Proactive development of health promotion and evaluation models (5 cr)

Evaluation scale

0-5

Content scheduling

- Determinants of health and inequality in terms of health promotion (1/3 of the course, 45 h)
- Models of intervention planning and evaluation (2/3 of the course, 90 h)

Objective

The purpose of the course is to increase understanding of the starting points for promoting health and well-being. In addition, the purpose is for the participants to understand the importance of systematic planning and evaluation in promoting the health of the population and as part of the activities promoting the health and well-being of public, private and third sector actors.

After completing the 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)

Sustainable development (You develop sustainable and responsible operating methods in your work and support sustainability change in your work community and society)

Learning outcomes
After completing the course, you will be able to apply health promotion models and approaches in the development, coordination, planning and evaluation of the health promotion activities of individuals and communities as well as public, private and third sector organizations, taking into account the perspective of sustainable development.

Content

Determinants of health
Health inequality
Levels of health promotion activity
Health promotion planning and evaluation models

Location and time

On-line course. Moodle online learning platform is open 25.8.2025.

Webinars at Zoom:
1. Fri 5.9.2025 at 9-14
2. Wed 24.9.2025 at 15.30-17.30
3. Wed 8.10.2025 at 15.30-17.30
4. Wed 5.11.2025 at 17-18
5. Thu 5.12.2025 at 8.30-15.30

Materials

Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health promotion: planning and strategies. 4nd edition. United Kingdom: SAGE. (Health and health promotion, Assessing health and its determinants, Health promoting planning - a strategic approach, Evaluation)

Kemm, J. 2014. Health Promotion. Ideology, Discipline, and Specialism. Oxford University Press.

Green, L. W., Gielen, A. C., Ottoson, J. M., Peterson, D. V., Kreuter, M. W., & Fielding, J. E. (2022). Health Program Planning, Implementation, and Evaluation: Creating Behavioral, Environmental, and Policy Change. Johns Hopkins University Press.

IUHPE Accreditation / Practitioners, www.iuhpe.org

WHO: Determinants of health

United Nations: Sustainable development

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

Teaching methods

On-line 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, lectures. Partly flipped learning.
Independent study contain: learning materials, learning assignments and written learning assignment (individual) and presentation (PechaKucha), written self-assessment.

International connections

Part of learning materials are in English.

Completion alternatives

On this course you can use studification in accordance with JAMK's degree regulations.

Student workload

- webinars 18 h and pre-assignments 24 h
- Independent study (reading course material, learning assignments) 93 h
- Total 135 h

Assessment criteria, satisfactory (1)

Sufficient 1
The student recognizes models and approaches for promoting health in the coordination, planning, and evaluation of health promotion activities for individuals and communities, as well as public, private, and third sector organizations.

Satisfactory 2
The student can describe models and approaches for health promotion in the development, coordination, planning, and evaluation of health promotion activities for individuals and communities, as well as public, private, and third sector organizations. The student recognizes content relevant to expertise in health promotion.

Assessment criteria, good (3)

Good 3
The student can apply key models and approaches of health promotion in the development, coordination, planning, and evaluation of health promotion activities for individuals and communities, as well as public, private, and third sector organizations taking into account the perspective of sustainable development. The student can evaluate their own expertise in health promotion and its development.

Very good 4
The student can critically apply models and approaches of health promotion in the development, coordination, planning, and evaluation of health promotion activities for individuals and communities, public, private, and third sector organizations taking into account the perspective of sustainable development. They can integrate information from various sources and critically evaluate materials related to health promotion planning and evaluation. They can also critically evaluate their own expertise in health promotion and its development.

Assessment criteria, excellent (5)

Excellent 5
The student can creatively apply models and approaches of health promotion, based on research, in the development, coordination, planning, and evaluation of health promotion activities for individuals and communities, public, private, and third sector organizations taking into account the perspective of sustainable development..The student can creatively develop their expertise in health promotion.

Further information

The grade for the course is determined by a written learning assignment, which is assessed on a scale of 0-5 according to the course evaluation criteria. The learning assignment is presented orally using the PechaKucha method (the presentation is required as part of the course completion).

Intermediate tasks are assessed as pass/fail (not considered as part of the numerical assessment of the course, a pass is required). At the end of the course, the student prepares a written self-assessment, which is also evaluated as pass/fail (not considered as part of the numerical assessment of the course, a pass is required).

Peer assessment is utilized as part of the evaluation of the intermediate task and the oral presentation of the learning assignment.