Study Guide

Learning outcomes

The student is able to
- recognise the impact on globalisation on health
- increase awareness of ethical knowledge, values, principles, legislation and recommendations in global health
- analyse effective models in health promotion worldwide

Content

- recognize the impact on globalization on health
- increase awareness of ethical knowledge, values, principles, legislation and recommendations in global health
- analyze effective models in health promotion worldwide

Teaching methods

In this study module students will be able to gain expertise on major contemporary issues and challenges of global health with an interprofessional perspective and social approach. It is open to students from all disciplines.

Students will examine global disease burden and distribution, health determinants and disparities, health policy, and the challenges and outcomes of global health interventions. Key global health themes to be explored would include: communicable and non-communicable diseases, environmental health, child health, reproductive health and rights, and health among refugees and displaced population. Topics will be examined in relation to global interdependency, highlighting how both global and disparities and global health policy responses are shaped through global ties and tensions.

Students will have to write essays and there will be small weekly online assignments such as group discussions etc. during the course.

Location and time

Fall 2020, mostly online

Learning materials and recommended literature

Updated list om materials will be informed later

Global Vaccine Action Plan - Decade of Vaccine Collaboration. 2013. Vaccine 31, 5– 31.

Hanlon P, Carlisle S, Hannah M, Reilly D & Lyon A. 2011. Making the case for a ‘fifth wave’ in public Health. Public Health 125, 30-36.

Henwood BF, Cabassa LJ, Craig CM & DK. 2013. Permanent Supportive Housing: Addressing Homelessness and Health Disparities? American Journal of Public Health, 103(2), 188-192.

Jacobs DE. 2011. Environmental Health Disparities in Housing. American Journal of Public Health, 101(1), 115-122.

Kass NE. 2001. An Ethics Framework for Public Health. American Journal of Public Health, 91(11), 1776-1782.

Kaza N, Knaap G-J, Knaap I & Lewis R. 2011. Peak Oil, Urban Form, and Public Health: Exploring the Connections. American Journal of Public Health 101(9), 1598-1606.

Kidder, T. (2004). Mountains beyond mountains. New York: Random House

Lundman B, Al L, Jonsen E, Lövheim H, Nygren B, Santamäki R, Strandberg G & Nordberg A. 2012.Inner Strength in Relation to Functional Status, Disease, Living Arrangements, and Social
Relationships Among People Aged 85 Years and Older. Feature Article. Nursing 33 (3), 167-176.

Mackie P. 2010. Social justice and social responsibility: Towards a value-base for global public health. Public Health 124, 620-625.

Mikesell L, Bromley E & Khodyakov D. 2013. Ethical Community-Engaged Research: A Literature Review. American Journal of Public Health 103(12), 7-14.

Pourisharifa H, Babapoura FJ, Zamanib R, Besharatb MA, Mehryarb AH & Rajabb A. 2010. The effectiveness of motivational interviewing in improving health outcomes in adults with type 2 diabetes. Procedia Social and Behavioral Sciences 5,1580–1584.

Schrecker T. 2013. Can health equity survive epidemiology? Standards of proof and social determinants of health. Preventive Medicine 57, 741–744.

Quaglio GL, Karapiperis T, Van Woensel L, Arnold E & McDaid D. 2013. Austerity and health in Europe. Health Policy 113,13–19.

Skolnik, Richard 2015, Global Health 101
http://books.google.fi/books/about/Global_Health_101.html?id=sBQRpj4uWmYC&redir_esc=y

Important dates

Compulsory course info 17.9, (zoom time 10-11 AM, if you have something to ask about the course)
Compulsory learning point sessions 27.11 8-16

Forms of internationality

Collaboration with De Montfort University (UK)

Students workload

5 credits = 135 hours of student work

Content and scheduling

Content:
- The concept of Global health
- Health for all 2020 (WHO), key health indicators, health determinants and disparities, overview for global and domestic diseases, communicable and non-communicable diseases, pandemics, public and private expenditure on health, the cost-effectiveness of health interventions
- Ethical issues of health: human / patients´ rights, values and global health, health services organized worldwide, immigration and refugee situation
- Effective models in health promotion worldwide

Further information for students

The timetable and more detailed information about course will be send to the registered students via email

Grading scale

H-5

Evaluation methods and criteria

Assessment:
Written assignment will be assesed with T1-K5/failed (1 = Pass, 2 = Satisfactory, 3 = Good, 4 = Very Good, 5 = Excellent).

Small assignments and group discussions will be evaluated (pass/fail). Passing the course requires active partipation to online discussions and completing the written reports/essays in given timetable.
In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
- report and communicate in a professional manner

“Students who have failed assignments or examinations required for passing a study unit must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit.” (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. [If Urkund is used when assignments are checked, the lecturer will inform the students of this.]