Curricula

Objectives

The purpose of the course is for the participants to understand the starting points of health promotion. The purpose is also to increase health promotion expertise on health promotion work methods and factors influencing health behavior.

After this course, you will have the following skills:
Anticipatory development (You know how to lead the development of new, forward-looking solutions and produce new information using various research and development methods)
Learning to learn (You promote your own and your work community's continuous learning and skill development, utilizing knowledge from different fields and the possibilities of digitalization)
Functioning in working life (Your abilities to develop and lead your work community and to reform working life)

Content

Basic principles of health promotion
Structuring the working methods of health behavior and health promotion
Guidance and advice based on research evidence for health behavior in different areas
Utilization of digital methods in health behavior guidance and counseling
Individual, group and peer guidance, experience expertise

Learning materials and recommended literature

Patja, K., Absetz, P. & Rautava, P. (toim.) 2022. Terveyden edistäminen. Duodecim. (e-kirja) (soveltuvin osin)

Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health Promotion. Planning and strategies. 4th edition. 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. (e-kirja) (soveltuvin osin)

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

Teaching methods

The course starts as contact teaching on campus. After this, the course is online. The online learning environment is Moodle, webinars in 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.

Practical training and working life connections

You can connect working life development projects to part of the learning tasks of the course.

International connections

The course utilizes learning material in English.

Student workload

Contact teaching at campus: 5h
Webinars 3h+5h=8h
Two pre-assingnments (independent studying) before webinars: 18 h
Independent studying and written learning assignment (group work) and its presentation (video) 104 h

Total 135 h

Content scheduling

Moodle-platform will open 20.1.2024.

The course starts as contact teaching on campus on Sat 20.1.2024 at 9.00-14.00.

After this online and webinars on Tue 5.3.2024 at 12.30-15.30 and on Tue 26.3.2024 at 9.00-14.00.

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)

Avoidant1: The student recognizes some theories, models and methods of health behavior. He knows the key health promotion methods in his own area of expertise. The student knows how to apply health promotion methods in his own area of expertise when planning activities that promote the health and inclusion of customers.

Satisfactory 2: The student knows key health behavior theories, models and methods, and knows how to use them in his written works. The student knows how to apply and evaluate health promotion methods in their own area of expertise to promote the health and inclusion of clients.

Evaluation criteria, good (3-4)

Good 3: The student masters the central theories, models and methods of health behavior in his area of expertise. The student is able to apply, evaluate and develop them in a structured manner in his own area of expertise to promote the health and inclusion of customers and stakeholders.

Very Good 4: The student manages and knows how to apply, based on research evidence, the central health behavior theories, models and change techniques in his area of expertise creatively in different situations. The student is able to apply, evaluate and develop health promotion methods critically and based on research evidence in their own area of expertise to promote the health and inclusion of clients and stakeholders. He can critically evaluate material related to health promotion methods.

Evaluation criteria, excellent (5)

Excellent 5: The student has comprehensive control and knows how to innovatively apply, based on research evidence, the central health behavior theories, models and change techniques in his area of expertise in order to promote the health and inclusion of clients and stakeholders. In addition to a commendable level of competence, the student demonstrates readiness to create new or multidisciplinary perspectives in health promotion. The student independently develops the competence of his own work community or field.