Health Protection Module Handbook Level 5 Semester 1, 2025-26

Module Handbook for Health Protection

Level of study: 5

Number of credits: 20 credits

Course/s the module belongs to: BSc (Hons) Public Health

School: School of Nursing, Midwifery, Allied and Public Health (NMAPH)

Semester/Trimester of delivery: Semester 1

Who is the module for This module is a core module for second year students on the BSc (Hons) Public Health

Brief module summary: 

The module aims to develop students’ knowledge and understanding of public health protection measures.

It will examine how the public is protected from biological and environmental-chemical and radiological hazards in the United Kingdom. It will further examine the control of communicable diseases locally, nationally, and globally.

Module Aims: 

1. To facilitate students’ critical knowledge and understanding of the biological, chemical and radiological risks to health. 
2. To facilitate student's critical knowledge of national and international measures to manage and control communicable disease. 
3. To critically examine the contribution of public health protection measures.

Module learning outcomes 

1. Demonstrate an understanding of hazard and risk with respect to biological, chemical, and radiological hazards.
2. Evaluate the processes of risk assessment, risk communication and risk management within the context of health protection. 
3. Evidence an awareness and understanding of the principles of epidemiology and its application to health protection. 
4. Understand and analyse current strategy, policy and public health measures for protecting health.

Overview of learning and teaching activities on the module:

Lectures will be used to provide theoretical constructs, and contextual overview of the challenges of protecting health, and steps taken to facilitate good health whilst mitigating risk. The lectures seek to engage students and will be interactive, where possible, building on guided independent learning.

The purpose of the seminars is to offer an environment for debate, hive-mind activities and problem solving as a collaborative activity. Both seminars and guided independent learning provide a framework for students to take responsibility for their own learning and academic achievement by clarifying issues and developing critical thinking.

Indicative schedule of delivery:

Referencing system: We use the Harvard referencing system please refer to the Student Course Handbook for full details.

Assessments: 

Assessment brief:

Using the format of UK Health Security Agency Blogs as inspiration produce three 1000 (equivalent) word blogs in your pebble pad. Each blog will a specific named and contemporary biological, chemical and radiological hazard. 

Additional Instructions (you must meet these to pass)

1. The blogs should each address an understanding of hazard and risk, utilise epidemiological data or principles. 
2. At least one blog should show an evaluation of the processes of risk assessment, risk communication and risk management in relation to the chosen topic 
3. At least one blog should analyse current strategy, policy and public health measures for protecting health. 
4. You should produce a glossary to support your blogs. This will be part of your guided study time each week. Please ensure that concepts and technical terms you use in your blog are explained in the glossary, in addition to the key set as guided study.

Guidance (following these will ensure a strong level 5 pass)

5.You can support your writing using infographics, hyperlinks and contemporary information from a range of academically reliable sources. If you refer your reader to other resources using hyperlinks, please ensure that your blog post is sufficiently comprehensive, that the reader does not need to go to follow the link to understand your post.

6.Please use a range of high-quality evidence. This can be from course reading or identified from the primary literature or reliable web pages such as NIHR, NHS, HSE, UKHSA, OHID websites.

7.You should provide a reference list formatted according to Harvard convention shown in cite them right. However, you can also use hyperlinks in the body of your work to direct the reader directly to these readings.

8.AI can be used only to produce infographics from data you have collected or to produce images that represent your blog. NOTE: You are not permitted to use AI to generate the blog. Where you use AI, you must declare it (please refer to the section below)

Topics that might be of interest to students in preparing the assessment:

At CCCU all assessments require a declaration regarding the level of GenAI use.

Under CCCU’s Academic Integrity Policy unacknowledged inclusion of GenAI is considered academic misconduct. See the Academic Integrity and Misconduct webpages for more information. 

Please select the most appropriate statement from the choice below and insert it at the start of your work:  

a.No GenAI was used in the preparation, planning or creation of this work. [AIAS Level 1] 
b.I acknowledge the use of outputs from [insert the name of generative AI tool(s) used] in the learning, preparation, planning or proofreading of this work. [AIAS Level 2] 
c.I acknowledge collaboration with [insert the name of generative AI tool(s) used] in this work, and the inclusion of outputs in modified form. [AIAS Level 3] 
d.I acknowledge [insert the name of generative AI tool(s) used] as partner(s) in the creation of this work. [AIAS Levels 4&5] 

Referencing GenAI

If your assessment is rated at levels 2, 3 or 4, you are required to reference where you have used GenAI outputs in the body of your work. For guidance on how to reference GenAI in your work see Cite Them Right 13th Edn, or later. You can use the textbook.

You can speak to your module tutor, module lead, subject Librarian or Learning Developer [job titles subject to change] for more guidance on the use of GenAI in your learning and assessment.  

Reassessment information: the text below is for all handbooks

Some students may not pass an assessment first time and will be invited to take reassessment for the module, following a decision from a Board of Examiners. Do check the Your Guide to Assessment and Award Processes and seek advice from your Personal Academic Tutor if this is the case for you. Your module team will offer support in preparation for your reassessment. 

In this case, the nature of the reassessment will be:

This handbook should be read in conjunction with other sources:

• Student Course Handbook: for course academic information applying to all modules