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Interdisciplinary Health Promotion Student Presentations

Interdisciplinary Health Promotion Student Presentations

A total of 325 students from different departments in the Faculty of Community and Health Sciences, including Dietetics, Physiotherapy, Occupational Therapy, Social Work, School of Natural Medicine and the Faculty of Dentistry (Dentistry and Oral Health) - who have Interdisciplinary Health Promotion (IHP211/HPD111) as a module - presented their health promotion projects on Thursday, 8 October at the UWC Main Hall.

The presentations were the conclusion of students’ health promotion projects which were implemented at various schools in the Delft, Wesbank and Belhar communities over the second semester. Students had theory lectures on campus that covered content on health promotion, particularly health promotion in schools, and had six practical sessions at the community schools in which they had to implement their mini-project.

Students were divided into groups and their project formed part of their Continuous Assessment Mark. Students’ project topics ranged from ‘Physical education’ to ‘Nutrition and gangsterism’ and more. Second-year student, Petro Pritchardson, whose team project was about Bullying, said that the aim of their project was to improve learners’ quality of life and to empower them to stand up against bullying and violence. “You can’t be healthy if you are being bullied,” says Pritchardson.

Students’ projects were based on the needs of schools in terms of their Life Orientation curriculum to avoid any disruption of school programmes. Students were transported from campus to each school on Thursdays at 11h00 during the Life Orientation period, and returned to campus at 13h00.

“The purpose of this course was to equip students with the basic knowledge and skills in understanding the concepts of health promotion. These concepts were applied in a particular setting, i.e. a school in a low socio-economic community. Students were expected to plan, implement and evaluate health promotion projects in the school and used a health promoting schools framework to guide them. Students spent 50% of the course time in the community and 50% was spent on campus,” explains Mr Filies, a lecturer at the Interdisciplinary Teaching & Learning Unit.