Master of Social Science in Health Promotion

Purpose

This qualification will develop advanced knowledge, skills, and expertise in identifying the determinants of health behaviour; critically engage with theoretical foundations of human behaviour in the systematic planning, implementation and evaluation of health promotion interventions; diffusing these interventions as well as design and conduct health promotion research and articulating policy and legislative interventions to promote health and well-being. Learners can expect to acquire these skills through completion of four course work modules and 66% course work dissertation. The learners will be able to develop a portfolio of evidence of health promotion practice and research. The modules are embedded in a constructivist philosophy of knowledge proposing that the mind does not merely receive and process information but actively constructs knowledge both individually and through the interaction with others.

Rationale

This qualification is aimed at enabling learners to apply their skills, knowledge and expertise in scientifically promoting positive health outcomes at an individual, organisational and community level and to apply their research skills in the focal area of Health Promotion and Communication. A strong focus is also to further equip professionals with knowledge and skills to enhance the quality of a contextually appropriate health promotion interventions.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma in Health Promotion, National Qualifications Framework (NQF) Level 8.
• Bachelor of Social Sciences Honours, NQF Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 192 Credits:

• The personal is the profession, 16 Credits.
• Research Methods in Psychology,16 Credits.
• Planning and Evaluation of HP Interventions, 32 Credits.
• Health Promotion Practice, 32 Credits.
• Short Dissertation: Psychology, 96 Credits.

1. Critical interrogate the biological and psychosocial determinants of health and well-being at the individual, interpersonal, organisational and broader society level with particular cognisance of structural and cultural aspects.
2. Develop planned health promotion interventions and inform public policy and legislation through advanced insight into the personal, socio-cultural and structural determinants of health and wellbeing 3. Critically apply communication processes informed by relevant theories to health promotion interventions.
3. Apply communication planning models to health promotion interventions within a wider social ecological framework.
4. Critically assess the role of multiple agencies in producing health outcomes at national, regional and global levels.
5. Demonstrate advanced knowledge, theoretical engagement and a critical application of health promotion strategies for bringing about health and well-being across the life span at an individual, organisation, community and broader society level, utilising a settings approach i.e. the school, hospital, workplace, communities etc.
6. Develop advanced knowledge and skills in the critical application of processes and strategies pertinent to the diffusion of health promotion interventions.
7. Develop expertise in the monitoring and evaluation of health and well-being interventions.
8. Conduct research that demonstrates expertise and skills in designing, conducting and reporting on health promotion and related aspects.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Conduct research that demonstrates expertise and skills in designing, conducting and reporting on health promotion and -related aspects.
• Demonstrate advanced knowledge, theoretical engagement and a critical application of health promotion strategies for bringing about health and well-being across the life span at an individual, organisation, community and broader society level, utilising a settings approach i.e. the school, hospital, workplace, communities etc.
• Apply communication planning models to health promotion interventions within a wider social ecological framework.
• Develop advanced knowledge and skills in the critical application of processes and strategies pertinent to the diffusion of health promotion interventions.
• Develop expertise in the monitoring and evaluation of health and well-being interventions.

Integrated Assessment

The modules adopt an integrated approach to assessment that adheres with the institution policy on assessment i.e. permits a learner to demonstrate applied competence and which uses a range of formative and summative assessment methods. Integrated assessment is seen as crucial in determining the readiness of learners to function as expert health promotion and communication practitioners and professional researchers in health and well-being related research. Thus, assessments of learners learning in the modules are typically written and include an intervention component pertaining to their applied learnings and formal examinations. These reflect the focus of the modules and demonstrate learners' abilities to apply their theoretical and critical insights to plan, develop, implement and evaluate a health promotion-related intervention, as well as conduct independent research on a health-related topic. While the examinable modules focus specifically on the theoretical foundations and understandings required for the development, implementation and evaluation processes of an intervention qualification, the group project allows for the demonstration of health promotion practice competencies through the final write-up of the group intervention project. The research component assessment provides evidence of the ability to conduct independent research i.e. to develop a research proposal, ethics application, collect and analyse data, and compile a research report.