Opinto-opas

Objective

The student
- can apply the theories and evidence-based knowledge on the planning and evaluation of a health promotion practices
- is able to take advantage of multidisciplinary knowledge and activities in health promotion
- is familiar with the practices of Human Impact assessment (HuIA)
- manages evidence-based development of health promotion practices

Content

- Prioritization and health promotion planning across populations through innovative and experimental approaches
- Involving citizens and target groups on the development of health promotion practices
- Arts and culture in promoting health and well-being
- Health technology and virtual methods for health promotion
- Human Impact assessment (HuIA )
- Designing and evaluation of effectiveness of the methods and interventions for health promotion
-

Location and time

22.1 - 6.5.2021.
A more detailed schedule is in timetable.

Materials

Literature will be refined at the beginning of the course
Planning Health Promotion Programs: An Intervention Mapping Approach (Jossey-Bass Public Health) 4th Edition, Authors L. Kay Bartholomew Eldredge , Christine M. Markham , Robert A. C. Ruiter, Maria E. Fernández, Gerjo Kok , Guy S. Parcel
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
Don Nutbeam, Elizabeth Harris, Marilyn Wise. Theory in a Nutshell
Lecture and Study Material at Moodle

Teaching methods

Participation in lectures
Moodle working
Individual and teamwork
Group discussions and reflection
Project work in the group
Participation in actual health promotion seminars, events or conferences

Employer connections

-

Exam schedules

Learning task / -t
Project assignment in the group

International connections

-

Completion alternatives

-

Student workload

1,5 op = 40 hours
3 ECTS lectures and pre-assignments
7 ECTS moodleworking and independent study
Participation in contact teaching and seminar is mandatory

Content scheduling

-

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

Learning task / -t
Project assignment in the group