Instruction and Subject Content Areas in Health (9cr)

Objective

The students will know the philosophical, ethical and pedagogical theory of instruction and teaching and how they work in practice.
They will be able to plan, implement and assess instruction and teaching in a customer and group-oriented manner in cooperation with other experts. The students will be able to use customer-centred teaching and instruction method and materials as required. The students will be able to plan, implement and assess health and physical capability promotion interventions with individuals, groups and communities using networks with different professionals and specialists.

Content

Health promotion instruction 2 cr

• Different teaching perspectives and their significance and ethical points in the instruction and teaching process
• Instruction and teaching process: needs assessment, planning, implementation, assessment and reporting
Forms and methods of instruction and teaching
• Instruction contents and quality
• Instruction and communication using information and communication technology
Factors that negatively affect national health and their prevention
• The link between health habits and health, prevention of behaviour involving risk
Health and physical capability assessment (screening and methods, ICF)
• Recognising the need for change, defining objectives and agreeing on ways to achieve the objectives
Smoking and smoking-free environments 1 cr
Sexual health 2 cr
Content as in the national program
Nutrition 2 cr
Healthy exercise 2 cr

Assessment criteria, excellent (5)

The students are able to apply extensively the subject concepts with expertise and combine them accordingly. They are able to analyse, compare, combine and select information and present alternative practices and to analyse, reflect upon and critically assess their competence and the practices presented during the course acquired knowledge. The students are able to work independently, responsibly, with initiative and flexibly in all learning and operational environments. They are able to select and critically assess the techniques and models of the topic and use them in their work. The students are able to work in a customer and goal-oriented manner with a developmental approach to their work. They are able to work as members of a group promoting and developing the work of the group critically taking professional ethics into account.

Assessment criteria, good (3)

The students are able to systematically use the subject concepts. They are able to name, describe and give reasons for the key knowledge presented during the course. They are able to select appropriate practices and techniques for implementing the course content. The students are able to assess and reflect upon their competence and the practices of the course subject. They are able to work independently and responsibly completing different tasks in all learning and operational environments. They conduct themselves in a customer and goal-oriented manner with a developmental approach to their work. The students are able to work as members of a group to achieve common goals while taking professional ethics into account.

Assessment criteria, satisfactory (1)

The students are able to properly define the basic concepts of the course subject. They are able to name and describe the key knowledge (e.g. definitions, professional terms, key players) of the course content. The students are able to work appropriately under supervision in different learning and operational environments. They are able to apply the techniques and concepts of the course subject appropriately in their work. The students are able to conduct themselves professionally in customer situations. They are able to work as members of a group taking others as well as professional ethics into account.