D568 Health Equity and Social Determinants of Health is a course in WGU's Bachelor of Science in Psychology. WGU says it examines the social determinants of health as underlying factors in health inequity and their effect on health outcomes.
Students learn evidence-based strategies for promoting health equity. The course requires D581 Introduction to Research Methods first, so you are expected to read data and studies critically.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course | D568 Health Equity and Social Determinants of Health |
| Level | Undergraduate (BS Psychology) |
| Competency units | 3, term 4 of the standard path |
| Prerequisite | D581 Introduction to Research Methods |
| Typical work | Population analysis and strategy proposals |
What D568 Covers
| Competency (summarized) | In practice |
|---|---|
| Explain social determinants of health that contribute to disparities | Income, education, housing, local area, care access |
| Analyze how determinants affect health outcomes of a population | Linking conditions to measures such as illness or life expectancy |
| Analyze strategies to improve health equity for a population | Evaluating interventions and policies |
Key Concepts Explained
Equity Versus Equality
Equality gives everyone the same resources. Equity gives people what they need to reach comparable outcomes, which may mean different resources for different groups.
Example: A clinic offering the same hours to everyone is equal. Adding evening hours and transport support for shift workers in a low-income area is an equity-oriented change.
From Determinant to Outcome
Social determinants shape health through pathways, such as housing quality affecting asthma. A strong analysis names the determinant, the pathway and the measurable outcome.
Example: Limited access to fresh food (determinant) leads to reliance on low-cost processed food (pathway), contributing to higher rates of diet-related illness (outcome). Data from the population, not assumptions, should support each link.
Evaluating Strategies
Judge a strategy on evidence, feasibility, reach and risk of unintended effects. State who benefits and how success would be measured.
Typical Assignments and How to Approach Them
| Task | What it tests | How to approach it |
|---|---|---|
| Population analysis | Linking determinants to outcomes | Define the population, use data, trace pathways |
| Strategy evaluation | Evidence-led judgment | Compare options against criteria |
| Advice | Practical equity thinking | Specify actions, partners and measures |
Using Evidence Responsibly
Choose a clearly defined population, such as a community, age group or region, and use credible sources for data. State the date and source of any figure you use, and avoid generalizing beyond what the data supports.
Describe people with respect. Focus on conditions and systems rather than blaming communities, which is also more consistent with how the course frames health inequity.
Frameworks for Thinking About Determinants
Public health courses often organize determinants into groups, and it helps to do the same. Use your course materials for the exact model, but a common way to think is to separate conditions into economic stability, education, health care access, neighborhood and built environment, and social and community context.
| Group | Example factors | Example health link |
|---|---|---|
| Economic stability | Income, employment | Ability to afford care and healthy food |
| Education | Literacy, schooling | Understanding health information |
| Health care access | Coverage, distance, trust | Delay in seeking treatment |
| Local area | Housing, safety, transport | Exposure to hazards, physical activity |
| Social context | Bias, support networks | Chronic stress and isolation |
Connecting Psychology to the Topic
Because the course sits in a psychology degree, strong answers often bring in behavioral and psychological pathways: chronic stress, health beliefs, trust in providers and the effect of discrimination on wellbeing.
Showing that you can link social conditions to psychological processes, and then to health outcomes, demonstrates the integration the program is aiming for.
Example: In a community with unreliable public transport, residents may miss appointments. Repeated missed care can lead providers to label patients as non-compliant, reducing trust, which further lowers attendance. An equity strategy such as mobile clinics or transport vouchers addresses the condition rather than blaming patients.
Where Students Get Stuck
- Listing determinants without connecting them to outcomes.
- Unsupported claims. Back statements with data.
- Vague recommendations. Name the action and measure.
- Confusing equity and equality.
Study Tips for D568
- Revise research methods basics for reading studies.
- Build a map of determinants and example outcomes.
- Collect two or three credible data sources early.
- Test each recommendation against feasibility and evidence.
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Frequently Asked Questions
D581 Introduction to Research Methods.
Social and economic conditions that influence health, such as income, education, housing and access to care.
Equality is the same resources for all; equity matches resources to need.
Use credible population data with source and date.
No. We offer study support only.
Check your WGU course page.