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Start the letter by telling your MP who you are and why you are writing to them – make sure you have a specific and focused purpose

HS2005 Assessment Guidelines:

Writing your letter (500 words)

The official`s name, title, address.

Date in full.

Name of official and correct salutation/greeting.

First paragraph: Start the letter by telling your MP who you are and why you are writing to them – make sure you have a specific and focused purpose. In your opening sentence, mention that you are a constituent (a voter!). MPs tend to care more about the people they represent. Remember, they are there to represent you.

Second paragraph: say why you are writing e.g. in response to a public statement, with reference to an anniversary within health e.g. a certain campaign day - Mental Health Awareness Day or something that you have witnessed in practice that may be effective e.g. fit test for FFP3 masks for those men who wear a beard for religious reasons and cannot remove them for the mask. Also, A good campaign now is the one around school meals during holiday time that is being championed by Marcus Rashford MBE - the famous football player. He`s touched on quite an important issue.

Third and fourth paragraphs and body of letter: develop your argument, backing it up with facts, figures, specific cases, quotes, relevant legislation.

A good persuasive argument uses a combination of thorough research and careful word choice in order to present the writer’s opinion strongly and get the reader to agree.

Tips for persuasive writing:

• Pick a topic you’re passionate about. You’ll do your best persuading when it’s something you truly believe in. If you have the option to pick a topic, choose one that appeals to your own sensibilities. There will be research to do regardless, but already having a strong opinion about your subject will make its defence a bit easier.

• Know your audience. If you want to convince readers to believe and agree with you, know who you’re talking to first. For example, if you’re writing a persuasive letter about why children should have extended school meals during your holiday’s periods, your audience will likely be health ministers and parents: Keep that in mind when writing to your targeted demographic.

• Hook the reader’s attention. A persuasive writer should present their opinion with a declarative statement that clearly expresses their point of view. Starting with a fact, research findings, or any other evidence that explicitly states information supportive of your topic of discussion

• Be empathetic. An effective persuasion technique is the use of empathy. A reader is more inclined to believe you if they feel like you can relate to and understand their experiences. Emotional appeal is important for persuasive writing, as it targets the audience’s sensitivities, while also providing a logical explanation for why their beliefs should change.

Final paragraph: state what action you would like the official to take and make suggestions or recommendations for a solution, for example: send you information on social distancing, wearing masks and visitation for families that do not have English as their first language. Example 2: making recommendations for healthy eating using the 5 – a day campaign to promote healthy eating for children’s school meals. Be clear on what action you want your MP to take. Some actions that you might ask your MP to take:

• Voting for or against a Bill. If you think amendments are required to a given Bill, you can also ask them to raise amendments (make sure you’re clear about what these are!).
• Speaking about the issue in Parliament to raise awareness of the issue.
• Asking a question in Parliament to gain extra information on an issue or raise its profile.
• Raising the issue with the relevant Minister or Shadow Minister or portfolio holder. If other MPs are also raising the issue, this demonstrates that there is community concern for the issue.
• Talking about the issue in the media / social media to help raise its profile.

Closure: Yours sincerely or Yours faithfully

Your initials – this is for the purpose of anonymising your assessment.

Things to think about in your letter:

Who do you write to? Ask yourself the below questions to help work out who you should be targeting.

Who has the power to make the change you are seeking?

What is their current position on the issue?

Are they open to pressure from within Government? Are they open to external pressure and if so, from whom?

What are the best ways to influence them?

You may decide to write to secondary rather than the primary target i.e. not the person who has the decision-making power but someone else who can influence them. For example, you may write to an advisor or Member of Parliament asking them in turn to influence their Minister.

Once you`ve settled on a target, it will be easier to work out the tone and message of your letter. Contact by letter is most effective if it is based on a relationship with the person. Ideally you will keep writing to the same person. But be flexible - if the situation changes or you are having no luck with one contact, you may choose to lobby someone else.

HS2005 Guide for supporting Essay

Introduction:

Outline the learning outcomes of the assessment and your rationale for choosing your topic of discussion for your letter. Set the stage for your argument in the first paragraph. The introduction for your supporting essay must get the reader interested in the topic, provide background information and summarize the main point of your letter.

Discussion:

You will have:

• Explained theoretical approaches to health promotion and outlined key concepts for transforming health promotion in health and social care services
• Critically discussed how economic evaluation contributes to evidence-based decision making and action in public health
• Critically discussed the relationship between mental health, wellbeing and other key public health priorities

You should highlight the important aspects of your letter e.g. the statistical information and data that you have obtained and discuss how this makes an impact on your chosen topic. For example - a supporting essay about Covid-19, you could discuss the debate surrounding staff safety (PPE) versus NHS budgets.

Consider the three levels of health promotion/disease prevention

Prevention, as it relates to health, is about avoiding disease before it starts. It has been defined as the plans for, and the measures taken, to prevent the onset of a disease or other health problem before the occurrence of the undesirable health event. There are three distinct levels of prevention.

Primary prevention—those preventive measures that prevent the onset of illness or injury before the disease process begins.

Examples include immunization and taking regular exercise.

Secondary prevention—those preventive measures that lead to early diagnosis and prompt treatment of a disease, illness or injury to prevent more severe problems developing. Here health educators such as Health Extension Practitioners can help individuals acquire the skills of detecting diseases in their early stages.

Examples include screening for high blood pressure and breast self-examination.

Tertiary prevention—those preventive measures aimed at rehabilitation following significant illness. At this level health services workers can work to retrain, re-educate and rehabilitate people who have already developed an impairment or disability.

Read the list of the three levels of prevention again and think about your experience of health education, whether as a nurse or recipient of health education.

How do you think health education can help with the prevention of disease?

Do you think it will operate at all these levels?

Note an example of possible health education interventions at each level where you think health education can be applied in your discussion.

You will have:

• Identified and discussed a logical framework to measure the effectiveness of health promotion interventions
• Demonstrated awareness of current issues used to lobby decision makers on issues relating to health improvement and health inequalities.
• Critically discussed how economic evaluation contributes to evidence-based decision making and action in public health

Consider the legislation and regulations, cash incentives and financing as instruments for changing the behaviours of health providers and their clients with variable success. For example, if we take the advertising with the NHS for eating healthily, how much has it cost the government and what has been the overall impact? Has it increased the uptake of exercise or healthy eating?

Should the government strengthen health promotion by allocating more resources to academic and research programmes which have focus on health promotion?

What is the role of all stakeholders?

How should socio-economic factors and health inequalities be considered while planning or evaluating health promotion interventions?

Conclusion:

You will have:

• Reflected upon how your own beliefs may influence your decision making and health promotion activities
• Considered how this learning might inform your future nursing practice
• Responsibility for health and lifestyle behaviours: e.g. government, employers, the food and drink industry, and/or ourselves

What do we really want to do or know here? Before you can conclude what the evidence offers, you must evaluate the merit of individual evidence that you have discussed in your main text and explain how it applied in your practice or the changes in invokes in your future practice. For example, in relation to Covid-19, will it be mandatory for nurses to wear full PPE in all hospital settings? How will this impact on the delivery of patient care in the future?

It’s important to summarise the main points of your essay and highlights from the body of your discussion and include the relevance and implications of the essay`s findings.