Please select the curriculum by the start year of studies and track.
Face-to-face
The student is able
- to analyze health care management from different perspectives (human, society, technology)
- to develop her/himself as an innovative health care leader
- to construct his/her self-management competencies for working in challenging and constantly changing environments
- to manage diverse partnerships and interdisciplinary networks and teams in public and private consortiums locally and globally
- to lead innovatively transition and interprofessional development projects
Finnish
15.10.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Satu Vuorela, Lauri Larjavaara
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
H-5
10 credits = 270 hours
1. Knowledge base:
The student is able to
- gather , process, produce, and evaluate information about healthcare management and leadership widely.
- -use concepts of the area of expertise systematically
2. Problem solving:
The student is able to
- solve problems in healthcare management and leadership research, develooment and/or innovation avtivities
3.Development:
The student is able to
- recognize and analyze focuses of healthcare management and leadership making use of the knowledge base
4. Communication:
The student is able to
- communicate about healthcare management and leadership clearly both orally and in writing
1. Knowledge base:
The student is able to
- gather, process, produce, and evaluate information about healthcare management and leadership critically and widely making use of both national and international scientific sources
- use concepts of the area of expertise fairly
2. Problem solving:
The student is able to
- solve problems in healthcare management and leadership research, development and/or innovation activities by applying and combining information from different fileds
3.Development:
The student is able to
- create target-oriented, justified development plans for healthcare management and leadership considering the community
4. Communication:
The student is able to
- communicate about healthcare management and leadership clear and consistent manner both orally and in writing
1. Knowledge base:
The student is able to
- create a consistent framework/knowledge base for healthcare management and leadership making use of both national and international scientific sources in a critical analytic fashion
2. Problem solving:
The student is able to
- solve demanding problems in research, development and/or innovation activities in healthcare management and leadership where new knowledge and competence is created as well as to apply and combine information from different fields
3.Development:
The student is able to
- develop the activities of the healthcare management and leadership competence area in a target-oriented and communal fashion
4. Communication:
The student is able to
- communicate about healthcare management and leadershipconvincingly both orally and in writing to audiences within and exterior to the field
Distance learning
Introduced in Canvas.
Methods: e-tivity supported lectures and workshops.
1 e-tivity: Adherence to IP and IC guidelines. A pair work to prepare the project.
2 e-tivity: Immunisation and vaccination hesitancy. An individual work.
3 e-tivity: Health education campaign in infection prevention plan. A pair work.
(Max 1500 words without spaces).
4 e-tivity: Health Campaign in Infection prevention -project report.
(A pair work report of max 3000 words based on the project plan including the campaign
outcome: video or PP-presentation).
Assignment:
1) 1-4 e-tivities, 2) participation in online sessions and 3) submission of the project plan and 4) project report presentation.
According to Laurea's evaluation criteria for maters education.
English
01.01.2022 - 31.07.2022
29.11.2021 - 05.12.2021
20 - 30
Elsi Haverinen-Mottaghi, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Virtual Campus
5 credits
5 credits
H-5
The study unit will be completed in cooperation with a health and social care organisation to produce health campaign material according to the needs of the organisation.
21st Jan -22 9-16.30 online; 12th March -22 9-16.30 online; 9th April -22 9-16.30 Tikkurila Campus.
24 h contact studies online. e-tivity supported project 111h.
Content:
• concepts and models in global infection prevention
• infection prevention in national, international and global settings
• global and local immunization programs
• standardized infection prevention protocols in health care
• Health campaign in infection prevention -project
Kaarina Murtola
Face-to-face
Aula, P. & Heinonen, J. 2015. The Reputable Firm: How Digitalization of Communication Is Revolutionizing Reputation Management. Print and E-book.
Bailey, S. 2011. Academic writing: a handbook for international students. Third editon. London, New York: Routledge. Print and E-book.
Dutta, M. J. 2008. Communicating Health: A Culture-centered Approach. Bodmin: MGB Books Ltd. Print and E-book.
Holliday, A. 2011. Intercultural communication and ideology. London: Sage Publications Ltd.
Keeling, J., Chapman, H. M. & Williams, J. 2013. How To Write Well: A Guide For Health And Social Care Students. Paikka: England: EMcGraw-Hill Education. Print and E-book.
Samovar, L. A., Porter, R. E., McDaniel, E. R. & Roy, C. S. 2013. Communication between cultures. Eighth Edition. Wadsworth Cengage Learning. International Edition.
Sampietro, M. & Villa, T. 2014. Empowering project teams: using project followership to improve performance. Boca Raton: CRC Press.
Schiavo, R. 2014. Health communication: from theory to practice. Wiley 2014. 2nd edition. San Francisco: Jossey Bass.
Shirley, D. 2011. Project management for healthcare. Boca Raton: Francis & Taylor/CRC Press.
Zoller, H. M. & Dutta, M. J. 2008. Emerging perspectives in health communication: meaning, culture, and power. New York: Routledge.
Because of pandemic situation, the course will take place in Zoom:
- Orientation lecture and online workshops.
- Essay, individual work
The evaluation is based on Laurea's evaluation criteria of a study unit in master studies.
Finnish
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Sebastian King, Kaarina Murtola
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
H-5
Three online workshops
Please see a Pakki calendar or Tuudo for the correct timing information.
Because of pandemic situation, the course will take place in Zoom.
Total study hours 135
Contact learning:
10.09.2021 Orientation
14.10.2021 Online workshop
18.11.2021 Online workshop
19.11.2021 Online workshop
SATISFACTORY (Grade 1) Student is able:
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.
GOOD (Grade 3) Student is able:
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.
EXCELLENT (Grade 5) Student is able to:
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. Problem solving: To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.
60% Face-to-face, 40% Distance learning
Suthar, AB, Dye, C & Nagata, JM. (2018). Lessons learnt from implementation of the International Health Regulations: a systematic review. Accessible at Suthar2018BullWHOIHRImplementation.pdf
Zodpey, S., & Farooqui, H. H. (2018). Universal health coverage in India: Progress achieved & the way forward. The Indian journal of medical research, 147(4), 327–329. https://doi.org/10.4103/ijmr.IJMR_616_18
Douglas, M., Katikireddi, S. V., Taulbut, M., McKee, M., & McCartney, G. (2020). Mitigating the wider health effects of covid-19 pandemic response. BMJ (Clinical research ed.), 369, m1557. https://doi.org/10.1136/bmj.m1557
Van Belle S, Boydell V, George AS, Brinkerhoff DW, Khosla R (2018): Broadening understanding of accountability ecosystems in sexual and reproductive health and rights: A systematic review. PLoS ONE 13(7): e0200675. https://doi.org/10.1371/journal.pone.0200675
Gilby L, Koivusalo M, Atkins S. (2021). Global health without sexual and reproductive health and rights? Analysis of United Nations documents and country statements, 2014–2019BMJ Global Health 2021;6:e004659.
Lerner, H. & Berg, C. (2017). A Comparison of Three Holistic Approaches to Health: One Health, EcoHealth, and Planetary Health. Front.Ver.Sci, 29. https://doi.org/10.3389/fvets.2017.00163
Otok R. & Foldspang A. 2016. Main competences and skills to perform Essential Public Health Operations, offered by Schools of Public Health in four European countries: a short pilot report. Int J Pub Health 61(6):633-639. doi: 10.1007/s00038-016-0870-4. Epub 2016 Aug 10.
Leppo, K., Ollila E., Pena, S., Wismar, M. & Cook, S. (2013) Health in All Policies. Seizing opportunities, implementing policies. Ministry of Social Affairs and Health in Finland. https://julkaisut.valtioneuvosto.fi/handle/10024/69920
Prosessing the Sustainable Development Goals thorugh Health in All Policies: Case studies around the world. Choose one case study and read the implementation of the HiAP. https://www.who.int/social_determinants/publications/progressing-sdg-case-studies-2017.pdf?ua=1
Agenda 2030 -Finland's commitment and implementation of SGDs. https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/162575/VNK_2020_13.pdf?sequence=1&isAllowed=y
Guidance paper - Assessing country health financing systems: the health financing progress matrix. WHO. https://www.who.int/publications/i/item/9789240017405
Sexual and reproductive health and rights: An essential element of universal health coverage. UNFPA. https://www.unfpa.org/sites/default/files/pub-pdf/UF_SupplementAndUniversalAccess_30-online.pdf
(Online) lectures, individual assignments and final report at the end of the study unit.
Detailed evaluation criteria according to the EQF7 criteria accessible in the Canvas work space.
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 32
Elsi Haverinen-Mottaghi
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
2 credits
H-5
60% Face-to-face, 40% Distance learning
Mandatory course book to read: Nutbeam, D., Harris, E. & Wise, M. 2010. Theory in Nutshell, A practical guide to health promotion theories. (some copies available in library)
Bekalu, A. M., Bigman, A. C., McCloud, F. R., Lin K, L. & Viswanath, K. 2018. The relative persuasiveness of narrative versus non-narrative health messages in public health emergency communication: Evidence from a field experiment. Preventive Medicine 111, 284-290. https://doi.org/10.1016/j.ypmed.2017.11.014
Koplan, J.P., Bond, T.C., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo, N.K., Wasserheit, J.N. and Consortium of Universities for Global Health Executive Board. 2009. Towards a common definition of global health. Lancet 373(9679):1993-5.
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)60332-9/fulltext
Kumar, S., & Preetha, G. (2012). Health promotion: an effective tool for global health. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine, 37(1), 5–12. https://doi.org/10.4103/0970-0218.94009
French, D.P., Cameron, E., Benton, J.S., et al. (2017). Can communicating personalized disease risk promote healthy behavior change? A systematic review of systematic reviews. Ann BehavMed. 2017;51:718–729.
McDermott, M.S., Oliver, M., Iverson, D., et al. (2016). Effective techniques for changing physical activity and healthy eating intentions and behaviour: a systematic review and meta-analysis. Br J Health Psychol. 21:827–841.
(Online) lectures, individual assignments and final pair/group work. The outcomes of the pair/group work will be presented during the Tikkurila campus international week 2021. The course contents integrated to the Global Health Communication course.
Detailed evaluation criteria according to the EQF7 criteria accessible at the Canvas work space.
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 32
Elsi Haverinen-Mottaghi
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
2 credits
H-5
Kaarina Murtola
Distance learning
Thesis guidance takes place in workshops and seminars which facilitates students’ learning. Online tasks, e-tivities, support the thesis process. Workshops and seminars are key methods and settings, in which professional development is realized. High quality thesis process requires active participation and involvement in workshops and seminars, as well as implementation of evidence. During the thesis process, the student demonstrates extensive understanding and implementation of ethical and legal guidelines and regulations. Before publication of the thesis report, the originality of the thesis will be analyzed by using the originality check in accordance with the Laurea UAS quality guidelines.
Thesis evaluation criteria
The quality requirements of the University of Applied Sciences Master’s degree thesis comply with the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF). The thesis is evaluated from the perspective of three dimensions: workplace development, research-orientated approach, as well as independence and creativity:
Workplace development:
• workplace orientation
• cooperation with workplaces
• management of the development process and methods
• applicability of the results to workplaces
Research orientated approach:
• research-orientated settings
• knowledge basis of the thesis
• application of research methods
• reporting
Independence and creativity:
• independence and responsibility of the thesis process
• creativity and problem-solving preparedness
• independent thinking
• innovative or expanded transferability of the thesis results.
The thesis is evaluated by the supervisor and another teacher. A workplace representative may also assess the applicability of the thesis. The student receives a written opinion on their thesis, prepared jointly by the teachers who evaluated the thesis.
English
01.08.2021 - 31.12.2022
24.05.2021 - 30.05.2021
0 - 30
Satu Vuorela, Virtuaali Projektijohtaminen, Kristiina Helminen, Kaarina Murtola, Elsi Haverinen-Mottaghi, Harriet Lonka, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
30 credits
30 credits
H-5
Satisfactory (1–2): Workplace development:
1) Workplace orientation: The objective of the thesis promotes workplace development..
Workplace cooperation: The workplace has been involved in the thesis process.
Development process and method management: Documentation of the development work describes the progress made in the development activities.
Usability of the results in the workplace: The objective of the thesis promotes workplace development. The thesis presents development proposals.
2) Research orientated approach
Research orientated setting: Research oriented settings that support development have been used in the thesis.
Theoretical framework:The thesis has a theoretical framework that provides background for the research and development activity. The thesis uses essential literature on the topic.
Use of research methods: Methodological choices are justified and compatible with the topic. The author has a command of the methods used.
Reporting: The thesis is a comprehensive whole. The report complies with Lau- rea guidelines and has been written in appropriate style.
3) Independence and creativity:
Level of independence and responsibility in the thesis process: The thesis is a work that is produced independently by the student.
Creativity and problem-solving preparedness: The thesis shows a command of problem solving skills required in practical development work as well as an ability to work in versatile and unanticipated development environments that may require new strategic approaches.
Independent thinking: The results and their importance have been discussed in light of existing research data.
Newness or more extensive transferability of the results: The thesis discusses the transferability of the results.
Workplace development: The objective of the thesis promotes workplace development.
Workplace orientation:
Workplace cooperation
Development process and method management
Usability of the results in the workplace
Usability of the results in the workplace
Workplace orientation: The objective of the thesis substantially promotes workplace development with a focus on the future; the thesis’ premise is a clear vision of developing the workplace in a way that relates to the topic of the thesis.
Workplace development
Workplace cooperation: Cooperation with the workplace and other actors has been close and interactive throughout the process.
Workpace cooperation: Cooperation with the workplace and other actors has been close and interactive throughout the process.
Development process and method management: The development process has been structured by using theoretical principles and appropriate development methods have been employed in the development activities; the progress of development activity is presented in documentation in a structured manner.
Usability of the results in the workplace: New information and new methods have been developed in the thesis. The re- sults of the thesis are directly usable by the workplace. The workplace/commissioning party has assessed that the thesis’ results are extremely useful.
Research orientated approach
Research orientated setting: The research oriented settings (importance of data production as a part of development activity, research questions, the relationship between questions and methods) are clear, logical and justified.
Theoretical framework: The thesis shows that the student has highly specialised knowledge that matches, in part, top-level expertise in the field. The thesis’ theoretical frame- work is consistent with the thesis as a whole, and sources have been used in a versatile and critical manner. International research results that are topical and relevant have been used in the thesis. The thesis includes a conceptual analysis of the development target.
Use of research methods: Methodological choices are justified using methodology literature. The use of research methods has been controlled, analyses are versatile and in-depth, and reporting is transparent.
Reporting: The thesis report is a structurally and conceptually clear and consistently pro- gressing text that justifies the choices made. The report’s layout is polished as
well as informative, and has been written in appropriate, analytical style.
Independence and creativity
Level of independence and responsibility in the thesis process: Solutions made in the thesis are independent, unique and new, and they show the student's responsibility in advancing the process.
Creativity and problem-solving preparedness: The thesis shows that the student has a command of the problem solving skills that are required to develop new information and methods, and in combining information from different fields. The thesis shows that the student is able to work as a developer in versatile and unanticipated development tasks that may
require new strategic approaches.
Independent thinking: The discussion on the results and their importance is versatile, creative and critical. The discussion makes use of information from versatile sources, which has led to a creative synthesis. The thesis shows a critical understanding of the core questions of the field and the interfaces between different fields.
Newness or more extensive transferability of the results: The results of the thesis are new and more extensively transferable to targets outside the thesis’ actual target. The thesis includes a discrete analysis of the possibilities and conditions of a wider application of the results.
20% Face-to-face, 80% Distance learning
Relevant literature:
Bhattacherjee, A. 2012. Social Science Research: Principles, Methods, and Practices. Florida: Scholar Commons. http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=oa_textbooks
Critical Appraisal Skills Program CASP. Checklist:10 questions to help you make sense of a Qualitative research. https://casp-uk.net/wp-content/uploads/2018/01/CASP-Qualitative-Checklist-2018.pdf Accessed 21 March 2020.
Elo, S. & Kyngäs, H. 2007. The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Finnish National Board on Research Integrity (TENK) 2019. The ethical principles of research with human participants and ethical review in the human sciences in Finland. Publications of the Finnish National Board on Research Integrity TENK 3/2019 https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf Accessed 20 October 2019.
Graneheim, U.H. & Lundman, B. 2003. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24, 105-112.
Grove, S.K., Burns, N. & Gray, J.R. 2013 (or later). The practice of nursing research: Appraisal, synthesis and generation of evidence. St. Louis Mo: Elsevier/Saunders.
Heale, R & Twycross, A. 2015. Validity and reliability in quantitative studies. Evidence-based Nursing. BMJ Journals, 18 (3), 66-67. Accessed 18 June 2020. https://ebn.bmj.com/content/18/3/66.info
Kellar, P.S. & Kelvin, E.A: 2013. Munro’s Statistical Methods for Health Care Research. 6th Edition. Wolters Kluwer | Lippincott Williams & Wilkins.
Lincoln and Guba's Evaluative Criteria. Accessed 20th May. http://www.qualres.org/HomeLinc-3684.html Accessed 15 November 2021.
Nowell, L.S., Norris, J.M. White, D.E. & Moules, N.J. 2017. Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods. 16: 1-13.
Research Reporting Guidelines and Initiatives: By Organization https://www.nlm.nih.gov/services/research_report_guide.html Accessed 20 March 2020.
Spencer et al. 2003. FRAMEWORK FOR ASSESSING QUALITATIVE EVALUATIONS. Government Chief Social Researcher’s Office. UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/498322/a_quality_framework_tcm6-38740.pdf Accessed 21 March 2020.
The European Code of Conduct for Research Integrity. Revised Edition. ALLEA – All European Academies 2017.
https://allea.org/code-of-conduct/ Accessed 15 November 2021.
The study unit starts in January 20th & 22nd in 2022 at Tikkurila Campus with data search and continuing in spring semester 2022 by completing online e-tivities according to scheduled program in Canvas.
Evaluation criteria presented in Canvas.
English
01.01.2022 - 31.07.2022
29.11.2021 - 05.12.2021
0 - 30
Satu Vuorela, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
4 credits
H-5
2022 20th January. 8:30 – 10:00 Introduction of study unit and thesis process
10:05 – 11:45 Quantitative research methods and their validity and
reliability (Teija-Kaisa Aholaakko).
12:30 – 13:45 Data operationalisation for survey questionnaire (T-KA).
14:00 – 16:30 Data search by MSc Monika Cseh
(Take your own computer for searches)
2022 22nd January. 8:30 - 16:30 SPSS-workshop at Tikkurila Campus (Satu Vuorela).
Upload the SPSS package according to the instructions in Student intra.
Prepare by completing e-tivity 1 and take your computer with you.
Program, continues in thesis workshops 9th Feb -22 at 14-18; 9th March -22 at 14 -18; 6th April -22 at 14 -18; 12th May -22 at 9-16.30. The times for autumn semester will be agreed together in January 2022.
Compulsory presence at lectures and workshops. Lectures 5 hours, SPSS-workshop 8 hours, data search workshop 3 hours. Compulsory online e-tivities 117 hours.
The student is able:
• to search, assess and implement evidence in a confident and critical manner
• to compile and apply concepts, designs, and methods of qualitative, quantitative, and
mixed methods research
• to assess and evaluate qualitative, quantitative, and mixed methods research as a
research user
• to plan, implement and assess qualitative, quantitative, and mixed methods in
development and research projects
Content:
• Health care research approaches and design and research processes
• Searching reliable data from academic data sources
• Reliability and validity / trustworthiness in health care research
• Completing a research plan
• Analysing research data
• Reporting research findings
Evaluation criteria presented in Canvas.
Evaluation criteria presented in Canvas.
Evaluation criteria presented in Canvas.
Evaluation criteria presented in Canvas.
Evaluation criteria presented in Canvas.
Satu Vuorela
Face-to-face
English
01.08.2022 - 31.12.2022
23.05.2022 - 29.05.2022
20 - 40
Satu Vuorela, Tiina Lehtosaari
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
5 credits
Approved/Failed
Kaarina Murtola
Face-to-face
English
01.08.2022 - 31.12.2022
23.05.2022 - 29.05.2022
20 - 40
Sebastian King, Kaarina Murtola
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
5 credits
Approved/Failed
Elsi Haverinen-Mottaghi
Face-to-face
Course materials will be listed in the Canvas platform in more detail.
Articles to read:
Suthar, AB, Dye, C & Nagata, JM. (2018). Lessons learnt from implementation of the International Health Regulations: a systematic review. Accessible at Suthar2018BullWHOIHRImplementation.pdf
Zodpey, S., & Farooqui, H. H. (2018). Universal health coverage in India: Progress achieved & the way forward. The Indian journal of medical research, 147(4), 327–329. https://doi.org/10.4103/ijmr.IJMR_616_18
Douglas, M., Katikireddi, S. V., Taulbut, M., McKee, M., & McCartney, G. (2020). Mitigating the wider health effects of covid-19 pandemic response. BMJ (Clinical research ed.), 369, m1557. https://doi.org/10.1136/bmj.m1557
Van Belle S, Boydell V, George AS, Brinkerhoff DW, Khosla R (2018): Broadening understanding of accountability ecosystems in sexual and reproductive health and rights: A systematic review. PLoS ONE 13(7): e0200675. https://doi.org/10.1371/journal.pone.0200675
Gilby L, Koivusalo M, Atkins S. (2021). Global health without sexual and reproductive health and rights? Analysis of United Nations documents and country statements, 2014–2019BMJ Global Health 2021;6:e004659.
Lauber K, Rutter H, Gilmore AB. (2021). Big food and the World Health Organization: a qualitative study of industry attempts to influence global-level non-communicable disease policy. BMJ Global Health 2021;6:e005216.
Lerner, H. & Berg, C. (2017). A Comparison of Three Holistic Approaches to Health: One Health, EcoHealth, and Planetary Health. Front.Ver.Sci, 29. https://doi.org/10.3389/fvets.2017.00163
Lectures, workshops, individual assignments
Grading on this course will be based on NQF (national framework of degrees) level 7 for Master’s degree.
English
01.08.2022 - 31.12.2022
23.05.2022 - 29.05.2022
20 - 40
Elsi Haverinen-Mottaghi
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
5 credits
H-5
The course is 5 ECTSs including face-to-face lectures, workshops and individual readings.
After this course the student is able to:
Critically analyse and apply knowledge about global health regulations, agreements, funding, instruments and bodies.
Enhance sustainable and safe approaches to global health services.
Participate in and develop professional and multicultural health care services and projects.
The detailed description, content and scheduling can be found on the Canvas platform.
Elsi Haverinen-Mottaghi
Face-to-face
1. Mandatory course e-book
Cragg L, Davies M, Macdowall W. Health Promotion Theory. Maidenhead: McGraw-Hill Education; 2013. SECTION 2: Using theory to inform health promotion practice.
Suggested book for reading:
Nutbeam, D., Harris, E. & Wise, M. 2010. Theory in Nutshell, A practical guide to health promotion theories. (some copies available in library)
Articles to read:
2. Bekalu, A. M., Bigman, A. C., McCloud, F. R., Lin K, L. & Viswanath, K. 2018. The relative persuasiveness of narrative versus non-narrative health messages in public health emergency communication: Evidence from a field experiment. Preventive Medicine 111, 284-290. https://doi.org/10.1016/j.ypmed.2017.11.014
3. Koplan, J.P., Bond, T.C., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo, N.K., Wasserheit, J.N. and Consortium of Universities for Global Health Executive Board. 2009. Towards a common definition of global health. Lancet 373(9679):1993-5.
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)60332-9/fulltext
4. Kumar, S., & Preetha, G. (2012). Health promotion: an effective tool for global health. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine, 37(1), 5–12. https://doi.org/10.4103/0970-0218.94009
5. French, D.P., Cameron, E., Benton, J.S., et al. (2017). Can communicating personalized disease risk promote healthy behavior change? A systematic review of systematic reviews. Ann BehavMed. 2017;51:718–729.
6. McDermott, M.S., Oliver, M., Iverson, D., et al. (2016). Effective techniques for changing physical activity and healthy eating intentions and behaviour: a systematic review and meta-analysis. Br J Health Psychol. 21:827–841.
lectures, workshop, reading materials
Assessment based on NQF (national framework of degrees) level 7 for Master’s degree.
English
01.08.2022 - 31.12.2022
23.05.2022 - 29.05.2022
20 - 40
Elsi Haverinen-Mottaghi
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
5 credits
H-5
The course is 5 ECTSs, including face-to-face lectures, workshop, student assignments and individual reading.
After the course the student is able to:
apply evidence based knowledge, theories, models and methods in global health promotion
analyze the pros and cons of health promotion theories
implement safe and evidence-based approaches to global health services/interventions
Detailed content and scheduling can be found from the Canvas platform.
Teija-Kaisa Aholaakko
Face-to-face
English
01.01.2023 - 31.07.2023
28.11.2022 - 04.12.2022
20 - 40
Satu Vuorela, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
5 credits
Approved/Failed
