Theoretical Foundations for Health Promotion (10 ECTS)

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

1.-3.9.2021 Metropolia AMK, Myllypuron kampus /etäyhteys
7.-8.10.2021 Metropolia AMK, Myllypuron kampus/ etäyhteys

Materials

- Pietilä A-M. 2010. Terveyden edistäminen, teorioista toimintaan. WSOYpro.
- Zimmerman,R , Diclemente,R , Andrus,J , Hosein,E (Editors). 2016. Introduction to Global Health promotion,s. 1-64
- Mittelmark,M , Sagy S, Eriksson M, Bauer G, Pelikan J, Lindström B, Espnes
G.A, (Editors). 2016. The Handook of Salutogenesis. Tenttialue:luku 5 ja kaksi opiskelijan itse valitsemaa sovellusaluetta.
- 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>

Rekommended Literature:
Huber
Salutogenesis
Fertman,C , Allensworth,D. (Editors). 2016. Health Promotion Programs. From Theory to Practice. Preface + s. 1-48Naidoo Jennie & Wills Jane 2016. Foundations for health promotion 4 edition
Health promotion programs 2016
http://www.who.int/healthpromotion/conferences/previous/ottawa/en/
Lecture- and studymaterial in Moodle

Teaching methods

Participation in lectures
Moodle working
Individual reading
Group discussions and reflection
Summer learningtask
Learning tasks

Employer connections

-

Exam schedules

Learning tasks

International connections

Health Promotion Programme, HPP-project 2016-2019.

Completion alternatives

-

Student workload

2 ECTS lectures
8 ECTS moodleworking

Content scheduling

Implementation period 1.
Study orientation
Lectures
Moodleworking
Exam

Further information

-

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

Preliminary assignment
Learning assignments

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.

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.