HAR6021: Health Promotion


The module seeks to elaborate on the theoretical background of health promotion with the aim of developing a critical awareness of the key concepts, debates and methods. The module also aims to evaluate a range of health promotion strategies in different fields. Teaching will be presented through a series of lectures and workshops that will also include group discussion, case studies and examples, to develop the lecture themes, and problem-solving skills.


To develop a critical awareness of the theory, concepts and practical issues relating to health promotion.

  • introduce key principles and methods in health promotion
  • explore key debates and discussions within health promotion
  • develop team working, information literacy skills, and enquiry based learning
  • evaluate examples of health promotion practice in a variety of settings
  • reflect on own current health promotion practice

Learning outcomes

By the end of the module, students should be able to:

  • Demonstrate an awareness of the key concepts in health promotion
  • Be able to reflect on the theoretical basis for health promotion
  • Appreciate the main approaches that can be used in implementing health promotion at individual, community, and policy development levels
  • Evaluate the success or otherwise of health promotion practice in a variety of settings
  • Identify the necessity for evaluation of health promotion interventions, and describe the methods used to evaluate efficacy, effectiveness and efficiency of health promotion
  • Demonstrate a critical, in-depth awareness of health promotion
  • Develop the ability to work sensitively and inclusively
  • Begin to develop an awareness for diversity and differences in approaches
  • Demonstrate an awareness of global approaches to health promotion
  • Reflect on the principles and application of health promotion in the context of own professional practice.

Teaching Methods

The module will be delivered via twelve sessions. Each session will introduce key concepts, theories, and substantive background material. Some sessions will also involve student-led discussions. These are intended to facilitate a deeper awareness of the material and provide an opportunity for in-depth discussion of key concepts and theories as they relate to health promotion practice. It is expected that students will have read around each topic before each session. For those sessions involving student-led discussion, required research papers, reading and reflection on these articles will be expected to be undertaken prior to the relevant session.


Component Weighting
Group Collaborative Document 40%
Poster and 2000 word annotated bibliography 60%

Students must pass both components in order to be given an overall pass. Failed components need to be resubmitted.

The pass mark is 50%.