social determinants of health are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life.

In year 2000 when Daniel and Fatima, with their five children, arrived in the UK as refugees from South Sudan, a war-torn country, one of their main desires was to recover from emaciation caused by severe malnourishment and starvation. Coming from a culture where excess body fat is seen as a symbol of wealth and prosperity (Ferris and Crowther, 2011), they were determined to gain more weight. Living in a council flat in a deprived area of London, they observed their overweight neighbours as role models in determining their food choices. Ninety percent of family diet includes over-sized portions of fast food and fizzy drinks. Also, children and parents spent a lot of time watching TV and playing games on the computer instead of getting active as a family by walking or going to the playground. After a couple of years, everyone in the family had become obese. Body mass index (BMI) is commonly used to measure whether or not children and adults are a healthy weight or underweight, overweight or obese. It is defined as weight in kilograms divided by the square of height in metres (kg/m2) (NICE, 2014)

This drastic change attracted the attention of teachers at the children’s school. Daniel and Fatima were invited to a meeting with the school’s health promotion officer and a social services staff. The discussion highlighted the importance of healthy eating and the problems associated with obesity. The wrong perspective that excess body fat is a sign of wealth and prosperity was also corrected.

Advice was given on how to improve the situation. They were told to eat balanced diets which included fresh fruits and vegetables. They were also advised to register at a local gym to exercise every day. In addition, the professionals suggested to them to visit their GP regularly for a checkup. The family agreed to do as advised. However, with a low income derived from social benefits, it was obvious to all stakeholders that the family was constrained and would not be able to do everything prescribed.

ICON College of Technology and Management

Pearson BTEC Level 5 HND in Health and Social Care (QCF)

Unit 29: Health Promotion

Session: February 2018

Recommended Word limit: Maximum 3,500

Equipped with government policies, as informed by the Public Health Outcomes Framework: health

equity report, Black and Acheson reports on health inequalities, the social services staff acknowledged that without extra support, the family would not be able to make the changes. Access to information and a change of attitude are important but not enough to help this family. The question therefore is whether a combination approach is the best option. That is, should the intervention focus on behavioural, biomedical and social determinants?

Task 1: LO1 Understand the socio-economic influences on health.

What you must do (use a Brochure format in answering questions 1, 2 & 3)

  • On completion of learning outcome 1, you are expected to have demonstrated your understanding of the following questions.
  • Q1. Explain the effects of socio-economic influences on Daniel and Fatima’s health [P1.1]
  • Q2. Asses the relevance of government sources such as reports/research reporting on inequalities in health in relation to the case study. [P1.2, D1]
  • Q3. Discuss reasons and any possible barriers to Daniel and Fatima accessing health care. [P1.3,

M1]

  • To achieve D1 conclusions have been arrived at through synthesis of ideas and have been justified using for example the Black Report and the Acheson report, Independent Inquiry in ‘Inequalities in Health’ 1998, and any other relevant government reports
  • To achieve M1 an effective approach to study and research has been applied regarding barriers to accessing health care and have been justified with examples.

Guidance for brochure

To produce a brochure you need to use Microsoft Word as your chosen application

  • Open a Word document.
  • On the upper left, click the “File” menu.
  • In the left vertical column, click the “New” tab.
  • Scroll down and select ‘Brochures’ from the available templates.
  • Select “Brochures” from the available templates.
  • The font size should be between 12 point (minimum) and 14 point and use Arial. However, if you are providing information for elderly people or people with sight difficulties, you should always use 14 point or larger.
  • Use a light background with dark print for the best contrast. • It is acceptable to use a dark background with white print (reversed out) for headings, but not for a large section of text.
  • Justify the text to the left only.
  • Leave space between the paragraphs and do not have too much text on the page.
  • Make sure that headings are clear.
Book Club Resources
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