Health promotion and teaching strategies for health education
 
Module: Basic Sciences
ECTS: 3
Contact hours – lectures: 40
Contact hours – seminar: 15
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject: Mateja Bahun, Lecturer
Tanja Torkar, Lecturer
Year of study: Second
Health promotion and teaching strategies for health education

Contact hours – lectures: 40
Contact hours – seminar: 15
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject: Mateja Bahun, Lecturer
Tanja Torkar, Lecturer
Education providers:
  • Mateja Bahun, Lecturer
  • Tanja Torkar, Lecturer
Level of study: First Bologna cycle professional education study program
Semester: Winter
Language: Slovene/English
 
Subject-specific competences: Students:
  • become familiar with health promotion, and approaches and work methods in this field;
  • learn about the link between health promotion and health education;
  • learn about health education as a work method, its place within nursing and the health care system;
  • become familiar with the scope of activities and different approaches to health education;
  • acquire knowledge on organization, implementation and norms in existing health education programs included in the health care system;
  • become familiar with the methodology of teaching and learning in health education;
  • become familiar with the basics of didactics, pedagogy, andragogy, and special education;
  • know the theoretical approaches to counselling, guidance, encouragement and assistance to people involved in preserving health and a healthy lifestyle;
  • become familiar with teaching and guiding  approaches to changing lifestyles and patterns of health-related behaviour;
  • learn to recognize the need for health education in different target groups;
  • learn how to plan health educational programs;
  • learn the communication and other skills for the practical implementation of the health education program.

Knowledge and understanding:
  • Understanding of the basic theoretical principles of health promotion, health education and learning for health;
  • Integration, promotion and application of methodological and practical knowledge and skills for health promotion and health education in different settings and with different target groups of the population requiring health care and long-term care;
  • Independent health protection of individuals, families and groups in health care;
  • Knowledge of health promotion approaches;
  • Understanding the importance of integrating health education and health promotion in the health care system and into people's lives;
  • Promotion of healthy habits, preventive measures and the care for one’s health;
  • Strengthening healthy behaviour to improve behavioural patterns and introduce lifestyle changes;
  • Support, guidance and understanding of the process of lifestyle change.
Mandatory references:
  • Hoyer, S., 2005. Pristopi in metode v zdravstveni vzgoji. Ljubljana: Visoka šola za zdravstvo.
Recommended references:
  • Brieskorn Zinke, M., 2006. Gesundheitsforderung in der Pflege. Ein Lehr und Lern und Lernbuch zur Gesundheit (Kohlhammer Pflege Wissen und Praxis). Auf. 3. Stuttgart, Berlin, Koln: Kohlhammer.
  • Hurrelmann, K., Klotz, T. & Haisch, J., 2007. Lehrbuch Pravention und Gesundheiitsforderung. Auf. 2. Bern: Huber.
  • Innstrand, S.T., ed. Health promotion - Theory and Practice. Trondheim: Research Center for Health Promotion and Resources.
  • Jank, W. & Meyer, H., 2006. Didaktični modeli. Ljubljana: Zavod RS za šolstvo.
  • Kiger, M.A., 2004. Teaching for health. London: Elsevier.
  • Kvas,  A., ed. Zdravstvena vzgoja - moč medicinskih sester. Ljubljana: Društvo MSBZT.
  • Mavilee, J.A. & Huerta, C.G., 2007. Health promotion in nursing. New York: Thomson Delmar Learning.
  • Marentič Požarnik, B., 2012. Psihologija učenja in pouka. Ljubljana: DZS.
  • Payne, S. & Walker, J., 2002. Psihologija v zdravstveni negi. Ljubljana: Educy.
  • Puklek Levpušček, M. & Marentič Požarnik, B., 2005. Skupinsko delo za aktiven študij. Ljubljana; center za pedagoško izobraževanje Filozofske fakultete.
  • Ule, M., 2009. Psihologija komuiciranja in medosebnih odnosov. Ljubljana: Fakulteta za družbene vede.
Study obligations:
  • 50% obligatory attendance at lectures
  • 100% obligatory attendance at seminars
Assessment methods:
  • written examination (80%)
  • preparation and implementation of a health educational project (20%)