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Supervisor
Inese Stars

Study Course Description

Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:05.06.2018
Study Course Information
Course Code:SVUEK_053LQF level:Level 7
Credit Points:2.00ECTS:3.00
Branch of Science:Medicine; Public HealthTarget Audience:Public Health
Study Course Supervisor
Course Supervisor:Inese Stars
Study Course Implementer
Structural Unit:Department of Public Health and Epidemiology
The Head of Structural Unit:Ģirts Briģis
Contacts:Rīga, Kronvalda bulvāris 9, svekatrsu[pnkts]lv, svekatrsu[pnkts]lv, +371 67338307
Study Course Planning
Full-Time - 1. Semester No.
Lectures (number)6Lecture Length (academic hours)2Total Contact Hours of Lectures12
Classes (number)6Class Length (academic hours)3Total Contact Hours of Classes18
Total Contact Hours30
Study course description
Preliminary Knowledge:
Basic knowledge in health promotion, public health, and pedagogy.
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. Goal of the course - mastering health pedagogy for the implementation of health education in various target groups.
Topic Layout (Full-Time)
No.TopicType of ImplementationNumberVenue
1Theoretical foundations of Health Education. Philosophical principles and models of Health Education.Lectures1.00auditorium
Classes1.00auditorium
2The concept of Health literacy and its theoretical and practical scope.Lectures1.00auditorium
Classes1.00auditorium
3Pedagogy, Education and Health Education. Overarching principles. Curriculum theories.Lectures1.00auditorium
4Teaching and learning methods, techniques and organizational forms in Health Education.Classes1.00auditorium
5Teaching and learning methods, techniques and organizational forms in Health Education.Lectures1.00auditorium
Classes1.00auditorium
6Development and evaluation of Health Education programs. Learning outcomes.Lectures1.00auditorium
Classes1.00auditorium
7Practical seminary on projects of health education programs developed by students.Lectures1.00auditorium
Classes1.00auditorium
Assessment
Unaided Work:
Students will research selected topics of the course and present results to the group. As a result of the course students will develop a project of a health education program for the selected target group.
Assessment Criteria:
• The level of individual participation in classes; • test results on theoretical foundations of health education and health literacy 20% • prepared report on a selected learning theory and its applicability in health education 20% • the individually developed project of health education programme and its presentation 50% • participation in the evaluation of the projects of health education programmes 10%
Final Examination (Full-Time):Exam
Final Examination (Part-Time):
Learning Outcomes
Knowledge: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: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.
Competencies: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.
Bibliography
No.Reference
1Rubana I.M. Mācīties darot. Rīga. Raka, 2004. 240.lpp.
2Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. 6.,7.,9.,10. nod. Zvaigzne ABC, 1999. 662. lpp.
3K.Glanz, B.K.Rimer, F.M.Lewis. Health Behavior and Health Education: Theory, Research, and Practice. JosseyBass, 2002. 583p.
4Cottrell, R.R. et.al.: Principles & foundations of health promotion and education. San Francisco: Pearson/Benjamin Cummings, c2012. 384 lpp.
1D. Prets. Izglītības programmu pilnveide. Zvaigzne ABC. Rīga, 1994. 383.lpp.
2Albrehta Dz. Didaktika. Rīga: Raka, 2001. 168.lpp.
3Golubeva, A., Puškarevs, I.: Veselības veicināšana skolā: mācību līdzeklis. Rīga: LU Akadēmiskais apgāds, c2008. 63 lpp.
4VISC. Darbs ar sociālā riska grupas bērniem un jauniešiem atkarību profilaksē: metodiskais līdzeklis pedagogiem un vecākiem. Talsu tipogrāfija, 2015. 42 lpp.
5Maslo, I. (red.) No zināšanām uz kompetentu darbību: mācīšanās antropoloģiskie, ētiskie un sociālkritiskie aspekti. Rīga: LU Akadēmiskais apgāds, c2006. 186 lpp.
6Žogla Didaktikas teorētiskie pamati. Rīga: Raka, 2001. 275.lpp.
7Contemporary theories of learning: learning theorists—in their own words. New York et. al. : Routledge, 2009, 235 p.
1Health Education Journal http://hej.sagepub.com/
2American Journal of Health Education http://www.shapeamerica.org/publications/journals/ajhe/
3Health Education (žurnāls) http://www.emeraldinsight.com/loi/he