Health Promotion Globally (5 ECTS)

Objective

Student
- knows the structures, organizations and programs of health promotion nationally and internationally
- understands the global challenges of health promotion and sustainable development and actions to respond to them
- understands the interdependence between human health and well-being, environmental sustainability, and natural systems
- can identify health promotion actions to promote sustainability

Content

Health promotion organizations, programs and actors internationally and nationally
Sustainable development goals (Agenda 2030) from the perspective of health promotion
Global dimensions, concepts and phenomena of health promotion (as Planetary health, Urban health)
Health promotion actions and methods from the point of view of SDG

Location and time

2nd and 3th period: November 2025 - February 2025

Materials

Will be informed in June 2025

Grotenfelt-Enegren, M., Holmström, C. & Laisi, J. 2023. Planetaarinen terveys toimii siltana ihmisen
terveyden ja kestävyyden edistämisen välillä. Lääketieteellinen Aikakauskirja Duodecim
2023;139(10):835-42. Linkki: https://www.duodecimlehti.fi/duo17695

Patja, K., Absetz, P. & Rautava, P. 2022. Terveyden edistäminen. Kustannus Oy Duodecim, s. 390-427.

Shiyu Liua, Meichen Suna , Na Zhang et al. (2024). Shaping global health promotion: a comprehensive
analysis of the 10 Global Conferences on Health Promotion Conferences (1986?2021). Global Health
Journal, Volume 8, Issue 2, June 2024, Pages 91-96. https://www.sciencedirect.com/journal/globalhealth-journal/vol/8/issue/2

Health for All Policies: The Co-Benefits of Intersectoral Action, 2024, European observatory. Cambridge University, 2025. Health for All Policies: The Co-Benefits of Intersectoral Action


The assignments and MATERIALS prepared by the teacher are according to the Copyright Act (404/61) materials, to which the teacher has the copyright. You may not use assignments AND MATERIALS other than in your own studies. Their public distribution is only allowed with the permission of the teacher.

Teaching methods

Teaching methods:
Lecture
Distance teaching
Tutorials
Participatory methods
Seminar

Exam schedules

The student can retake a failed exam twice and approved once. The failed course components can only be retaken once. The possibility of upgrading an approved exam, retake of a failed exam and retake of a failed course components can be retaken once during 28-30.11. 2025.The second (failed exam) retake opportunity is during 9-11.1.2026. 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.

During the autumn semester 2025, the Exam system will not be implemented for Master’s level Health (YAMK) study modules.

For any online exams conducted in Moodle, whether graded numerically or as pass/fail, a minimum score of 50% is required to achieve a passing grade (satisfactory). A satisfactory level means that the core competencies have been achieved.

International connections

In process

Completion alternatives

Aggreditation of prior learning

Student workload

1 ECTS credit = 27 hours
The total workload of the course is 135 hours.
Independent study accounts for 115 hours.
Online contact teaching amounts to 20 hours.

Content scheduling

- Organizations, programs, and actors in health promotion both internationally and nationally
- The Sustainable Development Agenda and its goals (Agenda 2030) from the perspective of health promotion
- Global dimensions, concepts, and phenomena of health such as Planetary Health and Urban Health
- Health promotion strategies from the perspective of sustainability

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.

Teacher’s 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): The course cannot be fully credited on the basis of previously acquired knowledge. The AHOT decision is submitted to the responsible teacher before the start of the course. Please see the Metropolia AHOT guidelines in OMA.

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

Assignments 0–5
100% attendance in contact teaching required

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.

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 (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 the 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.