Curricula

Objectives

Purpose of this course is to increase health promotion expertise on health promotion methods and factors influencing on health behavior.

Competences
Expertise in health promotion
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
After the course you will be able to structure health behavior and counselling by using variety of models and approaches.

Content

The course will provide you instruments how to plan and implement evidence-based guidance and counselling of health behavior. Other core contents of the course are digital methods concerning health promotion methods, group counselling and peer counselling.

Time and location

Online course.

Learning materials and recommended literature

Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health Promotion. Plannind and Strategies. 4th edition. London: Sage. Applicable parts.

Michie, S., West, R., Campbell, R. ym. 2014. ABC of Behavior Change Theories. An Essential Resource for Researchers, Policy Makers and Practitioners. Great Britain: Silverback Publishing. Applicable parts.

Other relevant material will be agreed in the beginning of the course.

Teaching methods

This course is online-course, Moodle as an online learning platform. Webinars at Zoom.
This course includes webinars and guided independent studying.
Webinars: pre-assignments, group work, peer discussion and lectures. Partly flipped learning.
Independent studying: learning materials, pre-assingnments before webinars, written learning assignment (group work) and its presentation (video) and reflective written self-assessment of the development of your competencies.

International connections

The course utilizes learning material in English.

Student workload

-webinars 2 X 8h = 16 h (participation requied)
-two pre-assingnments (independent studying) before webinars 18 h
-independent studying and written learning assignment (group work) and its presentation (video) 101 h

Total 135 h

Further information for students

Grade of the course (0-5) consists of the written learning assignment (group work) and its presentation (video) in accordance with the assessment criteria. Two pre-assignments before webinars: peer-review. Written self-assessment: approved/complement.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The student recognizes some health behavior theories, models and methods. He or she knows the main health promotion methods of his or her area of expertise. The student can apply health promotion methods in his or her area of expertise when planning activities that promote the health and participation of clients.

Satisfactory 2
The student knows some of the main health behavior theories, models and methods and is able to utilize them in written work. The student can apply and evaluate health promotion methods in his or her area of expertise to promote the health and participation of clients.

Evaluation criteria, good (3-4)

Good 3
The student has mastered the main health behaviour theories, models and methods of his/her area of expertise. The student can apply, evaluate and develop them in a structured way in his or her own area of expertise to promote the health and participation of clients and interest groups.

Very Good 4
The student has mastered the main health behaviour theories, models and methods of his or her area of expertise and can apply them creatively and based on research evidence in different situations. The student can apply, evaluate and develop health promotion methods in hisor her own area of expertise in a critical way and based on research evidence to promote the health and participation of clients and interest groups. He or she can critically evaluate material connected to health promotion methods.

Evaluation criteria, excellent (5)

Excellent 5
The student has mastered in a diverse way the main health behavior theories, models and methods of his or her area of expertise and can innovatively apply them based on research evidence to promote the health and participation of clients and interest groups. In addition to a very good level of competence, the student demonstrates abilities in creating new or multidisciplinary perspectives in health promotion. The student independently develops the competence of his/her work community or field.

Objectives

Purpose of this course is to increase health promotion expertise on health promotion methods and factors influencing on health behavior.

Competences
Expertise in health promotion
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
After the course you will be able to structure health behavior and counselling by using variety of models and approaches.

Content

The course will provide you instruments how to plan and implement evidence-based guidance and counselling of health behavior. Other core contents of the course are digital methods concerning health promotion methods, group counselling and peer counselling.

Time and location

Online course.

Learning materials and recommended literature

Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health Promotion. Plannind and Strategies. 4th edition. London: Sage. Applicable parts.

Michie, S., West, R., Campbell, R. ym. 2014. ABC of Behavior Change Theories. An Essential Resource for Researchers, Policy Makers and Practitioners. Great Britain: Silverback Publishing. Applicable parts.

Other relevant material will be agreed in the beginning of the course.

Teaching methods

This course is online-course, Moodle as an online learning platform. Webinars at Zoom.
This course includes webinars and guided independent studying.
Webinars: pre-assignments, group work, peer discussion and lectures. Partly flipped learning.
Independent studying: learning materials, pre-assingnments before webinars, written learning assignment (group work) and its presentation (video) and reflective written self-assessment of the development of your competencies.

International connections

The course utilizes learning material in English.

Student workload

-webinars 2 X 8h = 16 h (participation requied)
-two pre-assingnments (independent studying) before webinars 18 h
-independent studying and written learning assignment (group work) and its presentation (video) 101 h

Total 135 h

Further information for students

Grade of the course (0-5) consists of the written learning assignment (group work) and its presentation (video) in accordance with the assessment criteria. Two pre-assignments before webinars: peer-review. Written self-assessment: approved/complement.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The student recognizes some health behavior theories, models and methods. He or she knows the main health promotion methods of his or her area of expertise. The student can apply health promotion methods in his or her area of expertise when planning activities that promote the health and participation of clients.

Satisfactory 2
The student knows some of the main health behavior theories, models and methods and is able to utilize them in written work. The student can apply and evaluate health promotion methods in his or her area of expertise to promote the health and participation of clients.

Evaluation criteria, good (3-4)

Good 3
The student has mastered the main health behaviour theories, models and methods of his/her area of expertise. The student can apply, evaluate and develop them in a structured way in his or her own area of expertise to promote the health and participation of clients and interest groups.

Very Good 4
The student has mastered the main health behaviour theories, models and methods of his or her area of expertise and can apply them creatively and based on research evidence in different situations. The student can apply, evaluate and develop health promotion methods in hisor her own area of expertise in a critical way and based on research evidence to promote the health and participation of clients and interest groups. He or she can critically evaluate material connected to health promotion methods.

Evaluation criteria, excellent (5)

Excellent 5
The student has mastered in a diverse way the main health behavior theories, models and methods of his or her area of expertise and can innovatively apply them based on research evidence to promote the health and participation of clients and interest groups. In addition to a very good level of competence, the student demonstrates abilities in creating new or multidisciplinary perspectives in health promotion. The student independently develops the competence of his/her work community or field.

Objectives

Purpose of this course is to increase health promotion expertise on health promotion methods and factors influencing on health behavior.

Competences
Expertise in health promotion
Learning and information management competence
Entrepreneurship, innovation and working community competence

Learning outcomes
After the course you will be able to structure health behavior and counselling by using variety of models and approaches.

Content

The course will provide you instruments how to plan and implement evidence-based guidance and counselling of health behavior. Other core contents of the course are digital methods concerning health promotion methods, group counselling and peer counselling.

Learning materials and recommended literature

Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health Promotion. Plannind and Strategies. 4th edition. London: Sage. Soveltuvin osin .

Michie, S., West, R., Campbell, R. ym 2014. ABC of Behavior Change Theories. An Essential Resource for Researchers, Policy Makers and Practitioners. Great Britain: Silverback Publishing. Soveltuvin osin.

Muu opintojakson alussa ilmoitettava materiaali.

Teaching methods

Opintojakso toteutetaan täysin verkossa. Verkko-oppimisympäristönä Moodle, webinaarit Zoomissa.
Luennot ja työpajat, pienryhmätyöskentely, kirjallinen oppimistehtävä ja sen esittäminen.

Student workload

-webinaarit, työpajat 16 h
-ennakkotehtävät ennen webinaareja 11 h
-oppimistehtävät verkossa 27 h
-itsenäinen työskentely ja oppimistehtävä 81 h

Yhteensä 135 h.

Further information for students

Avoin polku 10

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Sufficient 1
The student recognizes some health behavior theories, models and methods. He or she knows the main health promotion methods of his or her area of expertise. The student can apply health promotion methods in his or her area of expertise when planning activities that promote the health and participation of clients.

Satisfactory 2
The student knows some of the main health behavior theories, models and methods and is able to utilize them in written work. The student can apply and evaluate health promotion methods in his or her area of expertise to promote the health and participation of clients.

Evaluation criteria, good (3-4)

Good 3
The student has mastered the main health behaviour theories, models and methods of his/her area of expertise. The student can apply, evaluate and develop them in a structured way in his or her own area of expertise to promote the health and participation of clients and interest groups.

Very Good 4
The student has mastered the main health behaviour theories, models and methods of his or her area of expertise and can apply them creatively and based on research evidence in different situations. The student can apply, evaluate and develop health promotion methods in hisor her own area of expertise in a critical way and based on research evidence to promote the health and participation of clients and interest groups. He or she can critically evaluate material connected to health promotion methods.

Evaluation criteria, excellent (5)

Excellent 5
The student has mastered in a diverse way the main health behavior theories, models and methods of his or her area of expertise and can innovatively apply them based on research evidence to promote the health and participation of clients and interest groups. In addition to a very good level of competence, the student demonstrates abilities in creating new or multidisciplinary perspectives in health promotion. The student independently develops the competence of his/her work community or field.