Glossary of Terms

Year 1 (90 Credits)

RequiredCN6100: Adolescent Health and Development

CN6100: Adolescent Health and Development

Semester 1 | Credits: 5

This module focuses on optimal physical growth and biological, cognitive, social, and mental development during adolescence. This module will review characteristics of typical and atypical adolescent development as well as theories and principles of adolescent growth and development. This module also explores mechanisms and contextual factors that influence adolescent health and development. Furthermore, this module introduces students to common prevention and intervention programs and services designed to enhance development in adolescence, and the role of public health in service delivery.
(Language of instruction: English)

Learning Outcomes

1. Describe optimal growth and development in adolescence from the standpoint of physiological, psychological, social, and emotional development
2. Explain the factors that foster or hinder optimal growth, development, and nutrition during adolescence
3. Assess theories and principles of adolescent growth and development from an intergenerational and lifespan perspective
4. Critically evaluate strategies that promote optimal adolescent health and development, including health services and systems

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  ROSEMARY GEOGHEGAN 🖂
  
•  EDINA MOYLETT 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "Inventing Ourselves. The Secret Life of the teenage brain." by Blakemore, SJ.

RequiredED6173: Research Methods

ED6173: Research Methods

15 months long | Credits: 10

This module aims to encourage a systematic and critical approach to educational research, and to provide insight into the range of qualitative and quantitative methodologies available to the researcher so as to inspire and guide participants’ own research. The module explores the theoretical and methodological issues associated with research design, sampling, data collection, data analysis, and presentation of data/findings across quantitative, qualitative, and mixed methodologies including case study, action research, design-based, and narrative approaches. The module also provides an introduction to statistical analysis of quantitative data using the Statistical Package for the Social Sciences (SPSS).
(Language of instruction: English)

Learning Outcomes

1. Adopt a critical stance in their reading of quantitative and qualitative research papers.
2. Identify and justify appropriate methods (quantitative, qualitative or mixed-methods) for investigating a well refined research question(s) in the context of their thesis project.
3. Refine research question/s and select appropriate methods.
4. Design, plan and carry out small-scale quantitative, qualitative and mixed-methods research
5. Conduct basic descriptive and inferential analyses using SPSS and report and present findings appropriately;
6. Analyse qualitative data using appropriate techniques and report and present findings in an aligned manner;
7. Reflect on the role of the researcher in the research process.
8. Understand and explain the key ethical responsibilities they have as a researcher in research involving human participants (especially that involving vulnerable populations).

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  KEVIN DAVISON 🖂
  
•  ELAINE KEANE 🖂
  
•  CAROLINE CASEY 🖂
  
•  BREANDAN MAC GEARAILT 🖂
  
•  GERRY MACRUAIRC 🖂
  
•  NIAMH FLYNN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "Designing and doing survey research" by Andres, L.
   Publisher: Sage
2. "On the theoretical breadth of design-based research in education" by Bell, P.L. / Educational Psychologist
3. "Researching marginalised groups" by Bhopal, K. and Deuchar, R.
   Publisher: Rooutledge
4. "Ethics and education research" by Brooks, R., Riele, K.T., & Maguire, M.
   Publisher: Sage
5. "Research Methods in Education" by Cohen, L., Mannion, L., & Morrison, K.
   Publisher: Routledge
6. "The Sage Handbook of Qualitative Research" by Charmaz, K., Thornberg, R., Keane, E.
   Publisher: Sage
   Chapters: Evolving grounded theory and social justice inquiry
7. "Designing and conducting mixed-methods research" by Creswell, J.W., & Plano Clark, V.L.
   Publisher: Sage Publications Ltd

RequiredCN6101: Communication for Adolescent Health

CN6101: Communication for Adolescent Health

Semester 1 | Credits: 5

Effective communication is a core skill in adolescent health practice. This module explores the fundamental skills in how to clearly communicate science and health information to both professional and lay audiences. This module introduces students to the fundamental principles, concepts, and theories of communication as well as effective communication techniques and strategies. Students will learn to select and tailor communication strategies for different audiences and sectors, develop clear messages, create logical and compelling stories, and apply important considerations with language as well as nonverbal communication. This module also places emphasis on practical skills necessary to effectively advocate for evidence-based adolescent health programmes and policies as well as on strategies to effectively communicate with adolescents, including strength-based communication. Other topics covered include digital health, health literacy, and cultural competence. Students are given the opportunity to apply the principles of effective oral and written communication through online tasks and hands-on training.
(Language of instruction: English)

Learning Outcomes

1. Explain the fundamental principles, concepts, and theories of communication
2. Analyse and discuss characteristics of and barriers to effective communication
3. Discuss the role of effective communication in adolescent health practice and policy
4. Describe the importance of cultural competence in communicating public health content
5. Formulate clear, concise, and audience-appropriate oral and written messages for professional and lay audiences
6. Evaluate the effectiveness of the existing range of communication methods/strategies to advocate for adolescent health programmes and policies

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "Public health communication: Critical tools and strategies" by Parvanta, C., Nelson, D. E., & Harner, R.N.
   Publisher: Jones & Bartlett Learning
2. "Reaching Teens" by Ginsburg, K.R. & Kinsman, S.B.
3. "Conducting a realist review on the use of motivational interviewing for adolescent health behaviours" by Mutschler, C. & McShane, K.
   Publisher: SAGE Publications Ltd.

RequiredCN6104: Foundations of Public Health in the Context of Adolescence

CN6104: Foundations of Public Health in the Context of Adolescence

Semester 1 | Credits: 10

This foundational module for the MSc in Adolescent Health programme provides a broad/topical overview of the field of public health in the context of adolescence. This module explores various definitions of health as well as the fundamental principles, concepts and values that underlie a public health approach to protecting and improving the health of adolescents, with a particular emphasis on evidence-based approaches. Students are introduced to foundational elements of public/adolescent health, including its history and ethical basis, methods used in public health, system organisation, and the social, behavioural, environmental, and biological factors that affect adolescent health. Other topics include, but are not limited to, the major causes of morbidity and mortality in adolescence both nationally and internationally; adolescent health promotion and disease prevention; key features of the Irish health care system and comparisons with health care systems in other developed countries; programmes, policies and practices designed to improve adolescent health; and current challenges in the field of adolescent health.
(Language of instruction: English)

Learning Outcomes

1. Articulate the historical development of and basic principles, concepts, and values that underlie a public health approach to protecting and improving the health of adolescents
2. Appraise the major causes and contemporary trends of morbidity and mortality among adolescents in Ireland and globally
3. Apply the foundational principles of epidemiology and demography on adolescent health practice and policy
4. Compare the health care and public health system in Ireland in terms of its organisational structure, policies, and objectives to public health systems in other countries
5. Discuss the science of primary, secondary, and tertiary prevention in adolescent health, including health promotion, health protection, and health policy
6. Assess programmes, policies, and practices aimed to reduce morbidity, mortality, and health disparities among adolescents in Ireland and globally
7. Apply basic public health methodologies and approaches to prevent and address adolescent health problems

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  MICHAL MOLCHO 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "The New Public Health" by Tulchinsky TH, Varavikova EA
   Publisher: Elsevier Academic Press
2. "Public Health: What it is and how it works" by Turnock, B.
   Publisher: Jones & Barlett
3. "Evidence-Based Public Health" by Brownson et al.
   Publisher: Oxford

RequiredCN6105: Quality Improvement

CN6105: Quality Improvement

Semester 1 and Semester 2 | Credits: 5

This module provides an overview of Quality Improvement (QI). Students will be introduced to the core principles, concepts, and methodologies of QI as well as QI models and frameworks. Students will examine how QI can be applied in a range of health care settings from adolescent health services to public health and adolescent health practice. Students will learn how to improve healthcare quality by using QI methodologies and techniques to identify and prioritise opportunities and implement changes that improve adolescent health care and services. Throughout the module, students will be challenged to look at the world through a QI lens and identify ways to make innovative and effective changes that improve health outcomes and care. This module will be delivered through a combination of experiential learning, seminars, and engagement in a QI project.
(Language of instruction: English)

Learning Outcomes

1. Describe the history of Quality Improvement in health care and public health;
2. Explain fundamental Quality Improvement principles, concepts, methodologies, models and frameworks
3. Conduct a Quality Improvement project that addresses an adolescent health concern
4. Demonstrate how to use data to measure and manage improvement efforts.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  MICHAL MOLCHO 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "The improvement guide: a practical approach to enhancing organizational performance" by Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P.
   Publisher: John Wiley & Sons
2. "The health care data guide: learning from data for improvement" by Provost, L. P., & Murray, S.
   Publisher: John Wiley & Sons

RequiredCN6110: Integrative Learning Experience

CN6110: Integrative Learning Experience

15 months long | Credits: 30

All MSc in Adolescent Health students are required to complete an Integrative Learning Experience (ILE) project in order to fulfil the requirements of the MSc degree. The ILE project serves as the final piece of evidence that the student is prepared to practice as an adolescent health professional. The ILE project provides students with the opportunity to integrate and apply the knowledge and skills they developed during their academic course work to the scholarly study of an adolescent health problem. The nature of the ILE project will be determined jointly by the student and the ILE Advisory Committee and will be outlined in an ILE project proposal. Students can choose from one of three options to meet the ILE project requirement: (1) original research/traditional thesis (e.g., primary or secondary data analysis); (2) a community-led capstone project (e.g., a deliverable(s) for an organisation); or (3) a literature review (e.g., a narrative or systematic review). All students are required to submit a written product based on their ILE project and make an oral or poster presentation.
(Language of instruction: English)

Learning Outcomes

1. Design and execute a research study, programme evaluation, or systematic review to address an adolescent health problem or issue
2. Apply public health concepts, theories, and methods to understand and address a real world adolescent health issue or problem
3. Use effective communication skills to communicate audience-appropriate adolescent health content, both in writing and through oral presentation
4. Demonstrate skills necessary for scholarship and scientific investigation in the field of adolescent health
5. Develop a written product that contributes to the field of adolescent health

Assessments

• Department-based Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  MICHAL MOLCHO 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "The Craft of Research" by Booth, W.C., Colomb, G.G., & Williams, J.M.
   Publisher: The University of Chicago Press
2. "Handbook of Research Synthesis" by Cooper, H., & Hedges, L.
   Publisher: Russell Sage Foundation
3. "Introduction to Health Research Methods: A Practical Guides" by Jacobsen, K.H.
   Publisher: Jones & Barlett Publishers
4. "Writing the winning thesis or dissertation: A step-by-step guide" by Joyner, R.L., Rouse, W.A., & Glatthorn, A.A.
   Publisher: Corwin Press
5. "Thesis Writing for Master's and Ph.D. Programs" by Parija, S.C., & Kate, V.
   Publisher: Springer
6. "Inclusion with protection: Obtaining informed consent when conducting research with adolescents" by Santelli, J., Haerizadeh, S., McGovern, T., & Unicef
7. "Qualitative methods in public health: A field guide for applied research" by Tolley, E.E., Ulin, P.R., Mack, N., et al.
   Publisher: John Wiley & Sons

RequiredCN6108: Chronic Health Disorders in Adolescence

CN6108: Chronic Health Disorders in Adolescence

Semester 2 | Credits: 5

Adolescence is considered to be one of the healthiest periods in life, yet while adolescence is a healthy time for most, some adolescents suffer from chronic health conditions. This module focuses on the major health concerns and chronic health disorders that affect adolescents in Ireland and globally. This module examines the burden and aetiology of major chronic health disorders in adolescents, including diabetes, allergic disease (asthma/food allergy), epilepsy, obesity, and mental health problems. This module introduces students to interdisciplinary and multi-sectoral approaches to the prevention and control of such issues, and addresses the implications for public health practice.
(Language of instruction: English)

Learning Outcomes

1. Describe the major health concerns and chronic health disorders that affect adolescents
2. Assess risk factors, protective factors, and sociodemographic markers associated with chronic health disorders in adolescents
3. Discuss the physical, emotional, social and economic impact of major chronic health disorders on adolescents, families, and society
4. Analyse approaches to the prevention, surveillance, and control of chronic health disorders among adolescents both nationally and globally

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  ROSEMARY GEOGHEGAN 🖂
  
•  EDINA MOYLETT 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

RequiredCN6106: Leadership Development

CN6106: Leadership Development

Semester 2 | Credits: 5

This module explores foundational leadership skills needed by adolescent health professionals to lead others, create change, and to ensure the health and well-being of tomorrow’s adolescents. This module introduces students to theories, concepts, and models of leadership and explores ways of applying these to adolescent health issues. This module also explores research literature and evidence-supported practices related to effective leadership in adolescent health. This module emphasizes the development of skills and techniques needed to provide and promote coordinated, comprehensive, culturally competent care, programmes, and policies for diverse populations of adolescents. Specifically, this module provides opportunities for students to develop and enhance their leadership skills in three key areas: leading teams in a variety of settings, working effectively as a team member, and implementing innovative ideas within an organisation or larger community. Topics covered include, but are not limited to, fostering collaboration; interprofessional team building; motivating teams to accomplish goals; leading change; guiding decision making; team management; negotiation; and conflict resolution strategies. Students will engage in critical self-reflection of their own leadership style and leadership potential, problem-based learning, role play, simulations, group work and discussions, and case analysis. Students will also hear from established and emerging leaders in adolescent health practice and research.
(Language of instruction: English)

Learning Outcomes

1. Reflect on their leadership style, values, strengths, and weaknesses
2. Develop a leadership development plan to cultivate and strengthen their leadership skills
3. Discuss foundational theories, concepts, and models of leadership, and discuss how leadership sciences apply to adolescent health practice and research
4. Explain common attributes and behaviours of effective leaders in adolescent health, and ways in which adolescent health leaders can influence organisational and community priorities, goals, and activities
5. Explain the key domains of interprofessional practice and strategies to foster collaboration among interprofessional groups to accomplish goals/address adolescent health issues
6. Demonstrate the ability to perform effectively on interdisciplinary teams

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  MICHAL MOLCHO 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "Public health leadership" by Rowitz, L.
   ISBN: 2013.
   Publisher: Jones & Bartlett Publishers
2. "Essentials of Leadership in Public Health" by Rowitz, L.
   Publisher: Jones & Barlett Learning

RequiredCN6107: Determinants of Adolescent Health

CN6107: Determinants of Adolescent Health

Semester 2 | Credits: 10

What makes adolescents healthy or unhealthy? This module provides an overview of the determinants of health and health inequalities among adolescents both domestically and globally. The module emphasizes personal, social, economic, environmental, and lifestyle factors that contribute to adolescent health behaviours, attitudes, and outcomes. The module examines key concepts, theories, and methods from the social and behavioural sciences in order to expand student’s ability to understand, analyse, and effectively address the determinants of adolescent health and adolescent health issues. Students will learn about the complex interrelationships between the determinants of health, and how they combine and interact at multiple levels to affect adolescent health behaviours, lifestyles, and outcomes. Interventions and policies that aim to address the determinants of adolescent health and reduce health inequalities will also be examined.
(Language of instruction: English)

Learning Outcomes

1. Appraise the main determinants of adolescent health and ill-health, including socio-demographic background, social, economic, environmental, and lifestyle factors
2. Discuss key concepts, theories, and methods from the social and behavioural sciences that are used in adolescent health research and practice
3. Explain how the determinants of health combine and interact to affect adolescent health and structure health disparities and inequities
4. Assess the extent and types of health disparities occurring among adolescents in Ireland and globally
5. Apply the determinants of health approach on current adolescent health issues and reduce health disparities
6. Explain the social-ecological model of health, its application to adolescent health promotion and disease prevention, and its use in the development of policies, strategies, interventions and programmes that aim to improve adolescent health

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINEAD PATRICIA COYNE 🖂
  
•  MICHAL MOLCHO 🖂
  
•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "The new public health" by Tulchinsky TH, Varavikova EA
   Publisher: Elsevier Academic Press
2. "Social Determinants of Health" by Marmot M and Wilkinson RG
   Publisher: Oxford University Press

RequiredCN6109: Designing, Implementing, and Evaluating Adolescent Health Interventions

CN6109: Designing, Implementing, and Evaluating Adolescent Health Interventions

Semester 2 | Credits: 5

There are many adolescent health promotion programmes that aim to promote change and improve adolescent health and well-being. The ability to critically plan, implement, and evaluate such programmes is essential for adolescent health professionals at all levels. This module introduces students to the art and science of programme design, planning, implementation, and evaluation with an emphasis on adolescent health programmes. This module provides students with the necessary knowledge and skills to design, plan, implement, and evaluate adolescent health programmes in a variety of settings and populations. This module examines frameworks, principles, methods, and strategies for planning, implementing, and evaluating adolescent health programmes. We will focus on identifying adolescent needs, assets and capacities in order to inform intervention design; the implementation of adolescent health interventions and intervention strategies across multiple levels of the socio-ecological framework; and, how to monitor intervention implementation and evaluate intervention outcomes. Students will learn about the role of theory, evidence, community engagement, and ethics in the design, implementation, and evaluation of adolescent health interventions. Topics covered include, but are not limited to, conceptual frameworks/logic models; dominant theories used to explain individual-level determinants of health-related behaviour; applying theory to adolescent health interventions; methods, approaches, and planning strategies for conducting programme evaluations; evaluation research designs and methods; basics of formative, process, and outcomes evaluations; threats to validity and reliability in evaluation designs and measurement; and, evidence-based adolescent health promotion programmes domestically and globally. Students will engage in online tasks, small group work, group discussions, and an extensive applied group assignment to design an evaluation plan for a real programme.
(Language of instruction: English)

Learning Outcomes

1. Describe the principles of and processes involved in health promotion programming, including needs assessment, design, planning, implementation, and evaluation
2. Summarise key components of several comprehensive planning and evaluation models and frameworks, and their importance in the planning, implementation and evaluation of adolescent health promotion programmes
3. Discuss how to incorporate health behaviour theory into the programme planning and evaluation process
4. Select appropriate methods to evaluate adolescent health promotion and disease prevention programmes to fit the particular research question(s)
5. Articulate potential ethical issues in designing and conducting programme planning and evaluation activities
6. Critically evaluate adolescent health initiatives that appear either in the scientific literature or out in the field, and identify their strengths and limitations

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LINDSAY SULLIVAN 🖂
  
•  Eimear Griffin 🖂
  

Reading List

1. "Planning, Implementing & Evaluating Health Promotion Programs: A Primer" by McKenzie, J.F., Neiger, B.L., & Thackeray, R.
   Publisher: Pearson Education, Inc
2. "Overview of theories, models, and frameworks in implementation science" by Nilsen, P.
   Publisher: Handbook on Implementation Science
3. "Evaluating public and community health programs" by Harris, M.J.
   Publisher: John Wiley & Sons, Inc.
4. "Health program planning and evaluation: A practical, systematic approach for community health" by Issel, LM.
   Publisher: Jones & Barlett