Cross-sectoral Co-operation and Management in Health Promotion (5 cr)

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 2023

Materials

1. 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
2. Luento-ja opiskelumateriaali moodlessa
3. Verkostotyöstä, SOSTE https://www.soste.fi/blogikirjoitus/vinkkeja-verkostotyohon/
4. The Intersector Toolkit: Tools for Cross-Sector Collaboration. The Intersector Project. http://intersector.com/wp-content/uploads/2017/08/The-Intersector-Project-Toolkit.pdf
5. 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
6. 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
7. Ylitörmänen, T & Kauppinen, T. Hyvinvoinnin ja terveyden edistäminen – mitä eväitä hyvinvointialueiden strategiat antavat?THL. Luettu 1.6.2023

Teaching methods

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

Employer connections

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

Exam schedules

N/A

International 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

Completion alternatives

Can be negotiated based on Ahot applications

Student workload

5 cr x 27 hours

Content scheduling

4.9.2023 9:00-16:00 Info and group assignment . Multidisciplinary cooperation and management of multidisciplinary cooperation
2 instructions for the assignment (1 hour x 2)
5.9.2023 9:00-16:00 R&D partnership, experts lecture, The Bergen model: an analytical framework for studying cooperation.
28.11.2023 9:00-16:00 Seminar
26.11.2022 Group assignment return

Further information

The student confirms his / her place with the implementation of the course by being present at the beginning of the teaching or otherwise in a manner separately agreed with the teacher, which can be, for example, the return of the first learning task. If a student is unable to attend the beginning of teaching due to illness, he or she can also confirm his or her place of study by notifying the teacher in advance. Admission to the course is conditional until the Prerequisites specified for the course have been reviewed. If the registered student does not participate in the implementation, the teacher responsible for the course will remove the student from the implementation within two weeks of the start of the Study. Registration times are defined in the annual learning activity clock. (Degree Regulations Section 32)

Tasks and Materials drawn up by the teacher are works under the Copyright Act (404/61) on which the teacher has copyright. Tasks and Materials may not be used other than in their own studies. Their public dissemination is only allowed with the teacher's permission

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

Courses are either assessed on a competence scale of excellent (5), very good (4), good (3), very satisfactory (2), satisfactory (1) and fail (0), or for a justified reason with a grade of pass/fail. The assessment criteria for a ‘pass’ grade are the same as the assessment criteria for a ‘satisfactory’ (1) grade, which is that the student has achieved the core competence. (Metropolia Ammattikorkeakoulu Oy:n tutkintosääntö; 33 §)

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

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.