Master of Health Sciences in Transdisciplinary Health Promotion

Purpose

Health-care professionals who are credited with this qualification will be able to function with advanced intellectual and practical competencies in complex and ill-defined areas of health, focusing on a transdisciplinary team approach of health promotion across the total life span. The qualification aims at advancing existing professional skills and developing research skills, but does not lead to an additional professional qualification.

The qualification will enable health-care professionals from various disciplines to assist communities in increasing control over and improvement of their own health. The health-care professionals will be able to act as leaders, consultants, educators, specialist practitioners and researchers in transdisciplinary health promotion.

This qualification affords health professionals access to Doctoral studies, subsequently increasing the candidate pool for leadership in health.

Rationale

Sub-Saharan Africa faces many challenges regarding health. It is no secret that these countries will not meet the millennium goals that are set for 2015 on the reduction of child mortality, improvement of maternal health and the combat against HIV and AIDS, malaria and other diseases. Medical costs have skyrocketed and the cost of treating preventable conditions is passed on to everyone through increased taxes and, in future, health-insurance premiums. The context of health has changed, and is complex and dynamic. There is greater emphasis on primary health-care delivery, health care for everyone and a community-based approach in the promotion of health.

Health promotion has become a wide-ranging field that encompasses everything, from nursing to fitness specialists. This fact has an effect on society as a whole and necessitates a re-evaluation of the nature of, access to and provision of health-care services. Working in this complex and dynamic field of health care is, therefore, a challenge to health-care providers, who were mainly trained in a single, illness-focused discipline and a structured environment of hospital and clinic services. There will have to be a shift from reactive to proactive health care on a health-promotion basis for all people across the life span and a transdisciplinary approach that provides health-care services to people where they are needed.

Apart from the formal requirements related to university admission, candidates who want to enrol for the Master of Health Sciences must:

• Demonstrate the information-gathering, analysis and presentation skills required for study at exit Level 8 on the NQF.
• Demonstrate understanding of and the ability to communicate accurately and comprehensively in the required medium of instruction.
• Take responsibility for own learning and its progress within a structured learning environment.
• Demonstrate the ability to monitor and evaluate own performance.
• Have adequate basic knowledge of the discipline he/she represents to be able to argue the contribution of that discipline in a transdisciplinary team.

Recognition of Prior Learning (RPL)

The institution endorses the view that RPL constitutes an essential element of the transformation of access and admissions policies at education institutions in South Africa. Learners may apply in writing to the dean concerned for recognition or exemption of modules required for the qualification; the dean may grant recognition or exemption for no more than half the credits.

An RPL process may be used to credit learners with credits in which they have developed the necessary competency because of workplace and work-integrated learning, for example, people currently holding the HPCSA specialisation certificates could be awarded credits towards the qualification based on RPL assessment.

Access to the Qualification

Learners may gain access if they are in possession of

• A 480 Credit Professional Bachelor's Degree in Health Sciences.

Or

• A relevant Honours Degree in Health Sciences.

The qualification consists of three compulsory modules worth a total of 180 Credits.

Modules

• Research Methodology, 16 Credits.
• Dissertation, 16 Credits.
• Transdisciplinary Health Promotion, 148 Credits.

1. Apply appropriate research methods and techniques to identify, analyse and formulate complex real-world research problem(s) in the domain of transdisciplinary health promotion, and communicate and defend, orally and in writing, substantial ideas.
2. Demonstrate knowledge and critical understanding of national and international population trends and community needs, with special focus on health promotion, both in South Africa and globally.
3. Apply theories and specialised tools and techniques in identifying and analysing complex real-world health problems and drawing valid, reliable and relevant conclusions from different sources.
4. Communicate (with the help of a supervisor) results of the research effectively and ethically in a coherent dissertation and present this verbally to a specialist and non-specialist audience by using the resources of an academic-professional discourse, including the use of IT.

Critical Cross-Field Outcomes

This qualification allows all the Critical Cross-Field Outcomes to be addressed.

Associated Assessment Criteria for Exit Level Outcome 1

• Prescribed research reports are analysed and interpreted.
• Feedback on research methodology, data collection techniques, data analysis procedures and principles is given in a systematic and comprehensive way.
• Current professional and clinical discourses in the specific area of research are discussed.
• Various sources of knowledge in a specific field are accessed.
• Contributions are made through participation in discipline-related discussions on relevant issues in the field of health promotion.
• Health trends that impact on health promotion are identified and participation in transdisciplinary team discussions on various aspects of health promotion is undertaken.
• Multiple sources of knowledge production in a variety of contexts particular to the field of transdisciplinary health promotion are critically interrogated and evaluated.

Associated Assessment Criteria for Exit Level Outcome 2

• Different underlying theories, ideas and concepts that are relevant to the current health sciences landscape are compared and the merits of each are argued.
• An understanding of the theories related to health and research methodologies in this field is reflected and the application of such knowledge in a particular health context is explained.
• The theory that is relevant to the health sciences and the practice of health promotion both locally and globally is applied.
• Methods to enable communities to increase control over and improvement of their own health and well-being are described.
• Knowledge gained is used to create supportive environments, strengthen community action, develop personal skills, re-orientate health services around the sharing of responsibilities through teamwork, and to build a healthy public policy.

Associated Assessment Criteria for Exit Level Outcome 3

• Clear understanding of the context (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes is reflected and discussed.
• Appropriate application of the relevant concepts, methods, ethics, theories and analytical processes is reflected and presented.
• Written work on the field of transdisciplinary health promotion displays critical analysis and a degree of intellectual independence.
• Issues that reflect purposeful and critical application of advanced theory, current knowledge and expertise are analysed.
• Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

Associated Assessment Criteria for Exit Level Outcome 4

• Clear, succinct and focused problem statements and research questions are formulated.
• A research study, showing a comprehensive understanding of the suitable selection of an appropriate research methodology is designed.
• The relevance and feasibility of the research design is proven.
• A work plan for designed research is drawn up and the research is successfully disseminated according to the work plan.
• A critical and focused literature review is conducted integrating existing background knowledge.
• A logically argued and integrated scientific report in which applicable theory and literature are integrated with the research findings is written.

Integrated Assessment

This Degree is presented via contact learning with a blended learning environment approach, including two theoretical modules as well as a research dissertation via contact and on-line delivery. Both teaching-learning and research activities include a variety of modes of delivery. The following forms of continuous formative and summative assessment are used to ensure integrated assessment of all Exit Level Outcomes:

• Reports and written assignments including a full dissertation.
• Transdisciplinary group debates.
• Written examinations.

Learning and assessment is integrated throughout this qualification as is expected when active learning is at the foundation of the development of teaching and learning opportunities. Continuous formative assessment is required to ensure that s get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. These assessments focus on the learners' ability to integrate the larger body of knowledge, necessary competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.

At least three formative assessments will be included per module and at least one opportunity for integrated assessment, where the main objective and key purpose of the qualification is assessed, will be included in the assessment activities for this qualifications. A memorandum with correct and/or examples of model answers is compiled for every formal formative and every summative assessment activity undertaken by students. Co-assessors and/or markers utilise the memorandums for formal formative and summative assessment activities effectively, as monitored by means of moderation activities.