Social Management: Social Management & Health Literacy

Department
  • Master's Program International Health & Social Management
Course unit code
  • IHCM2MUL1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 2
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • Dr. Sorensen Kristine
Learning outcomes of the course unit
  • The course on Social Management and Health Literacy includes the following objectives:
    With regards to knowledge and understanding
    • possess a detailed understanding of the concept of health literacy, its history, definition and potential future development,
    • have a strong familiarity with health literacy measurement knowing the key tools available and their advantages and disadvantages,
    • have a strong familiarity on how to design health literacy interventions and programmes,
    • possess knowledge on policy strategies and organizational attributes that play a role in developing health literacy friendly societies,
    • possess knowledge on how to develop health literacy leadership/championship.
    with regards to application of knowledge and understanding
    • be able to apply detailed knowledge concerning health literacy into a global context and understand the factors relevant for implementing health literacy at individual and organizational levels
    • have improved skills for elaborating health literacy challenges from case to case.
    with regards to making judgment
    • be able to reflect critically on the discourse related to health literacy and how it can be influenced,
    • be able to form opinion on the merits and demerits of health literacy related initiatives for specific population groups.
    with regards to communication
    • be able to work in a group to develop a critical and reflective contribution,
    • be able to present a health literacy topic and discuss the findings,
    • have improved the presentation skills.
    with regards to learning skills
    • have practiced active and self-directed learning skills,
    • have applied and improved team working skills and team management skills.
Mode of delivery
  • blended learning
Prerequisites and co-requisites
  • none
Course contents
  • The course on social management and health literacy aims to provide students with knowledge and competency to act as health literacy champions in their future career. Knowing how to create appropriate health literacy responses within organizations is an important asset for managing health in the 21st century.
    Health literacy entails the knowledge, motivation, and competency to access, understand, appraise and apply information to make decisions concerning healthcare, disease prevention and health promotion in everyday life to improve quality of life during the life course. People-centered care and co-production of health are new avenues for the future, which demands active citizens and responsive systems.
    However, recent research has estimated that almost one in two has limited health literacy and that under-served population groups such as the elderly, less educated people and groups with low socio-economic status are even worse off. Strategic action is needed to bridge the health literacy gap.
    Through problem-based learning methods students will gain knowledge about the multi-dimensional concept of health literacy as well as on how to measure health literacy, and how to design health literacy solutions based on user experience and targeted responses.

    The content of the course will fall in seven parts:
    1. The science and art of health literacy.
    2. Health literacy design I: texts and graphics
    3. Health literacy design II: products and services
    4. Health literacy design III: interactions
    5. Health literacy design IV: organizations and settings
    6. Health literacy design V: cultures and societies
    7. Health literacy championship (symposium)
Recommended or required reading
  •  relevant literature for exams which must be bought by students:
    All literature can be found on Internet for free apart from this book: Kotter J. Rathgeber. Our iceberg is melting: Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions, 2016. (It can also be viewed as film on YouTube)
     relevant literature for exams which will be provided by lecturer:
    Kickbusch I, Pelikan J, Apfel F, Agis T. Health literacy: the solid facts. 1st editio. Copenhagen: World Health Organization Regional Office for Europe; 2013. http://www.euro.who.int/__data/assets/pdf_file/0008/190655/e96854.pdf?ua=1
    Nutbeam D. The evolving concept of health literacy. Soc Sci Med [Internet]. 2008 Dec [cited 2016 Jun 9];67(12):2072-8. Available from: http://linkinghub.elsevier.com/retrieve/pii/S0277953608004577
    Sorensen K, Van den Broucke S, Fullam J, Doyle G, Pelikan J, Slonska Z, et al. Health literacy and public health: a systematic review and integration of definitions and models. BMC Public Health [Internet]. 2012 Jan [cited 2013 Mar 2];12(1):80. Available from: http://www.biomedcentral.com/1471-2458/12/80
    Haun JN, Valerio MA, McCormack LA, Sørensen K, Paasche-Orlow MK. Health Literacy Measurement: An Inventory and Descriptive Summary of 51 Instruments. J Health Commun [Internet]. 2014 Oct 14 [cited 2016 Jun 9];19(sup2):302-33. Available from: http://www.tandfonline.com/doi/abs/10.1080/10810730.2014.936571
    Sørensen K, Pelikan JM, Röthlin F, Ganahl K, Slonska Z, Doyle G, et al. Health literacy in Europe: comparative results of the European health literacy survey (HLS-EU). Eur J Public Health [Internet]. 2015 Dec [cited 2016 Jun 7];25(6):1053-8. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25843827
    Gazmararian JA, Curran JW, Parker RM, Bernhardt JM, DeBuono BA. Public health literacy in America: an ethical imperative. Am J Prev Med [Internet]. 2005 Apr [cited 2013 Mar 3];28(3):317-22. Available from: http://www.ncbi.nlm.nih.gov/pubmed/15766622
    Dodson S, Good S OR. Health literacy toolkit for low and of middle-income countries: a series of information sheets to empower communities and strenghten health systems. 2015. http://apps.searo.who.int/PDS_DOCS/B5148.pdf?ua=1
    Sorensen K. Health literacy is a political choice. A health literacy guide for politicians. Global Health Literacy Academy.2016. http://media.wix.com/ugd/76600e_32ee21461ca74c33a4b19a529f7230bf.pdf
    World Health Organization's European Office. Health 2020: a European policy framework supporting action across government and society for health and well-being [Internet]. Copenhagen; 2012. Available from: http://www.euro.who.int/__data/assets/pdf_file/0009/169803/RC62wd09-Eng.pdf
    Public Health Association of BC. An inter-sectoral approach for improving health literacy for Canadians. A discussion paper. Victoria; 2012. Public Health Association of BC. An inter-sectoral approach for improving health literacy for Canadians. A discussion paper. Victoria; 2012.
    U.S. Department of Health and Human Services. Action Plan to Improve Health Literacy. [Internet]. Washington DC; 2010. Available from: https://health.gov/communication/initiatives/health-literacy-action-plan.asp
    NHS Scotland. Making It Easy - A National Action Plan on Health Literacy for Scotland [Internet]. 2014. Available from: http://www.gov.scot/Resource/0045/00451263.pdf
    Ministry of Health. A Framework for Health Literacy [Internet]. Wellington; 20015. Available from: https://www.health.govt.nz/publication/framework-health-literacy
    Brach C, Dreyer BP, Schyve P, Hernandez LM, Baur C, Lemerise AJ, et al. Attributes of a Health Literate Organization. Inst Med. New York; 2012; http://www.ahealthyunderstanding.org/Portals/0/Documents1/IOM_Ten_Attributes_HL_Paper.pdf
    The Joint Commission. What did the doctor say? Improving helath literacy to protect patient safety. 2007. https://www.jointcommission.org/assets/1/18/improving_health_literacy.pdf
    Kotter J. Rathgeber. Our iceberg is melting: Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions, 2016.
    Czabanowska et al. In search for a public health leadership competency framework to support leadership curriculum-a consensus study. The European Journal of Public Health. 2014 vol: 24 (5http://eurpub.oxfordjournals.org/content/24/5/850.long
Planned learning activities and teaching methods
  • The course will make use of different learning styles:
    • Lectures.
    • Active and self-directed learning.
    • Group work.
    • Presentations in class.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English