Study Guide

Objective

Student
- knows and applies health counseling and behavior change theories and models
- can apply and facilitate effective health counseling methods to promote the development of personal skills to maintain or improve health
- critically appraise, assess and develop health promotion in health care and other settings

Content

- individual level theories and models for health promotion
- effective health counselling
- evidence based health promotion in health care and other settings

Location and time

Plan
Week 48-49
1.12. 9-12
8.12 9-12
9.12 13-16

Materials

Cragg, L, Davies,M & Macdowall, W. 2013. Health Promotion Theory - eSection II. https://ebookcentral.proquest.com/lib/metropolia-ebooks/detail.action?docID=1564342

Nutbeam, H, Harris, E & Wise,M.2010. Theory in a Nutshell: A Practical Guide to Health Promotion Theories


Muu oheiskirjallisuus:
Naidoo Jennie & Wills Jane 2016. Foundations for health promotion 4 edition.

Material will be specified during the course
Lecture and Study Material at Moodle

Teaching methods

Participation in lectures
Moodle-working
Individual working
Discussion in a group and reflection

Employer connections

Inno/ HyMy-kylä/ Oppimistehtävän integrointi
Terveyden edistämisen teoriat ja mallit
Asiakaslähtöisyys

Exam schedules

Oppimistehtävä opintojakson aikana.

Completion alternatives

Ei valinnaista suoritustapaa

Student workload

2 ECTS lectures
3 ECTS moodleworking

Content scheduling

Terveyden edistämisen yksilötason teoriat ja mallit
Yhteisöjen (settings) terveyden edistämisen toiminnan kehittämiseen sovellettavat teoriat
Terveysneuvonnan vaikuttavuus
Asiakaslähtöinen terveyden ja hyvinvoinnin edistäminen sosiaali- ja terveyspalveluissa ja eri yhteisöissä (settings)

Oppimistehtävän integrointi HyMy-kylän aiheisiin.
Asiakaslähtöisten palvelujen kehittäminen.
Tiedon soveltaminen (teoria - käytännön työ)
Asiantutijaksi kehittyminen

Further information

N/A

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

Osallistuminen lähi/etäopetukseen
Arvioitava oppimistehtävä

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.