Health Promotion & Integrated Care

Department
  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E2.1.1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 2
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • FH-Prof. Dr. Walch Siegfried
  • Dr. Beese Anna-Sophia
Learning outcomes of the course unit
  • Part I:
    Students reflect on planetary health and its impact on health and well-being.
    Students are aware of stakeholders involved in health and well-being decision-making and strategic thinking.
    Students are aware of how countries can engage in the well-being agenda and transform economies towards increased health and well-being.
    Students understand relevant #beatNCD-topics as the global and country specific epidemiology of NCDs, and concepts for individual, organisational and societal interventions to #beatNCDs.
    Students are aware of the health promotion movement and its impact in various settings.

    Part II:
    Students are aware of the health literacy concepts and how to mitigate its impact to increase equitable access to health.
    Students are aware of the concept of self-management and its challenges and opportunities.
    Students understand the concept of integrated care as a multi-stakeholder, multidisciplinary and multifaceted approach to tackle regional, national, and global health challenges.
    Students are able to reflect on health leadership and possibilities on how to create impact, design change and become effective leaders in promoting health.
    Based on their work on the case studies in class and the individual assignment at home, students are able to critically reflect and discuss management approaches and implementation strategies for integrated care initiatives.
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • - Planetary health, one health, health and well-being: a new paradigm
    - Integrative health and well-being - from a policy perspective
    - Economy of well-being
    - Noncommunicable diseases
    - Health promotion & preventive medicine
    - Health literacy, self-management
    - Integrated care initiatives in practice
    - Integrated care networks & network management
    - Health leadership
    - Health impacts and implementation models
Recommended or required reading
  • - WHO Geneva Charter on Well-being: https://www.who.int/publications/m/item/the-geneva-charter-for-well-being
    - Kickbusch, I., Pelikan, J. M., Apfel, F., & Tsouros, A. D. (2017). Health literacy: The solid facts. 2013. World Health Organization, Regional Office for Europe.
    - Chrysopoulou, A. (2020). The Vision of a Well-Being Economy. Stanford Social Innovation Review. https://doi.org/10.48558/9SXJ-C595 2. What is doughnut economy. https://earth.org/what-is-doughnut-economics/
    - Amelung, V., Stein, V., Goodwin, N., Balicer, R., Nolte, E., & Suter, E. (Eds.). (2021). Handbook integrated care. Basel, Switzerland: Springer.
    - Auschra, C. (2018). Barriers to the integration of care in inter-organisational settings: a literature review. International journal of integrated care, 18(1).
    - Mitterlechner, M., & Bilgeri, A. S. (2021). Perspectives on governing integrated care networks. In Handbook Integrated Care (pp. 165-177). Springer, Cham.
    - Berthod, O., Grothe-Hammer, M., Müller-Seitz, G., Raab, J., & Sydow, J. (2017). From high-reliability organizations to high-reliability networks: the dynamics of network governance in the face of emergency. Journal of Public Administration Research and Theory, 27(2), 352-371."
    - Mitterlechner, M. (2018). Leading in inter-organizational networks: Towards a reflexive practice. Springer."
    - Fernandez, M. E., Ten Hoor, G. A., Van Lieshout, S., Rodriguez, S. A., Beidas, R. S., Parcel, G., ... & Kok, G. (2019). Implementation mapping: using intervention mapping to develop implementation strategies. Frontiers in public health, 7, 158.
Planned learning activities and teaching methods
  • The course comprises a mix of lectures (flipped classroom– individual and group preparations required), discussions and reflections.
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
    • AACSB/FIBAA