ASSIGNMENT QUESTION  

In the UK and worldwide, unprecedented pressure on the health and social care systems has led to a refocus on public health and related inequalities. Health policy analysis is needed to prepare health and social care systems to reduce disparities between population groups. Your role as a health and social care practitioner is to identify local issues related to inequalities and present your findings back to the local Health and Wellbeing Board. 

Produce a report using a health inequality model as an underlying framework, to examine the determinants of health specific to your chosen health issue (Choice A, B or C) and chosen local area (Choice 1, 2 or 3). Explore the relationship between the determinants of health with relevant evidence (National and Local).  

Health Issue

Local Area

A.Overuse of
prescription or ‘psychotropic’ drugs

1.
Lambeth

B. LGBTQ
homelessness

2.
Islington

C.
Flu in elderly populations

3.
Greenwich

Identify, analyse and critique strategies for improvement from a theoretical perspective such as the Social or Medical model. The strategies identified can be drawn from outside the chosen local area, but should demonstrate how they could be applied to the local area to reduce the health inequalities related to the chosen health issue. 

For example, the report will contain an inequality model, such as the DahlgrenWhitehead Rainbow Model (1991) and examine improvement strategies from a theoretical perspective such as the Social or Medical model. Throughout the report, you should focus on the local inequalities related to the chosen health issue. The report should conclude with recommendations based on your findings.

 

REPORT FORMAT

1.     Executive Summary

2.     Table of Contents

3.     Introduction

4.     Examination of the chosen health issue in the context of the chosen borough

5.     Application of a health inequality framework and analysis of the determinants of the chosen health issue 

6.     Exploration and discussion of strategies, both local and national, to manage the chosen health issue

7.     Conclusion and recommendations

8.     References (Harvard format)

 ASSESSMENT CRITERIA 

LO2 Critically review literature related to contemporary issues and best practice in healthcare management.

LO4 Critically evaluate strategies for managing contemporary issues.

 READING REQUIREMENT

Core Sources

Bartley, M., 2017. Health inequality: an introduction to concepts, theories and methods. [ebook] Cambridge: Polity Press. Available through: ARU Library.

Donaldson, L.J., Rutter, P.D., 2018. Donaldson’s Essential Public Health. Boca Raton: CRC Press. Available through: ARU Library. 

Institute of Health Equity, 2020. Health Equity in England: The Marmot Review 10 Years On. Available through: https://www.instituteofhealthequity.org/resources–reports/marmotreview–10–years–on  

The Marmot Review, 2010. Fair Society, Healthy Lives Full Report. Strategic Review of Health Inequalities in England Post 2010. Available through: https://www.instituteofhealthequity.org/resources–reports/fair–society–healthy–livesthe–marmot–review

 

Warwick-Booth, L., Cross, R. and Lowcock, D., 2021. Contemporary health studies: An introduction. [e-book] John Wiley & Sons. Available through: Kortext.

 

Wills, J. & Naidoo, J., 2022. Foundations for Health Promotion (5th Ed.). [e-book] Amsterdam: Elsevier. Available through: ARU Library. 

 

Additional Sources

Marmot, M., 2015. The Health Gap: The challenge of an unequal world. London: Bloomsbury.

Whitehead, M. & Dahlgren, G., 2006. Concepts and Principles for Tackling Social Inequalities in Health: Levelling Up Part 1. World Health Organisation.  

Wilkinson, R. & Pickett, K., 2010. The Spirit Level: Why greater equality makes societies stronger. London: Bloomsbury Press. 

Additional Independently researched academic sources are required to support your work.

 

Please note that the sources listed are expected for your written assessment. These sources will be part of the module and their content is deemed necessary to produce a relevant assessment. Module markers will expect to see them integrated into your work and appropriately referenced.  

Failure to include these sources may result in a “Viva Voce” meeting during which you would be required to explain your work and your reasons for not including these key sources.

 

 

 

 

 

 

 

Table 1  

The work will be assessed in an integrative manner as
indicated in the marking rubric, that is
consistent with Anglia Ruskin University generic assessment criteria and
marking standards  

Criteria /
Grade  

0-29%:   

Absent or
deficient evidence of knowledge, Absent or deficient evidence of academic/
expressive/ professional skills.  

30-39%:   

  

Little
evidence of knowledge.  

Little
evidence or use of scholarly conventions.  

40-49%:  Adequate knowledge, use of scholarly conventions
inconsistent. Adequate academic/ expressive/ professional skills.  

50-59%:   

Sound
knowledge, use of scholarly conventions inconsistent. Sound academic/
expressive/ professional skills.  

60-69%:  Good analysis-  consistent use of scholarly  conventions.  Good Academic/ Expressive/

Professional skills.  

70-79%:  

Excellent
analysishigh level of intellectual rigour and consistency.   Excellent academic/
expressive/ professional skills  

80-89%:  Outstanding
analysis-Work pushes the boundaries of the discipline. Outstanding

Academic/ Expressive/
professional skills and creativity  

90-100%:  

Exceptional analysis Work pushes the boundaries of
the

discipline.
Exceptional

Academic/ Expressive/
professional skills and creativity  

LO2: Knowledge and

Understanding  Examine and critique the
literature related to Healthcare

Management
and explore the relationship between current

issues  

  

  

  

There is
deficient or no reference to the health issue or local area in the assignment
brief. Deficient or no knowledge of a health inequality model with deficient
or no relation to the determinants of health with deficient or no application
of theory.  

Limited reference to the
health issue and local area in the assignment. Limited knowledge of a health
inequality model with limited relation to the determinants of health with
limited application of theory.   

Adequate reference to the
health issue and local area in the assignment. Adequate knowledge of a health
inequality model with adequate relation to the determinants of health with
adequate application of theory.   

Sound reference to the
health issue and local area in the assignment. Sound knowledge of a health
inequality model with sound relation to the determinants of health with sound
application of theory.    

Good reference to the
health issue and local area in the assignment. Good knowledge of a health
inequality model with a good relation to the determinants of health with good
application of theory.   

Excellent
reference to the health issue and local area in the assignment.

Excellent knowledge of a
health inequality with excellent relation to the determinants of health with
excellent application of theory.   

Outstanding management of
learning resources and outstanding reference to the health issue and local
area in the assignment. Outstanding knowledge of a health inequality with
outstanding relation to the determinants of health, with some originality of
expression.  

Exceptional management of learning
resources and exceptional reference to the health issue and local area in the
assignment. Exceptional knowledge of a health inequality with

clear originality in expression and relation to the determinants of
health.  Clearly exceeds the assessment
brief.  

50 Marks  

0-14  

15-19  

20-24  

25-29  

30-34  

35-39  

40-44  

45-50  

LO3: Intellectual, practical,
affective and transferrable skills  

Critically
evaluate the options available in contemporary Healthcare

Management  

Deficient
or no evidence of any improvement strategies/

recommendations

with
deficient or no identification of theory with deficient or no application of
theory.   

Limited evidence of

improvement strategies/
recommendations with limited identification and application of theory.  

Adequate evidence of
improvement strategies/ recommendations with adequate identification and
application of theory.   

Sound
evidence of

improvement

strategies/
recommendations, Sound identification and application of theory.  

Good evidence of

improvement

strategies/
recommendations, Good identification and application of theory.  

Excellent evidence of
improvement strategies/ recommendations, Excellent identification and
application of theory.  

Outstanding evidence of
improvement strategies/ recommendations. Outstanding identification and application
of theory.  

Exceptional
evidence of improvement strategies/ recommendations, Exceptional
identification and application of theory. Clearly exceeds the assessment
brief and demonstrates

significant originality of
thought.

Page 5 of 9

 

40 Marks  

0-11  

12-15  

16-19  

20-23  

24-27  

28-31  

32- 35  

36-40  

Academic
Skills  Presentation
in terms of

structure, language and
Harvard referencing   

The appropriate report
style has not been used or is largely inaccurate. The Harvard referencing
format has not been followed. Very weak academic writing style with numerous
grammatical and spelling errors.  

The appropriate report
style has been used, although structure and content is limited. Limited use
of the Harvard referencing format with numerous inaccuracies. Limited
academic writing style with many grammatical and spelling errors.  

The
appropriate report style has been used with a adequate structure and adequate
content. Adequate use of the Harvard referencing format with numerous
inaccuracies.

Adequate academic writing
style with many grammatical and spelling errors.  

The
appropriate report style is easy to follow, has been used with a sound
structure and sound content. Sound use of the Harvard referencing format

with some inaccuracies.  Sound academic writing style with some
grammatical and  spelling errors.  
 

A good logical structure
with accurate expression and content has been used throughout. Good use of
the Harvard referencing format with occasional inaccuracies. Good academic
writing style with occasional grammatical and spelling errors.   

An excellent logical
structure with accurate expression and content used throughout. Excellent use
of the Harvard referencing format with few inaccuracies. Excellent academic
writing style with few grammatical and spelling errors.    

Outstanding
and accurate logical structure with outstanding

 expression

throughout. Outstanding use
of the Harvard referencing format with no inaccuracies. Outstanding academic
writing style with no grammatical or spelling errors.   

Exceptional
structure with exceptional expression throughout.

Exceptional
use of the Harvard referencing format with no inaccuracies.

Exceptional academic
writing style with no grammatical or spelling errors. Clearly exceeds the
assessment brief.  

10 marks  

0-2  

3  

4  

5  

6  

7  

8  

9-10  

 

 

Page 6 of 9

 

 

 

 

ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6 – the

Depth stage

 

Level 6 is characterised by an expectation of students’
increasing autonomy in relation to their study and developing skill
sets.  Students are expected to
demonstrate problem solving skills, both theoretical and practical. This is
supported by an understanding of appropriate theory; creativity of expression
and thought based in individual judgement; and the ability to seek out,
invoke, analyse and evaluate competing theories or methods of working in a
critically constructive and open manner. Output is articulate, coherent and
skilled in the appropriate medium, with some students producing original or innovative
work in their specialism.

Mark Bands

Outcome

Characteristics of Student Achievement by Marking Band for ARU’s

Generic Learning Outcomes (Academic Regulations, Section 2)

Knowledge & Understanding

Intellectual (thinking), Practical, Affective and

Transferable Skills

90-

100%

Achieves module outcome(s)

Exceptional information base exploring and analysing the discipline, its theory
and ethical issues with extraordinary originality and autonomy.  Work may be considered for publication
within ARU

Exceptional management of learning resources, with a higher degree of autonomy/exploration
that clearly exceeds the assessment brief. Exceptional structure/ accurate expression. Demonstrates
intellectual originality and imagination. Exceptional team/practical/professional skills.  Work may be considered for
publication within ARU

80-

89%

Outstanding information base exploring and analysing the discipline, its theory
and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of
autonomy/exploration that clearly exceeds the assessment brief. An exemplar
of structured/accurate expression. Demonstrates intellectual originality and
imagination. 

Outstanding team/practical/professional
skills  

 

70-

79%

 

Excellent knowledge base that supports analysis, evaluation and problemsolving in theory/
practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research
that may exceed the assessment brief. Structured and creative expression. Excellent academic/ intellectual
skills and practical/team/ professional/ problem-solving skills  

60-

69%

Good
knowledge base that supports analysis, evaluation and problemsolving in
theory/ practice/ethics of discipline with some originality

Good
management of learning resources, with consistent self-directed research.
Structured and accurate expression. Good
academic/intellectual skills and team/practical/ professional/problem solving
skills  

50-

59%

 

Sound knowledge base that supports some analysis,
evaluation and problem-solving in theory/practice/ethics of discipline

Sound management of learning
resources.

Some autonomy in research but inconsistent.

Structured and mainly
accurate expression. Sound level
of academic/ intellectual skills going beyond description at times. Sound
team/practical/professional/problem-solving skills

40-

49%

A
marginal pass in

module outcome(s)

Adequate knowledge base with some omissions at the level of ethical/
theoretical issues. Restricted ability to discuss theory and/or or solve
problems in discipline

Adequate use of learning resources with little autonomy. Some difficulties
with academic/ intellectual skills. Some difficulty with structure/ accuracy
in expression, but evidence of developing team/practical/professional/
problem-solving skills

30-

39%

A
marginal fail in

module

outcome(s)

.
Satisfies default

qualifying mark

Limited knowledge base.  Limited understanding of
discipline/ethical issues. Difficulty with theory and problem solving in
discipline

Limited use of learning resources. Unable to work autonomously. Little input
to teams. Limited academic/ intellectual
skills. Still mainly descriptive.
General difficulty with structure/ accuracy in expression. Practical/
professional/problem-solving skills that are not yet secure

20-

29%

Fails to achieve module

outcome(s)

Qualifying mark not
satisfied

Little evidence of
knowledge base. Little evidence of understanding of discipline/ ethical
issues.  Significant difficulty with
theory and problem solving

in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little
input to teams. Little evidence of
academic/
intellectual skills. Work significantly
descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of
practical/professional/ problem-solving skills

10-

19%

Deficient knowledge base. Deficient
understanding of discipline/ethical issues. Major difficulty with theory and
problem solving in discipline

Deficient use of learning resources. Unable to work autonomously. Deficient input to teams. Deficient academic/intellectual
skills. Work significantly descriptive.
Major difficulty with structure/accuracy in expression. Deficient practical/professional/problem-solving skills