Opinto-opas

Objective

The student
- creates health promotion networks, partnerships and cooperation with stakeholders and multidisciplinary partners
- applies the theories and methods of cross-sectoral work and community and organization development
- manages and coordinates health promoting activities to enable change

Content

- Relevant theories and tools for enabling change by cross-sectoral co-operation
- Cross-sectoral cooperation in the municipalities and counties
- Partnerships with partners as SMEs and NGOs

Location and time

Syyslukukausi 2021

Materials

1. Fertman, Carl I., et al. Health Promotion Programs : From Theory to Practice, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central. Pages 295 - 321 (Chapter Leadership for change and sustainability). http://ebookcentral.proquest.com/lib/metropolia-ebooks/detail.action?docID=4718311. pdf
2. Verkostojohtamisen opas. Valtioneuvoston kanslian julkaisuja 2019:12. Valtioneuvoston kanslia, Helsinki. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/161513/VNK_12_19_Verkostojohtamisen_opas.pdf?sequence=4&isAllowed=y
3. Luento-ja opiskelumateriaali moodlessa
4. Verkostotyöstä, SOSTE https://www.soste.fi/jarjestoopas/verkostojohtaminen/
5. https://www.soste.fi/blogikirjoitus/vinkkeja-verkostotyohon/
6. The Intersector Toolkit: Tools for Cross-Sector Collaboration. The
7. Intersector Project. http://intersector.com/wp-content/uploads/2017/08/The-Intersector-Project-Toolkit.pdf
8. 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..
9. https://academic.oup.com/heapro/article/33/1/4/2555416
10. The partnerships analysis tool A resource for establishing, developing and maintaining partnerships for health promotion. VicHealth chrome-extension://ohfgljdgelakfkefopgklcohadegdpjf/https://www.vichealth.vic.gov.au/~/media/ResourceCentre/Publications

Teaching methods

Updated 23.8.2021
Lectures and independent study on the Moodle platform 2 cr
Small group assignment 3 cr

Employer connections

Urban Labs for Better Health for All in the Baltic Sea Region - boosting cross-sectoral cooperation for health and wellbeing in the cities
https://projects.interreg-baltic.eu/projects/healthy-boost-180.html

Metropolia Innovation Hubs: Customer-oriented Wellbeing and Health Services
Other network projects

International connections

The Healthy Boost project addresses the health burden of city residents due to unhealthy lifestyles

Completion alternatives

Can be negotiated based on Ahot applications

Student workload

5 cr x 27 hours

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

Evaluation criteria for a small group assignments
1. Assignment follow the instructions given
2. Assignments have been returned at the agreed times
3. Active cooperation in working life / project / network
4. Quality and diversity of application of literature and theoretical knowledge
5. Use of evidence-based sources and Appropriateness of Reference Techniques
6. Quality and usability of the report and presentation

Satisfactory (1-2) The student demonstrates that he / she masters the basic content of the course in the competence assessment subjects, but there are shortcomings in the independent acquisition, interpretation and ability to apply what he / she has learned to the context of working life.
Good (3-4) The student demonstrates a good command of the content of the course in the competence assessment subjects. He actively acquires information and interprets its key connections to working life. He has the ability to analyze what he has learned and apply what he has learned to the context of working life.
Commendable (5) The student demonstrates a versatile and extensive mastery of the content of the course in the competence assessment subjects. He has excellent knowledge acquisition skills that meet the purpose. In his decisions, he demonstrates independence, responsibility and the ability to guide others. His ability to apply what he has learned to the context of working life demonstrates creativity and breadth.

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.