Knowledge base and Foundations of Health Promotion (10 ECTS)

Objective

Student
- knows the key concepts, areas of action, and ethical foundation of health promotion.
- is able to apply a positive and resource-oriented perspective on health.
- understands the significance of citizen engagement in health promotion.
- recognizes a wide range of health determinants and their importance in health promotion.
- understands the existence of health inequalities and the possibilities for reducing them.
- is familiar with available health and well-being indicators and can utilize them in identifying health promotion needs

Content

The concepts, principles and ethical values ??of health promotion
Definitions and concepts of health
The action areas and professional expertice of health promotion
Salutogenesis and its application as a health promotion approach
Engaging citizens in health promotion
Determinants of health, health inequalities and identification of needs

Location and time

Autumn semester 2025. Periods 1 and 2. Moodle workspace https://moodle.metropolia.fi/my/S1925S Terveyden edistäminen YAMK, Distance learning in Zoom

Materials

Literature: core competences
• 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. Osa V, kappaleet 27–35 ja Osa VI kappaleet 36–44.
• Patja, K., Absetz, P., & Rautava, P. (2022). Terveyden edistäminen. Kustannus Oy Duodecim, s.12–149.
• THL Verkkosivut, Osallisuuden edistäminen
• Terveyden ja hyvinvoinnin laitos, 2023: Osallisuuden edistäjän opas, Ohjaus/2023, THL.

Teaching methods

Zoom lectures x 2 group guidance for students x 2, seminar x 1, 9am-16pm
Independent study
Independent and small group assingments

Employer connections

N/A

Exam schedules

A student can retake a failed exam twice by returning an independently completed learning assignments during 17.-23.11.2025. The second retake opportunity is during 1.-7.12.2025. The failed course components can only be retaken once during 17.-23.11.2025. If a student fails to justify their absence from an exam or a retake of it with an acceptable reason, the exam will count as one attempt.

International connections

N/A

Completion alternatives

N/A

Student workload

10 cr = 27h x 10cr = 270h
Lectures and group guidance 22h, independent study and deepening learning including group assignment 248h

Content scheduling

The course starts with an orientation advance assignment on 14.8.2025

Lectures Zoom
20.8.2025 klo 9–12
21.8.2025 klo 9–16
11.9.2025 klo 9–12
Group guidance 25.9 klo 12.00–16.00 Zoom
Seminar 21.10. 2024 klo 9–16 Zoom
Small group discussion 7.11.2025 klo 9–16 Zoom

Further information

Misconduct:
By returning an online exam or online assignment, students certify that their knowledge is based on independent work and ethical behaviour. All misconduct (including cheating) can lead to suspension from the UAS for up to a year. Act on Universities of Applied Sciences 932/2014, Section 38. To ensure the demonstration of independent competence in online course, the teacher may, at his/her discretion, require the demonstration of competence under supervised conditions or by means of an oral examination. The teacher will announce the method of demonstration at the beginning of the course.

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

Teachers materials:
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.

Course feedback:
Course feedback is collected on the implementation of the course, which is an important part of the development of teaching and activities. By providing feedback, you have the opportunity to influence the content of the courses and the development of teaching. Feedback enables the teacher to improve his/her own implementation and teaching methods for other courses. Giving constructive feedback will also develop your own work life skills. Course feedback is given anonymously and the person giving the feedback cannot be identified.

RPL:
Recognition of Prior Learning (RPL): If a student receives an RPL decision as a pedagogical solution, the decision must be submitted to the responsible teacher before the start of the course.

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

Approved completion of the course requires the approved completion of the learning assignments as described in the course description. The learning assignments include a separate assessment matrix based on the competence objectives. The overall grade for the course is the average of the numerically assessed tasks. Courses are either assessed on a grading 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.

Framework for the assessment criteria:
Assessment criteria, satisfactory, very satisfactory (1-2)
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, very good (3-4)
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, 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.