Professional Practice, Ethics and Communication
Core concepts
Professional practice requires accountability, competence, integrity and confidentiality. Know the four ethical principles: autonomy (respect for the person's choices), beneficence (do good), non-maleficence (avoid harm) and justice (fairness). Understand consent - voluntary, informed and given by someone with capacity - and the Mental Capacity Act principles. Learn communication models: sender–receiver, feedback, barriers and active listening. Know the difference between verbal and non-verbal communication, and the use of interpreters and advocates. Understand professional boundaries, whistleblowing, reflective practice (e.g. Gibbs' cycle) and continuing professional development.
Traps in questions
Do not confuse beneficence (acting for good) with non-maleficence (avoiding harm) - they are distinct. Remember that consent can be withdrawn at any time. Questions may test that confidentiality is not absolute: it can be shared where there is a lawful basis and serious risk. Beware of confusing advocacy with interpretation. Also note that reflection is not just describing what happened; it requires analysis and a plan for change.
Worked rule of thumb
When facing an ethical dilemma, use the four-principles check: autonomy, beneficence, non-maleficence, justice. Ask whose interests are affected and whether the action is proportionate.
Applying it
Good communication is clear, respectful, jargon-free and checked for understanding - use teach-back to confirm.
Health Policy
Core concepts
Health policy sets the direction and rules for health and care systems. Candidates should understand the policy cycle: agenda setting, formulation, implementation, monitoring and evaluation. Know the structure of the NHS in the UK - commissioning, provider organisations, and the separation of purchaser and provider. Understand the NHS Constitution principles and the Care Act 2014 (wellbeing, prevention, integration, market shaping). Learn about public health policy, health inequalities (Marmot), integration of health and social care, and the role of regulators such as the Care Quality Commission. Familiarity with funding models (taxation, insurance, out-of-pocket) helps explain international comparisons.
Traps in questions
Do not confuse policy (a course of action) with legislation (law). Remember that the Care Act 2014 applies to adults in England, not to children (the Children Act 1989 covers children). Questions may confuse commissioning (planning and buying services) with provision (delivering them). Beware of assuming all health systems are publicly funded - many are mixed.
Worked rule of thumb
For any policy, ask: what problem, what action, who pays, who is accountable, and how will success be measured? This five-part frame covers most policy questions.
Applying it
Policy shapes everyday practice: eligibility criteria, waiting times and quality standards all flow from policy decisions.
Equality and Diversity
Core concepts
Equality and diversity require understanding protected characteristics under the Equality Act 2010: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. Know the difference between direct discrimination (treating someone less favourably because of a protected characteristic), indirect discrimination (a neutral rule that disadvantages a group), harassment and victimisation. Understand reasonable adjustments for disabled people and the concept of positive action (distinct from positive discrimination, which is unlawful). Learn about inclusion, cultural competence, unconscious bias and intersectionality. Recognise how stigma and language affect access to care.
Traps in questions
Do not confuse equality (same treatment) with equity (fair treatment according to need). Remember that positive action is lawful where proportionate; positive discrimination is generally unlawful. Questions may confuse direct with indirect discrimination - look for a rule that applies to all but disadvantages one group. Beware of assuming that treating everyone identically is fair; it can perpetuate disadvantage.
Worked rule of thumb
When assessing fairness, ask: who is affected, what characteristic is relevant, and is the treatment proportionate and justified? Example: a clinic offering evening appointments to accommodate shift workers is an equitable adjustment, not preferential treatment.
Applying it
Inclusive practice uses accessible information, interpreters, and respectful language tailored to the individual.
Health Promotion and Public Health in Practice
Core concepts
This domain applies public health theory to real settings. Candidates must understand needs assessment, asset-based approaches, behaviour change techniques (e.g. goal setting, self-monitoring, motivational interviewing) and the evaluation of interventions using process, impact and outcome measures. Know the precaution adoption process model and the stages of change model. Understand screening principles: the condition must be important, there must be a detectable early stage, a suitable test, and effective treatment - the Wilson and Jungner criteria. Recognise the role of partnership working, community engagement and health literacy.
Traps in questions
Do not confuse process evaluation (was it delivered as planned?) with outcome evaluation (did it work?). Remember that screening can cause harm through false positives and overdiagnosis. Questions may confuse health literacy (ability to obtain and understand health information) with health education (the activity of teaching). Beware of assuming that raising awareness alone changes behaviour.
Worked rule of thumb
Use the plan–do–study–act cycle: plan an intervention with clear outcomes, deliver it, measure against baseline, and act on findings. Example: a community walking group is planned with a baseline step count, delivered weekly, evaluated at 12 weeks, and adjusted.
Applying it
Effective promotion is co-designed with communities, culturally appropriate and evaluated against measurable outcomes.