Undergraduate Course: Health and Wellbeing Promotion in the University Community and Beyond (EDUA08125)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | In order to create a learning environment that promotes the wellbeing of all within it, there is a need for capacity building so that everyone has the skills, knowledge and disposition to be able to make a positive contribution to the health promoting environment. This course seeks to serve that function, having the potential to enhance student wellbeing and student ability to thrive in university and achieve success in their studies, through increasing students' capacity to be well and so contribute positively to a healthy environment and ethos in which to study.
The course will be open to students across the university, rather than belonging to a single programme, as the core aim, being a healthy learner is fundamental to all learning. Through taking this option, students will develop greater understanding of health and wellbeing, including what they can do to look after their own wellbeing and promote the wellbeing of others. Equality and inclusion, the valuing of diversity are all embedded within the ethos and aims of this course. |
| Course description |
Taking WHO definitions of wellbeing promotion as the 'process of enabling people to increase control over, and to improve, their health' ,this course is founded on a strength based approach to wellbeing promotion and seeks to empower students through building their capacity to be healthy and to make a health promoting contribution to their community. It combines practical experiences, reflection and engagement with theories and research in social, emotional, mental and physical wellbeing and wellbeing promotion. The aims are to develop students' understanding of the complexity of health and wellbeing including wellbeing promotion, and of how to apply this to their lives, now and in the future. The intention is to build student capacity to be well and stay well, during their time at university and beyond through providing experiences and building knowledge, skills and attitudes fundamental to good health. Themes will include self care, positive mental health, strategies to manage stress and develop resilience as a learner, the role of support services. The course is underpinned by reflection on self, the need for self-awareness as wellbeing and wellbeing promotion are multi-faceted, individual and context specific. The course is being developed in discussion with the School Wellbeing Advisor, who is also contributing to the course in various ways. Signposting to School and University wellbeing support for students is integral to the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2024/25, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 18,
Online Activities 5,
Feedback/Feedforward Hours 3,
Summative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
158 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Reflective journal 50%
Reflective Journal- students will be asked to reflect on their growing understanding of wellbeing in relation to their own health and wellbeing. They will be asked to make weekly updates to their reflective journal and choose 3 (of 500 words each) to submit for summative assessment. (They will be given a framework to guide their reflections) LO1,2, 4.
Poster/infographic task 50%
Students are asked to create a poster or infographic that reflects their understanding of health and wellbeing theories and skills, and how they are being enacted on an individual, group and course/programme level, showing individual, group and community elements of wellbeing. As a group task this will draw on and be evidence of their ability to work collaboratively in ways that are conducive to their own and other group members' wellbeing. LO1,2 There is an indicative wordcount equivalent of 1500 words. (Students will be given a range of possible frameworks for the infographic/poster.)
There is compensation across assessments with students requiring 40% overall to pass the course. |
| Feedback |
Students will be given ongoing feedback within the workshops as part of a dialogic process. This will include tutor facilitated group reflection on how the group dynamic is working and how healthy it feels to be part of the group working collaboratively on the assessed task.
Students will also receive individual formative feedback on a reflective journal entry and group feedback on their plans for the poster/infographic. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate a developing understanding of wellbeing and wellbeing promotion concepts and theories
- develop the disposition, skills , self-awareness and understanding of their own health and wellbeing so that they are more able to make healthy choices and have increased capacity to be mentally and physically healthy;
- work collaboratively with others and develop the capacity to promote the health and wellbeing of self and others around them
- reflect on what health and wellbeing means to them; both personal and conceptual understanding
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Reading List
Aked, Marks, Cordon & Thomson (2008) Five ways to well-being the evidence New Economics Foundation (NEF). (neweconomics.org)
Barry, M. (2009) Addressing the determinants of positive mental health:concepts, evidence and practice. International Journal of Mental Health Promotion, 11(3), 4-17. doi: 10.1080/14623730.2009.9721788
Gall, T. L., Evans, D. R., & Bellerose, S. (2000). Transition to first year university: Patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology, 19(4), pp. 544-567
Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The Journal of Positive Psychology, 6(2), 142-153.
Wold, B & Mittelmark, M (2018) Health-promotion research over three decades: The social-ecological model and challenges in implementation of interventions
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Additional Information
| Graduate Attributes and Skills |
be self-aware and self-reflective in order to fulfil personal and academic potential, including having a sound awareness of their contribution to the community and to the wellbeing of others;
develop personal resilience, learning how to deal with challenges and recover from setbacks;
good teamwork, have an ability to work collaboratively with others ;
seek and value open feedback to help their self-awareness of working with a team;
have an ability to plan and effectively use resources to achieve goals
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| Keywords | Health and wellbeing,student wellbeing,healthy approaches to learning,wellbeing promotion |
Contacts
| Course organiser | Dr Deborah Holt
Tel: (0131 6)51 6609
Email: Deborah.Holt@ed.ac.uk |
Course secretary | Mr Pawel Horyszny
Tel: (0131 6)51 6571
Email: pawel.horyszny@ed.ac.uk |
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