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This unit will explore what we mean by population health and well-being research and teach the skills required to find, appraise and use different types of research from the published literature. We will explore the importance of measuring the health and well-being of the population in public health practice and learn how research improves population health and wellbeing.
 

The aim of this unit is to develop the students’ basic knowledge of the research methods used to measure and understand the health and well-being of populations, including how to find, appraise and use the research used in public health practice.

Academic engagement includes lectures, seminars, workshops and other face to face activities. To achieve the intended learning outcomes for this course unit, we have created a range of activities. Your course unit leads and teaching team will support you including access to the Student Development Programme including peer-support (PASS) and the Programme Director Seminar Series. We will consult with students to identify any additional needs and further academic engagement activities will be provided. Assessments, preparation for assessments, reading time and independent study are also included within your timetabled activities.

• A1 Describe the basic research methods used to measure the population health and well-being.
• A2 Explain how different types of evidence are found and used to support decisions in public health practice
• A3 Outline the strengths and limitations of the concepts of evidence-based practice and how these relate to the health and well-being of  populations
   

• B1 Identify different forms of evidence used in public health and describe why they are important for practice.
• B2 Evaluate the evidence required for public health practice and recognise factors that affect its quality.
   

• C1 Use appropriate tools to find published evidence relevant to population health and well-beingquestions
• C2 Apply appraisal tools to assess the design and quality of common research designs and published literature
   

• D1 Reflect on how evidence-based practice supports learning and professional development
• D2 Communicate research findings in a clear and structured way suitable for specific audiences.
   

Students will receive regular written feedback, automated VLE feedback and written feedback for their summative assignment will be returned in line with University policy. 

Somerville, M., Kumaran, K. and Anderson, R. (2016). Public health and epidemiology at a glance. Second edition. Chichester, England: Wiley Blackwell. 

Trisha M. Greenhalgh, Paul Dijkstra. How to Read a Paper : The Basics of Evidence-Based Healthcare. Vol Seventh edition. Wiley-Blackwell; 2025.

CASP (2021). CASP - Critical Appraisal Skills Programme. [online] CASP - Critical Appraisal Skills Programme. Available at: . 

Fink, A. Evidence-Based Public Health Practice. Los Angeles, SAGE, 2016. Print 

Gray, M. Evidence-based Healthcare and Public Health: How to Make Decisions about Health Services and Public Health. Third edition.London, Elsevier, 2009. Print. 

NICE (2018). Principles for putting evidence-based guidance into practice. [online] . Available at:

Rychetnik L, Hawe P, Waters E, et al. A glossary for evidence-based public health. Journal of Epidemiology & Community Health 2004;58:538-545. Available at:  

Titler MG. The Evidence for Evidence-Based Practice Implementation. In: Hughes RG.. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008. Available at:

For every 20 course unit credits we expect students to work for around 200 hours. . This amount is only a guidance and individual study time will vary.