Oppaan Master's Degree Programme in Health and Wellbeing in the Circumpolar Area, 2013-14 tiedot

MASTER´S DEGREE PROGRAMME IN HEALTH AND WELLBEING IN THE CIRCUMPOLAR AREA (MCH)
- CURRICULUM 2013-2015

Master´s degree programme in health and wellbeing in the circumpolar area is an international two-year programme of 120 ECTS focusing on the specific features, questions and challenges related to the health and wellbeing in the circumpolar area. The programme is established and managed by a network of international partner universities. The programme has developed under the auspices of University of Artic´s Thematic Networks and Barents Cross Border University. The MCH graduates will be awarded a Master of Health Sciences from the University of Oulu.

MCH is established and managed in collaboration by the partner universities.

1. University of Oulu, Finland
- Centre for Artic Medicine, University of Oulu
- Institute of Health Sciences, University of Oulu

- Thule Institute, University of Oulu
2. Center for Health Education, Greenland

3. Luleå University of Technology, Sweden

4. Northern State Medical University, Russia

5. Northern (Arctic) Federal University, Russia

6. University of Lapland, Finland

7. University of Manitoba, Canada

MCH graduates will be able to work as independent professionals in administrative and managerial positions within health care services and in health promotion, education, development, planning and research.

The learning outcomes of the Program are:

• Student will be able to apply critical and scientific approach to his or her professional work;
• Student will be able to define and explain the special characters of living in a northern environment/ circumpolar conditions;
• Student is able to describe the experience of health, wellbeing, cultural transitions and illnesses of northern residents living in northern cultures;
• Student will be able to detect, assess and to respond interactively to the special needs of people living in the circumpolar region regarding prevention, care and rehabilitation;
• Student identifies, analyses and is able to explain special characters of diseases and health care systems/ health and wellbeing services in northern regions;
• Student will be able to present interventions to maintain and improve health and wellbeing in the northern environment.

Curriculum outline (two-year programme 120 ECTS / 60 NA):

The MCH programme consists of compulsory on-line and on-site courses, optional courses (25 ECTS, e.g. on-line courses, on-site courses, field placement), and a Master’s thesis. Compulsory courses are organized by the MCH partner universities. Optional courses enable students to focus their studies according their personal study plan (PSP) at the beginning of studies, and it will be updated regularly.

Concerning studies/courses completed at other universities, including open universities of other universities: students must make a separate application to get credit for previous studies. Students must make the following available to Doctoral Trainee Ulla Timlin at the Institute of Health Sciences:

- original study attainment
- description of course of study
- an account of what course the application concerns

A decision on whether the student is given credit for a course of study is made by the professor teaching the main subject or the teacher in charge of the course of study.

Students may select courses from sources such as the health science university network TerveysNet or the national JOOPAS web service maintained by universities according to instructions. Students can also choose courses from the selection of the UniPID (Finnish University Partnership for International Development) network .

MCH schedule 2013-15

1 ^st academic year (60.0 ECTS)

1st semester (autumn 2013)  

Intermediate studies

353001A Introduction to Health and Wellbeing 4.0 ECTS

353003A Health impacts of climate change 4.0 ECTS

353005A Comparative approach to welfare and social work and health among northern populations: European and Canadian perspectives 6.0 ECTS

353002A Health, Security and Wellbeing in the North 6.0 ECTS

350006Y Informatics of Health Sciences 4.0 ECTS

351008P Research Methods (basic) 2.0 ECTS

353203S Research Methodology II, part 1 4.0 ECTS

2nd semester (spring 2014)

Intermediate studies

353006A Health Promotion 7.5 ECTS

040200Y Basics in eHealth 5.0 ECTS

352107A Research Methodology I 6.0 ECTS

353203S Research Methodology II, part 2 6.0 ECTS

354202A Research Ethics in Health Sciences 5.0 ECTS

353007A Intermediate Seminar 0.5 ECTS

2 ^nd academic year (60.0 ECTS)

3rd semester (autumn 2014)

Advanced studies

353216S-01 Master thesis 10.0 ECTS

353216S-02 Thesis seminars 3.0 ECTS
353009S Optional studies 17.0 ECTS
 

4th semester (spring 2015)

Advanced studies

353216S-01 Master thesis 20.0 ECTS

353216S-02 Thesis seminars 2.0 ECTS
353205S Maturity test 0 ECTS

353009S Optional studies 8.0 ECTS

INTERMEDIATE STUDIES (60 ECTS)

353001A Introduction to Health and Wellbeing

(The description of study course can be found from WebOodi > study units.)

353002A Health, security and wellbeing in the North

(The description of study course can be found from WebOodi > study units.)

353003A Health impacts of climate change

(The description of study course can be found from WebOodi > study units.)

351008P Research Methods (basic)

(The description of study course can be found from WebOodi > study units.)

352107A Research Methodology I

(The description of study course can be found from WebOodi > study units.)

353203S Research Methodology II

(The description of study course can be found from WebOodi > study units.)

354202A Research Ethics in Health Sciences

(The description of study course can be found from WebOodi > study units.)

350006Y Informatics of Health Sciences

(The description of study course can be found from WebOodi > study units.)

041201A Basics in eHealth

(The description of study course can be found from WebOodi > study units.)

353007A Intermediate Seminar

(The description of study course can be found from WebOodi > study units.)

353005A Comparative approach to welfare, social work and health among Northern populations: European and Canadian perspectives

ECTS: 6

Time: Fall semester

Assessment: grading 1-5

1. The first assignment in the course is: A 15 to 20 minute presentation and with a written outline about what the student has learned from course readings and other assigned material on northern worldviews, cultures and perspectives of northern peoples and how these shape health and well-being. This assignment will be disseminated to the instructor and the other students in the course after 75% of the class sessions are completed. The assignment will be worth 50% of the student's grade.

2. A paper that makes use of the literature from course reading and the student's own disciplinary orientation and practice field, to highlight how health and well-being in northern areas could be enhanced given the current reality of social, economic, cultural and geographical features. The student will use her or his own national or local context to illustrate, however, if that is not possible, the Canadian north could offer an alternative example. This assignment will be worth 50% of the student's grade.

Course description: This course highlights health and well-being-focused human service work among Northern populations. It is meant to be completed in one term. The ways in which northern culture, traditional belief systems, environmental and lifestyle challenges and changes, economic well-being and livelihood affect health and well-being, with illustrations from the Canadian north, are explored. Existing social and health care services, their challenges and possibilities in remote and/or northern areas are also dealt with in the course. Students will learn about unique ways of life among northern people in Canada and Scandinavia, mutual help networks and the context of life in these regions which affect health, well-being and the shape of social and health-related services. 

Learning outcomes:
1) To identify indigenous and northern Canadian and Scandinavian views and experiences in health and mental health;
2) To articulate how culture, traditional beliefs and northern lifestyles determine health understanding and practices in everyday life among northern people;
3) To illustrate how self-care, health care seeking and life conditions related to social, economic, environmental, and geographical factors in northern areas contribute to and constrain health and well-being; and
4) To connect learning based on the three above objectives to students' own disciplinary and practice orientations in their own national and/or local contexts.

Teaching methods: on-line course

Language: English

Literature:- As given in the course material

Requirements: - Reading assignments along with reviewing the powerpoints and videos are expected as these will be useful in completing the two assignments. Please refer to the readings you have used in the written assignment in particular.

Responsible:  Faculty of Social Work, University of Manitoba, Canada. Faculty of Social Work, University of Lapland, Finland

Contact persons: Tuula Heinonen and Deana Halonen, email: tuula.heinonn@ad.umanitoba.ca, deana.halonen@ad.umanitoba.ca, and Tarja Orjasniemi, University of Lapland, email: tarja.orjasniemi@ulapland.fi

353006A Health promotion

ECTS: 7.5

Time: Spring semester

Assessment: In order to be awarded a grade in the subject, students shall:

• Account for theoretical perspectives on health promotion through independent written assignments and oral group presentations (objective 1) (assessment 1)
• Using multimodal method, in pairs or group, discuss the conditions and possibilities for health promotion throughout life, which includes children and young people at school, adults at various work places and within health care and elderly care (objective 2) (assessment 2)
• Describe the implementation and critically assess any health promotion activities that have been carried out within the students’ own disciplines, through writing an independent report and giving an oral seminar presentation (objective 3) (assessment 3)

Grading scale: U (Fail) G (Pass) VG (Pass with credit). The grading criteria are specified in the module handbook.

When the set assessment opportunity has passed, students have the right to a maximum of four resits. If special circumstances exist, further resits may be offered. The University College Regulation HSVFS 1999:1 contains more information on special circumstances.

Course description: This module contains a deepening of the theoretical perspectives on health promotion, encompassing

• people of different ages and life situations
• health promotion for children and young people at school
• adults at various work places and within health care and elderly care
• health promotion activities from an individual, group and/or organizational perspective
• PAAR (Participatory Appreciative Action Research)
• Multimodal working method
• Ethical, cultural and societal aspects of health promotion in practice

Learning outcomes: On completion of this module and on the basis of scientific evidence, students should be able to:

1. Account for and discuss the theoretical perspectives on  health promotion
2. Discuss the conditions and possibilities for health promotion throughout life, which includes children and young people at school, adults at various work places and within health care and elderly care
3. Plan, apply and critically assess health promotion activities within their own disciplines from an individual, group and/or organizational perspective, which includes ethical, cultural and societal aspects

Teaching methods: Students’ own independent and active work constitutes the basis for the module, encompassing literature review, independent tasks and group tasks. The module is based on a pedagogic outlook where the focus is on interpersonal meetings and exchange. Actively participating in the course is necessary, therefore. The group work further aims to develop skills that can only be advanced through the interaction and exchange of experiences with others. The focus is on planning, applying and critically analyzing health promotion activities within students’ own professions from an individual, group and organizational perspective. The tool PAAR (Participatory Appreciative Action Research) is used as a method for reflection in practice and practice-focussed research. The module further covers ethical, cultural and societal aspects of health promotion in practice.

Language: English

Literature: may be modified up until three weeks before the start of the module)

Bergmark, U. & Kostenius, C. (2009). ‘Listen to me when I have something to say’, Students’ participation in research for sustainable school improvement, Improving Schools

Gard, G. (2002). Work motivation – a brief review of theories underpinning health promotion. Physical Therapy Reviews, 7,167-72.

Gard, G. & Larsson, A. (2003). Focus on motivation in the work rehabilitation planning process. Journal of Occupational Rehabilitation, 13, 3

Gard, G. & Sandberg, A.K. (1998). Motivating factors for return to work. Physiotherapy Research International, 3, 2

Ghay, T., Melander-Wikman, A., Kisare, M., Chambers, P., Bergmark, U., Kostenius, C., Lillyman, S. (2008). Participatory and appreciative action and reflection (PAAR) – Democratizing reflective practices, Reflective Practice, 9 (4), 361-397

Kostenius, C. (2008). Giving Voice and Space to Children in Health Promotion [Ge röst åt och utrymme för barn i hälsopromotion], Doctoral thesis, Department of Health Science, Luleå University of Technology

Kostenius, C. & Nyström, L. (2008). Health promotion with children in the classroom. In A. Ahonen, El Alerby, OM. Johansen, R. Rajala, I. Ryzhkova, E. Sohlman, H. Villanen (eds.) Crystals of schoolchildren’s well-being. Cross-border training material for promoting well-being through school education. Rovaniemi: University of Lapland, 67-80

Melander-Wikman, A. (2009). Mobil informations- och kommunikationsteknik (IKT): en väg till ökad rörelsefrihet för äldre? Fysioterapi, 9, 44-52

Melander-Wikman, A. (2007). Empowerment in Living Practice. Mobile ICT a tool for empowerment of elderly people in home health care. Licentiate thesis, Department of Health Science, Luleå University of Technology.

Plus at least three scientific articles within the students’ own disciplines.

Requirements: General entry requirements for second-cycle studies. Bachelor’s degree in Nursing, Physiotherapy, Occupational Therapy, Health Science or equivalent as the main subject.  

Responsible: Department of Health Sciences, Luleå University of Technology, Sweden

Contact person: Professor Gunvor Gard

ADVANCED STUDIES ( 60 ECTS)

353216S -01 Master's Thesis (obligatory)

(The description of study course can be found from WebOodi > study units.)

353216S-02 Thesis Seminars (obligatory)

(The description of study course can be found from WebOodi > study units.)

353205S Maturity test (obligatory)

(The description of study course can be found from WebOodi > study units.)