Theoretical Foundations for Health Promotion (10 cr)

Objective

The student:
- knows the key concepts and their relation to health promotion and is able to apply them to his/her expert role
- acts by the ethical principles of health promotion
- is familiar with the multidimensionality of health as a concept
- adopts a positive, resource - and empowerment -oriented approach on health
- can identify the multilevel determinants of health and well-being and their role for health promotion
- understand and can identify health inequalities and knows the methods to reduce them
- is familiar with available health and well-being indicators and can use them to identify health promotion needs and target actions

Content

- the concepts of health and health promotion
- ethical principles of health promotion
- Salutogenesis and its application as an approach for health promotion
- health determinants and health inequalities among the populations
- the indicators of health and well-being

Location and time

Weeks 37-47. Schedule in Moodle workspace. Online learning

Materials

Literature:
• Haugan G, Eriksson M., Editors. (2021). Health Promotion in Health Care – Vital
Theories and Research. Open Access. Springler. E-kirja löytyy Metropolian kirjastosta.
• Cragg, L., Davies, M. & Macdowall, W. (2013). Health promotion theory. 2nd ed.
Maidenhead: Open University Press, s.3-61. E-kirja löytyy Metropolian kirjastosta.
• Mittelmark, M. B., Bauer, G. F., Eriksson, M., Lindström, B., Meier Magistretti, C.,
Pelikan, J. M., . . . Vaandrager, L. (2022). Handbook of Salutogenesis. Springer
International Publishing. E-kirja löytyy Metropolian kirjastosta.
• Patja, K., Absetz, P., & Rautava, P. (2022). Terveyden edistäminen. Kustannus Oy
Duodecim, s.32–52.
• Pietilä A-M. (2010). Terveyden edistäminen, teorioista toimintaan. WSOYpro, s.32–
52
• Suárez Álvarez, Ó et al. (2020). Salutogenic interventions and health effects: a scoping
review of the literature. Gac Sanit. https://doi.org/10.1016/j.gaceta.2019.12.002

Teaching methods

Moodle workspace https://moodle.metropolia.fi/my/.
Lectures, assignments, seminar presentations
Individual and group work

Employer connections

No

Exam schedules

The exam is replaced by participation and evaluated learning tasks

Completion alternatives

Possibility to run rejected task by agreeing with responsible teacher or by taking part in the following course.

Student workload

Course 10 ECTS:
Mandatory attendance at lectures and seminars

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. (Degree Regulations Section 32). Artificial intelligence (AI) can be used to create ideas and sketches, but it cannot replace the student's own thinking and writing answers.

Course feedback:
Course feedback is collected from the implementation, which is an important part of the teaching and operational development work. By giving feedback, you have the opportunity to influence the content of the study courses and the development of teaching.

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 §)

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.