Siirry suoraan sisältöön

Verkostoyhteistyö ja kehittämistyön johtaminen (5 cr)

Code: S000DK31-3001

General information


Enrollment

02.05.2019 - 15.05.2019

Timing

01.08.2019 - 09.12.2019

Number of ECTS credits allocated

5 op

Virtual portion

3 op

RDI portion

5 op

Mode of delivery

40 % Contact teaching, 60 % Distance learning

Unit

Terveys

Campus

Myllypurontie 1

Teaching languages

  • Finnish

Seats

20 - 27

Degree programmes

  • Terveyden edistämisen tutkinto-ohjelma (YAMK)

Teachers

  • Arja Liinamo
  • Kati Ylikahri
  • Eeva Honkanummi

Teacher in charge

Arja Liinamo

Groups

  • S1918S6
    Terveyden edistämisen tutkinto-ohjelma (ylempi AMK)

Objective

The student:
-creates wide health promotion networks and partnerships with diverse interest groups participating actively in their operation
- manages and coordinates health promoting activities to enable change
- is familiar with and knows how to apply the theories and methods of team- and network and community and organization development

Content

Working with interest groups.
Cross-sectoral cooperation in municipalities and counties.
Cooperation with the third sector and businesses.
Main theories to enable change.

Location and time

Period 1 and 2

Materials

Literature will be refined at the beginning of the course:
1. Fertman, Carl I., et al. Health Promotion Programs : From Theory to Practice, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/metropolia-ebooks/detail.action?docID=4718311. pdf
2. Lecture and Study Material at Moodle
53 The Intersector Toolkit: Tools for Cross-Sector Collaboration. The
Intersector Project. http://intersector.com/wp-content/uploads/2017/08/The-Intersector-Project-Toolkit.pdf
4. Bergen Model for Intersectoral co-operation. Referencies:
a. Corbin, Mittelmark 2008. Partnership lessons from the Global Programme for Health promotion Effectiveness: a case study. Health Promotion International, Vol. 23 No.4 = Bergen Model of Collaborative Functioning https://academic.oup.com/heapro/article/23/4/365/629824
b. Mahmood, Morreale, Barry 2015. Developing a checklist for intersectoral partnership for health promotion. WHO Collaborating Centre for Health Promotion Research. National University of Ireland Galway, April 2015 = Pilot Partnership Checklist: Tool for Intersectoral Partnership https://www.researchgate.net/publication/280573639_Developing_a_Checklist_for_Intersectoral_Partnerships_for_Health_Promotion
c. Corbin, Jones, Barry 2018. What makes intersectoral partnership for health promotion work? A review of the international literature. Health Promotion International 2018;33:4-26. = narrative synthesis of findings (from 26 studies) related to processes that support and inhibit HP partnership functioning. Bergen Model of Collaborative Functioning was used as a theoretical framework for analyzing the findings, nine core elements were identified that constitute positive partnership processes that can inform best practices..
https://academic.oup.com/heapro/article/33/1/4/2555416

Teaching methods

Participation in lectures
Moodle working
Individual and teamwork
Group discussions and reflection
Learning assignment
Participation in actual health promotion seminars, events or conferences (more precised later)

Employer connections

Healthy Boost -proeject
Collaboration with Health Promotion institutions/organizations

Exam schedules

More specified in the beginning of the course
Learning assignment (-s) / Project task

International connections

Health Promotion Programme, HPP-project 2016-2019.
EU Healthy Boost project 2019-2021. Urban Labs for Better Health for All in the Baltic Sea Region - boosting cross-sectoral cooperation for health and wellbeing in the cities.

Student workload

2 ECTS lectures
3 ECTS individual- and moodleworking

Content scheduling

Content and periodization will be specified later

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Will be specified later
Participation in contact learning session
Learning assignement ( -t ) / Project assignment in the group / Exam