• Undergraduate

Public Health BSc (Hons)

Overview

Overview

Why study at UWL? 
  • Our Health Studies courses were ranked #1 in London for overall student satisfaction in this year's NSS.
  • In the top 30% of universities nationwide - The Guardian University Guide 2024 
  • University of the Year for Social Inclusion - Daily Mail University Guide 2024 
  • Best university for Student Experience and Teaching Quality in the UK - The Times and Sunday Times Good University Guide 2024 
  • Number 1 London university (non-specialist) - National Student Survey 2023** 

Are you passionate about getting health messages out to the wider society? Do you want to see large populations lead healthier, fuller lives? 

With this course, you'll learn how to protect, promote, and improve the health and well-being of individuals, families, and communities in the UK and abroad.

The knowledge, skills, and experience you gain on this course will enable you to pursue a broad, non-clinical, public health career in the public, private and not-for-profit sectors.

This course is also being offered at our partner institute in Oxford, Ruskin College. See BSc (Hons) Public Health at Ruskin

Select your desired study option, then pick a start date to see relevant course information:

Study options:
We support flexible study by offering some of our courses part-time or via distance learning. To give you real world experience before you graduate, we also offer some courses with a placement or internship. All available options are listed here. Your choices may affect some details of your course, such as the duration and cost per year. Please re-check the details on this page if you change your selection.

Start date:

If your desired start date is not available, try selecting a different study option.

Why study Public Health with us?

Why study Public Health with us?

What our students say…

Three words to describe my university experience: Magical. Educating. Exciting. My favourite aspect of the course was the HIV topic that we studied. The friendliness at UWL as part of student life is amazing. I plan to go on and study a Masters next.

Fatima Massally
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Lifelong careers support from the UWL Careers Service.
Logo of the Making Every Contact Count scheme
Industry focused teaching
After completing this course you will be eligible to apply for membership with the Royal Society for Public Health (RSPH).
Course detail & modules

Course detail & modules

Learn about the social, cultural, economic and political factors that affect health as well as identify health patterns and trends in the health and wellness of individuals, neighbourhoods and populations.

You will be able to empower individuals, families and societies to make healthy lifestyle changes through effective verbal, written, audio-visual, social media presentation, and communication methods.

The University provides an excellent volunteering service with opportunities in public health-related charities and not-for-profit organisations.

You can also develop wider skills such as taking part in organising and taking part in real-world health promotion such as a World AIDS day flash mob and a student-led health conference seminar.

This course includes Making Every Contact Count (MECC) training (usually delivered in Year 2). MECC is about taking every opportunity to ask, assist and advise people about their lifestyles, including:

  • smoking
  • alcohol
  • physical activity
  • healthy eating
  • mental wellbeing

It will enable you to use evidence-based methods to empower and enable people to make the changes they choose. Following completion of the training, you will receive a certificate.

In addition, you will enhance your leadership skills and ability to work as part of a team. 

Your new skills will help you to:

  • work effectively with diverse groups involved in the promotion of public health
  • deliver and evaluate innovative health promotion campaigns 
  • influence the development of policy for healthy communities

After completing the course you will be able to work within multi-agency teams delivering health promotion projects and programmes and will possess the interpersonal and community engagement skills to work in diverse communities. 

Please note that if you are applying for direct entry to the second or third year of this course then you will study a different set of modules from those shown here. Please contact the course leader, Minakshi Bhardwaj, for details.

Compulsory modules

  • Lifelong Learning for Public Health

    Semester 1

    The aim of this module is to ensure that students have the academic, IT, reading, writing and reflection skills, and the support they need to continue to improve. Key content:

    • Understand and apply information literacy skills and use the online and physical University library and the world wide web effectively.
    • Understand and use software such as Microsoft 365 (Outlook, Word, PowerPoint, Excel) in a professional way to create public health materials of various kinds.
    • Understand and use the virtual learning environment and assignment submission systems.
    • Access key public health associations, public health websites, blogs and social media and engage with the wider public health community outside the university.
    • Undertake a range of reading, writing and visual individual and groupwork activities on a range of public health topics.
    • Assess learning and support needs, and use the university and other resources to develop a network of people, skills and techniques to support own learning and development.
    • Use two main citation and referencing systems to accurately cite supporting material in in-class presentations/seminars and formative and summative assessments.
  • Finding, Understanding and Using Evidence for Public Health

    Semester 1 

    This module is designed to help students to recognise good quality scientific evidence (information and knowledge) and develop students’ ability to find and use scientific bibliographic databases and general search engines. It will also introduce students to the systematic appraisal of  public health evidence critical thinking and writing skills. Key content:

    • Evidence-informed public health.
    • Recognising different types and sources of health information, statistics and evidence.
    • PICO and other frameworks for structuring searches for evidence.
    • Planning and executing high quality search strategies.in bibliographic databases, university and other libraries and through online searches using Google and other search engines.
    • Appraising and summarising public health evidence.
  • Determinants of Health and Wellbeing

    Semester 1

    The aim of this module is to develop students’ knowledge and understanding of the biological, social and environmental factors (determinants) that influence health and wellbeing at individual, group, community and population levels. Students will consider impact of health inequalities and health equity on health status and the determinants of health and wellbeing. They will also investigate the different types of interventions at individual, group, community and population levels - services, projects, programmes, regulations and policies - that can positively and negatively influence health and wellbeing. Key content:

    • Determinants, health inequalities and health equity and their effects on health and wellbeing.
    • Biological determinants of health: age, sex, ethnicity, disability (sensory, physical, cognitive)
    • Social determinants of health (social environment): lifestyle, gender, discrimination, housing, education, employment, income, wealth, economy, healthcare.
    • Environmental determinants of health (physical and natural environment): air, water, soil, quality, noise, natural events (extreme weather), climate change, neighbourhoods (space and place).
    • Introduction to different interventions that can be used to positively affect different determinants.
    • Introduction to behaviour change theory.
  • Health and Wellbeing across the Lifecourse

    Semester 2

    The aim of this module is to introduce the concept of the ‘lifecourse’, exploring key theories of human development from pre-conception to old age and how health issues change over time. Students will reflect on the key influences on their own development and other members of their family. Key concepts and theories of health promotion and how an understanding of the lifecourse is useful in planning health promotion for different age groups will be explored. Key content:

    • Key life stages across the lifecourse: preconception and pregnancy, infancy and early years, childhood and adolescence, working age and adults older people.
    • Health determinants and health risks across the lifecourse.
    • Nature vs. nurture.
    • Medical, salutogenic, social and ecological models of health.
    • Health promotion interventions that can be undertaken as different stages of the lifecourse.
  • Measuring Individual Health and Wellbeing

    Semester 2

    The aim of this module is to provide an introduction to how we measure the health of an individual and what it tells us about their current and future health and wellbeing (current health status and health risks). Students will gain an understanding of the tools (questionnaires and measures-indicators of disease and health) that public health professionals use to work out and make judgements about an individual’s health and wellbeing. This module will also investigate the value of population level screening, immunisation and health checks for improving individual, group and community health and wellbeing. Key content:

    • Importance of measuring individual health.
    • What is a risk and what is a risk factor?
    • Measuring physical health (diet, BMI, physical activity, self-perceived).
    • Measuring mental health and wellbeing (self-perceived wellbeing).
    • Measuring social health (place and environment e.g. deprivation, social support, social network).
    • Introduction to demography (age, sex, ethnicity and other individual level characteristics).
    • Understanding and interpreting key health and wellbeing measures (indicators).
    • Introduction to population health screening, immunisation and health checks.
    • Ethical aspects of giving health promotion advice and signposting to screening, immunisation, health checks and other specialist services.
  • Politics and Advocacy in Public Health

    Semester 2

    The aim of this module is to develop student’s knowledge of how politics, political institutions and political perspectives shape legislation and policies that influence individual, community and population health and wellbeing. Students will examine the institutions and actors (people) that are involved in the process of legislation and policy development. Students will explore the value of advocacy and lobbying in helping to change the views of politicians, communities and other key influencers. They will also look at key political dilemmas and how they affect population health and wellbeing. Key content:

    • Political perspectives (ideologies and beliefs).
    • Institutions and actors involved in legislation and policy-making (structures and governance frameworks and the people who work within them).
    • Advocacy and lobbying.
    • Political dilemmas and public health ethical frameworks

Compulsory modules

  • Health Promotion in Action

    Semester 1

    The aim of the module is to enable students to develop knowledge, skills and understanding of the health promotion approaches that are used to achieve behaviour change in individuals and groups. The module will explore current theories and models of behaviour change and effective approaches to increase client knowledge, change attitudes and positively engage individuals, groups and communities in changing health behaviours. Opportunities to apply these skills and select appropriate health promotion interventions, for example, facilitate smoking cessation sessions or become a wellbeing champion, will be identified in discussion with the students.    

    Students will be encouraged to bring their own experiences and knowledge of these issues to enrich the learning of the group and make the module an enjoyable and interactive experience. Key content:

    • Theories, models and approaches to health promotion.
    • Reflective practice.
    • Making Every Contact Count. 
    • Health Champions.
    • Smoking Cessation.
    • Mental Health Awareness.
    • One student training option from E-learning for Health
  • Assessing Population Health and Wellbeing

    Semester 1

    The aim of this module is to help students to understand the role of community needs assessment, community profiling and surveillance and monitoring in public health policy and practice. Students will also learn to identify, interpret and analyse population level demographic and epidemiological indicators (health outcomes and health determinant indicators) to develop summary community health profiles that inform community health needs assessment. They will also explore how population health theories  help to explain patterns of health and disease in the past, present and future.  Key content:

    • Community health needs assessment, community profiling and community health surveillance and monitoring.
    • Introduction to epidemiology: causation and association; hazard and risk; incidence and prevalence. 
    • Health indicators and their strengths and weaknesses.
    • Identifying, interpreting and prioritising health indicators.
    • Theories of health deficits, needs and assets.
    • Theories of population health transition and change.
  • Health Protection, Systems and Emergencies

    Semester 1

    The aim of this module is to enable students to understand and apply the principles and practices of health protection, emergency preparedness and healthcare public health to typical protection, emergency and healthcare scenarios that are experienced in the UK. Students will develop knowledge about environmental hazards and emergencies, such as natural hazards (geophysical, hydrological, climatological, meteorological, biological) and technological or human-made hazards. Students will learn how to develop appropriate responses for prevention, surveillance and management of environmental hazards and emergencies. Students will also examine the governance, structures, and roles within health protection, healthcare and social care systems and the role of public health in evaluating the quality (affordability, accessibility, availability) and cost-effectiveness of these services. Key content:

    • Health protection principles and practices.
    • Emergency preparedness principles and practices.
    • Healthcare public health principles and practices.
    • Categories and types of environmental hazards and emergencies.
    • Prevention, surveillance and management of environmental hazards and emergencies.
    • Risk communication and community and stakeholder involvement in management.
    • Planning, monitoring and evaluating the quality and cost-effectiveness of health protection, healthcare and social care systems.
    • Key legislation and policies e.g. civil contingencies, heatwave plan.
    • Understand the organisations and networks that deal with health protection and emergency preparedness and response e.g. resilience forums, local health resilience partnerships, health and wellbeing boards.
    • Ethics of health protection, emergency preparedness and response and healthcare public health.
  • Mass Media Health Communication

    Semester 2

    The aim of this module is to enable students to understand how mass media can be used to promote the health and with individuals, groups and communities. The module builds on learning in Semester 1 about theories and concepts of delivering health promotion interventions and explores the influence of media on perceptions of health and wellbeing. The module introduces concepts of multimedia exploring sociological, psychological and cultural theories. Key content:

    • Media, culture and communication in health promotion.
    • Strengths and limitations of multi-media and developing understanding of media.
    • Media theories and health promotion theories: applying the theory to practice.
    • Audio media: radio broadcasting, podcasting.
    • Visual media: using films, memes, vlogging and story-boarding.
    • Augmented reality, virtual reality and internet of things use in health and wellbeing and gamification of health behaviour change.
    • The use of social media for health and wellbeing.
    • Persuasive communication and theories of social marketing.
    • Behaviour change and application to media communication.
    • Using mass media in health promotion, creating opportunities, and reviewing effective campaigns.
    • Print media and health literacy.
    • Marketing health and wellbeing and the ethics of marketing.
    • How to use media appropriately as a public health professional.
  • Public Mental Health and Wellbeing

    Semester 2

    The aim of this module is to provide students with the opportunity to explore and reflect on the concept of mental health and wellbeing, how it is measured and the factors that promote good mental health and wellbeing. Students will assess national policies and consider how they inform local policy and action. They will also learn about the types of interventions that can be undertaken to support mental health and wellbeing and how these can be designed, delivered, monitored and evaluated.

    Key content:

    • Definitions of mental health and wellbeing.
    • Perspectives (theories, models and frameworks) on mental health and wellbeing.
    • National mental health and wellbeing policy context for England.
    • Determinants (risk and protective factors) of mental health and wellbeing
    • Mental health and wellbeing and children and young people, adults (women and men) and older people.
    • Mental health and wellbeing in workplaces, prisons and universities.
    • Psychoactive substances and mental health and wellbeing (alcohol, cannabis, opioid medication).
    • Key mental health and wellbeing interventions.
    • Engaging communities in improving health and wellbeing through asset-based community development and community development activities.
    • The role of collaborations with other professionals and agencies at local level in helping to deliver mental health promotion and wellbeing interventions.
  • Introduction to Research Methodologies and Methods in Public Health

    Semester 2

    The aim of this module is to further develop students’ knowledge and skill in the use of  evidence-informed public health practice by exploring qualitative and quantitative methodologies and study designs, and the methods of data collection and analysis used within them. Students will also further develop their literature search skills and critical appraisal skills. They will learn how to identify the strengths and weaknesses of research studies and the impact of the findings of these studies on public health policy and practice. Key content:

    • Evidence-informed public health and the types, and sources, of evidence in public health.
    • Research methodologies, study designs and methods
    • Ethical aspects of research, literature searches and literature reviews.
    • Developing a literature review question, undertaking a systematic literature search and identifying high quality research literature.
    • Critical appraisal of studies and synthesis of findings.
    • The rigour and trustworthiness of different types of research evidence.
    • Analyse the relevance and significance of appraised evidence for public health policy and practice.

Compulsory modules

You will study all the compulsory modules and select ONE optional module.

*All option modules will be offered subject to student numbers, staffing and the module being offered by the respective College or School
  • Promoting and Developing Healthy Public Policy

    Semester 1

    The aim of this module is to enable students to understand the importance of public policy and the policy and decision-making process and how it influences population health both through what are termed health policies (public, health, health and social care) and non-health policies (housing, transport, education, crime and safety). Students will be able to develop the ability to analyse policies from a public health perspective and appreciate the importance of advocating for a ‘health in all policies’ approach to ensure that both health and non-health policies maximise individual, group, and community health and wellbeing. Key content:

    • Contemporary policy issues that relate to public health at a global, national and local,  level.
    • Concepts and theories of policy-making, the policy making process (policy cycle).
    • The key actors (individuals, groups, organisations, institutions) involved in the policy process.
    • The role of politics, the media, business, non-governmental organisations, key groups and communities in the development of public health-related policies.
    • Approaches to evaluating policies and the policy making process.
    • The concept of ‘health in all policies’ and its strengths and weaknesses.
  • Designing, Delivering, Monitoring and Evaluating Public Health Interventions

    Semester 1 

    The aim of this module is to introduce students to the process of developing public health interventions. To enable them to understand, analyse and critique the business case, design, delivery, monitoring (quality assurance) and evaluation of new and existing public health interventions whether they are stand-alone projects, continuous services or programmes of activity. It explores the role and value of team-working, partnerships and collaborations, and engaging and involving communities in order to make interventions successful and cost-effective. Key content:

    • The intervention development process.
    • Planning models and theories.
    • Approaches to monitoring and evaluation.
    • Principles of, and approaches to, team working.
    • Principles of, and approaches to, partnership working and collaboration.
    • Key elements of good project management.
    • Business case development.
    • Economic analyses, cost-effectiveness, return on investment and value for money.
    • Commissioning.
    • Ethical issues in developing public health interventions.
  • Developing Leadership for Health Improvement

    Semester 2 

    The aim of this module is to enable students to develop their knowledge and critical understanding of the role of leadership and organisational change at all levels of health promotion practice at all levels of public health practice. It focuses on the subjects of leadership in teams, in organisations and in the community. Good leadership skills are needed because it is likely to make interventions, project, programmes and services more effective. It is therefore an essential quality and every public health professional from the most junior public health practitioner to the Chief Executive of Public Health England needs to develop and enhance their leadership skills and competencies. Key content:

    • Concepts of leadership, management, change and change leadership.
    • Key leadership models and frameworks: NHS Healthcare Leadership Model, Covey’s Seven Habits of Highly Effective People, and Public Health Skills and Knowledge Framework.
    • Key change models: Lewin, Kotter and the NHS Change models.
    • How leadership can influence teams and projects to  protect and improve community health and wellbeing.
    • Leadership across systems and sectors.
    • Reflecting on leadership strengths and weaknesses, and addressing key weaknesses.
    • Ethical public health leadership and management.
  • Professional Project: Public Health Intervention Project

    Semester 2 

    The aim of the module is to enable students to bring together the learning from the whole course and consolidate it into a practical assignment to create an outline business plan as they might do as an early career public health professional. Key contents:

    • Undertake search strategies, identifying appropriate studies and undertaking a rapid literature review.
    • Content of, and steps, in developing a business case.
    • Health promotion theories, models and approaches.
    • Designing, delivering, monitoring and evaluating public health interventions.
    • Stakeholder and community engagement.
    • Assessing population deficits (needs), assets, aspirations and inequalities.
    • Developing an outline resource list and budget.
    • Creating intervention logic models.
    • Critical, reading, thinking and writing.
    • Writing clearly, simply and directly using an appropriate tone.

Optional modules

  • Public Health in Action

    On this module you will need to identify your own (public health) relevant work experience, for a semester, doing a minimum of 40 hours of work, as well as attending taught sessions. 

    The aim of this module is to encourage you to utilise knowledge and skills acquired through the first two years of the course through application and consolidation. You will be asked to critically reflect on these experiences and consider how your own learning informs your role in the wider public health workforce.

    Content for this module will be indicative of the experiences of students in a variety of public health roles and settings, such as voluntary and community sector, local authority, NHS and private sector.

  • Substance Use and Infectious Diseases

  • Psychopharmacology and Addiction

  • Care of the Older Person

Entry requirements

Entry requirements

112 UCAS points required from level 3 qualifications

GCSE English and Maths (grade 9 - 4 / A* - C) or Level 2 equivalents is desirable but not essential.

Mature applicants (aged 21+): If you do not hold the qualifications listed but have relevant work experience, you are welcome to apply. Your application will be considered on an individual basis where the applicants will map the previous knowledge, learning and experience relevant to the course and required skills.

Level 5 (year 2) entry
To directly enter the second year of this course you will need to show appropriate knowledge and experience. For example, you are an ideal candidate if you have 120 undergraduate credits at Level 4 or a CertHE in a related subject area.

Level 6 (year 3) entry
To directly enter the third year of this course you need to show appropriate knowledge and experience. For example, you are an ideal candidate if you have 240 undergraduate credits (at Levels 4 and 5), a DipHE, Foundation Degree or HND in a related subject area.

6.0 IELTS or above

You need to meet our English language requirement - a minimum of IELTS 5.5 for each of the 4 individual components (Reading, Writing, Speaking and Listening). Visit our English language requirements page for information on other English language tests we accept. 

You also need academic qualifications at the same level as UK applicants. In some countries where teaching is in English, we may accept local qualifications. Check for local equivalents

We offer pre-sessional English language courses if you do not meet these requirements.

Find out more about our English Language courses.

Mature applicants (aged 21+): If you do not hold the qualifications listed but have relevant work experience, you are welcome to apply. Your application will be considered on an individual basis where the applicants will map the previous knowledge, learning and experience relevant to the course and required skills.

Level 5 (year 2) entry
To directly enter the second year of this course you will need to show appropriate knowledge and experience. For example, you are an ideal candidate if you have 120 undergraduate credits at Level 4 or a CertHE in a related subject area.

Level 6 (year 3) entry
To directly enter the third year of this course you need to show appropriate knowledge and experience. For example, you are an ideal candidate if you have 240 undergraduate credits (at Levels 4 and 5), a DipHE, Foundation Degree or HND in a related subject area.

Fees & funding

Fees & funding

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The fee above is the cost per year of your course.

If your course runs for two years or more, you will need to pay the fee for each academic year at the start of that year. If your course runs for less than two years, the cost above is for your full course and you will need to pay the full fee upfront.

Government regulation does affect tuition fees and the fees listed for courses starting in the 2025/26 academic year are subject to change.

If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

Funding your studies

You may be eligible for a student loan to cover the cost of tuition fees, or a maintenance loan. Additional funding is available to some types of students, such as those with dependants and disabled students.

We offer generous bursaries and scholarships to make sure your aspirations are your only limit. In recent years, hundreds of students have received our Full-time Undergraduate Student Bursary.

There are also scholarships specifically for students in the fields of nursing, midwifery and healthcare.

View full details, including conditions and eligibility.

{{ formatCurrencyValue(currentVariantData.field_p_cv_int_main_fee.name) }} per year

The fee above is the cost per year of your course.

If your course runs for two years or more, you will need to pay the fee for each academic year at the start of that year. If your course runs for less than two years, the cost above is for your full course and you will need to pay the full fee upfront.

Government regulation does affect tuition fees and the fees listed for courses starting in the 2025/26 academic year are subject to change.

If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

International students - funding your studies

We offer scholarships for international students including International Ambassador Scholarships. 

Further information about funding and financial support for international students is available from the UK Council for International Student Affairs.

 

Teaching staff

Teaching staff

Dr Minakshi Bhardwaj

Dr Minakshi Bhardwaj

I am a global health researcher and lecturer in public health. I have multidisciplinary background with qualifications in biological sciences, public health and biomedical ethics. My work involves conducting qualitative and mixed methods research in global/international health with a specific focus on LMICs in Asia and Africa.

I am a global health researcher and lecturer in public health. I have multidisciplinary background with qualifications in biological sciences, public health and biomedical ethics. My work involves conducting qualitative and mixed methods research in global/international health with a specific focus on LMICs in Asia and Africa.

Study & career progression

Study & career progression

A woman demonstrating something to employees using a starboard

You will be looking at careers in public health and health promotion in the public, private and voluntary sectors.

These include jobs in public health, social care, housing and leisure departments in local councils or national agencies; in human resources departments in medium to large companies focusing on staff wellbeing; in community projects, run by charities, supporting local people to improve their own health and wellbeing; working in fundraising, research, project management and directly with communities here and abroad.

  • Public Health England
  • Non-Governmental Organisations (NGO) such as Hera or WaterAid
  • voluntary organisations
  • media relations or the World Health Organization (WHO)

Within these organisations, you could work as a:

  • health adviser
  • training facilitator
  • project manager
  • programme officer

You can also build on your BSc knowledge, skills and experiences by going directly onto our postgraduate MSc in Public Health and Wellbeing

How to apply

How to apply

Important notes for applicants

Disclaimer

*Modern universities - defined as higher education institutions that were granted university status in, and subsequent to, 1992.

**The National Student Survey 2022 and 2023 - Based on an average of all 27 questions. Excludes specialist institutions.

Testimonials - our students or former students provided all of our testimonials - often a student from the course but sometimes another student. For example, the testimonial often comes from another UWL student when the course is new.

Optional modules - where optional modules are offered they will run subject to staff availability and viable student numbers opting to take the module.

Videos - all videos on our course pages were accurate at the time of filming. In some cases a new Course Leader has joined the University since the video was filmed.

Availability of placements - if you choose a course with placement/internship route we would like to advise you that if a placement/internship opportunity does not arise when you are expected to undertake the placement then the University will automatically transfer you to the non-internship route, this is to ensure you are still successful in being awarded a degree.