Veidlapa Nr. M-3 (8)
Study Course Description
Health Pedagogics
Course Code
SVUEK_053
Branch of Science
Clinical medicine; Public and environmental health
ECTS
3.00
Target Audience
Public Health
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Inese Stars
Structure Unit Manager
Anda Ķīvīte-Urtāne
Structural Unit
Institute of Public Health
Contacts
Riga, 9 Kronvalda boulevard, svek@rsu.lv, +371 67338307
About Study Course
Objective
The course aims to prepare students of public health with the necessary skills and knowledge to take part in the development, implementation and evaluation of health education programs.
The goal of the course – master health pedagogy for the implementation of health education in various target groups.
Preliminary Knowledge
Basic knowledge in health promotion, public health, and pedagogy.
Learning Outcomes
Knowledge
1.Students will know how to: • describe theoretical models of health education and health literacy; • explain the main pedagogical principles and conceptual views in health education; • have an overall idea about various types of health education programs; • describe pedagogical methods used in health education.
Skills
1.Students will be able to: • apply problem-based approach in health education; • select appropriate pedagogical methods and organizational forms in health education programs; • identify criteria for evaluation of health education programs.
Competences
1.Students will have the capacity to: • identify the needs of different target groups for health education; • develop appropriate health education programs; • evaluate results of health education programs.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
As a result of the course, students will develop a project of a health education program for the selected target group.
|
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
• individual participation in classes, discussions, group work, presentations of independent work (20%)
• developed concept of health education program and its presentation (80%).
|
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical foundations of Health Education. Philosophical principles and models of Health Education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogy, Education and Health Education. Overarching principles. Curriculum theories.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
The concept of Health literacy and its theoretical and practical scope.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Teaching and learning methods, techniques and organizational forms in Health Education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Teaching and learning methods, techniques and organizational forms in Health Education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Development and evaluation of Health Education programs. Learning outcomes.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Practical seminary on projects of health education programs developed by students.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Rubana I.M. Mācīties darot. Rīga. Raka, 2004. 240.lpp. (akceptējams izdevums)
2.
Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. 6.,7.,9.,10. nod. Zvaigzne ABC, 1999. 662. lpp. (akceptējams izdevums)
3.
K.Glanz, B.K.Rimer, F.M.Lewis. Health Behavior and Health Education: Theory, Research, and Practice. JosseyBass, 2015. 583p.
4.
Cottrell, R.R., et.al. Principles & foundations of health promotion and education. San Francisco: Pearson/Benjamin Cummings, 2012. 384 lpp. (akceptējams izdevums)
Additional Reading
1.
D. Prets. Izglītības programmu pilnveide. Rīga: Zvaigzne ABC, 2000. 383.lpp.
2.
Albrehta Dz. Didaktika. Rīga: Raka, 2001. 168.lpp.
3.
Golubeva, A., Puškarevs, I. Veselības veicināšana skolā: mācību līdzeklis. Rīga: LU Akadēmiskais apgāds, 2008. 63 lpp.
4.
VISC. Darbs ar sociālā riska grupas bērniem un jauniešiem atkarību profilaksē: metodiskais līdzeklis pedagogiem un vecākiem. Talsu tipogrāfija, 2015. 42 lpp.
5.
Maslo, I. (red.) No zināšanām uz kompetentu darbību: mācīšanās antropoloģiskie, ētiskie un sociālkritiskie aspekti. Rīga: LU Akadēmiskais apgāds, 2006. 186 lpp.
6.
Žogla Didaktikas teorētiskie pamati. Rīga: Raka, 2001. 275.lpp.
7.
Contemporary theories of learning: learning theorists—in their own words. New York: Routledge, 2018, 235 p.
Other Information Sources
1.
Health Education Journal
2.
American Journal of Health Education
3.
Health Education (žurnāls)