Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
UNESCO: Health Promotion Literacy in a Development Contexthealthycampuses
Mary Guinn Delaney, UNESCO Regional Health and HIV Education
Advisor for Latin America and the Caribbean, Regional Office for
Education in Santiago, Chile presented at the 2015 International Conference for Health Promoting Universities and Colleges.
The “German HPU Network” and the Role of Networkshealthycampuses
Christiane Stock, PhD, Head of Studies, Public Health, Unit for Health Promotion Research, Associate Professor, University of Southern Denmark, Esbjerg, Denmark presented at the 2015 International Conference for Health Promoting Universities and Colleges.
Founded in 1995 with initially five network members, the German HPU network has since defined its goals and ways to support member organisations in their processes towards becoming a Health Promoting University. During the last 20 years the network has grown to more than 80 member universities and is now representing the largest network of Health Promoting Universities world-wide, and thus healthy working, living and learning environments for students and staff. Only a few studies have focused on evaluating the structures, processes and outcomes of health promotion networks, important for measuring goal attainment as well as analysing reasons for success and failure. The importance of evaluation was discussed and suggestions were made on ways to expand and enhance this network into the future of Health Promoting Universities in Europe.
Successful Implementation of the Ottawa Charter Strategies in Balanga City: a...healthycampuses
Joet Garcia, Mayor of Balanga, Philippines presented a keynote address at the 2015 International Conference on Health Promoting Universities and Colleges.
Education is the key for sustainable progress recognizing that for learning to be truly effective, the right environment must be cultivated. These realizations put into motion our vision for Balanga “to be a University Town by the year 2020.” Attaining this aim would involve the replication of a “university setting” within the entire city to encourage optimum learning. The City of Balanga earned the Philippine Department of Health’s (DOH) Hall of Fame “Red Orchid Award” for a 100% smoke-free environment and the Outstanding Healthy Lifestyle Advocacy Award. This endeavor would not have been possible without the cooperation and involvement of the entire Balanga community, the establishment of the University Town Education Council (UTEC) encouraging open communication among the public/private sector and the academe. Balanga City’s goal to promote a conducive learning environment has resulted in transforming the youth into well-informed citizens who value a healthy lifestyle and actively participate in community health development.
1) The document discusses the experiences of LGBTQ students and teachers facing discrimination and lack of support in educational settings. It provides examples where a teacher was told they would not be welcome if gay, and a student was expelled for coming out.
2) It discusses the social and health impacts of discrimination and lack of support for LGBTQ youth, including higher rates of suicide, self-harm, substance abuse and dropping out of education. Having family support or attending a supportive school acts as a buffer.
3) It describes the ALLY@UNSW program that trains staff to support LGBTQ students, with the goal of creating an inclusive environment and preventing harassment.
This document discusses factors that affect engagement for non-high school leavers and mature age students at Macquarie University. It outlines several theories related to health, social identity, sense of community, and human goals. It also discusses the student experience domains of academic, para-academic, student support, amenities, and administration. Key factors that can influence student engagement are readiness, participation, performance self-efficacy, self-regulation, and general wellness. The presentation aims to identify interventions that can help non-traditional students thrive at university.
Implementing the National Standard for Psychological Health and Safety in the...healthycampuses
This session was a Pre-Summit Workshop at the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. Participants were introduced to the National Standard and the 13 factors specifically within the unique context of post-secondary education.
The document discusses issues and opportunities around student health services at UNSW. It notes that student visits have increased in recent years. Mental health issues represent 12-15% of visits but services are constrained. It advocates for better integration of mental health services on campus and with other student support services. Sexual health issues are also a concern, with high STD rates, and improving access and education is suggested. The challenges of meeting diverse student needs with limited resources are discussed. Models from other universities and integrated, team-based approaches are presented as best practices.
UNESCO: Health Promotion Literacy in a Development Contexthealthycampuses
Mary Guinn Delaney, UNESCO Regional Health and HIV Education
Advisor for Latin America and the Caribbean, Regional Office for
Education in Santiago, Chile presented at the 2015 International Conference for Health Promoting Universities and Colleges.
The “German HPU Network” and the Role of Networkshealthycampuses
Christiane Stock, PhD, Head of Studies, Public Health, Unit for Health Promotion Research, Associate Professor, University of Southern Denmark, Esbjerg, Denmark presented at the 2015 International Conference for Health Promoting Universities and Colleges.
Founded in 1995 with initially five network members, the German HPU network has since defined its goals and ways to support member organisations in their processes towards becoming a Health Promoting University. During the last 20 years the network has grown to more than 80 member universities and is now representing the largest network of Health Promoting Universities world-wide, and thus healthy working, living and learning environments for students and staff. Only a few studies have focused on evaluating the structures, processes and outcomes of health promotion networks, important for measuring goal attainment as well as analysing reasons for success and failure. The importance of evaluation was discussed and suggestions were made on ways to expand and enhance this network into the future of Health Promoting Universities in Europe.
Successful Implementation of the Ottawa Charter Strategies in Balanga City: a...healthycampuses
Joet Garcia, Mayor of Balanga, Philippines presented a keynote address at the 2015 International Conference on Health Promoting Universities and Colleges.
Education is the key for sustainable progress recognizing that for learning to be truly effective, the right environment must be cultivated. These realizations put into motion our vision for Balanga “to be a University Town by the year 2020.” Attaining this aim would involve the replication of a “university setting” within the entire city to encourage optimum learning. The City of Balanga earned the Philippine Department of Health’s (DOH) Hall of Fame “Red Orchid Award” for a 100% smoke-free environment and the Outstanding Healthy Lifestyle Advocacy Award. This endeavor would not have been possible without the cooperation and involvement of the entire Balanga community, the establishment of the University Town Education Council (UTEC) encouraging open communication among the public/private sector and the academe. Balanga City’s goal to promote a conducive learning environment has resulted in transforming the youth into well-informed citizens who value a healthy lifestyle and actively participate in community health development.
1) The document discusses the experiences of LGBTQ students and teachers facing discrimination and lack of support in educational settings. It provides examples where a teacher was told they would not be welcome if gay, and a student was expelled for coming out.
2) It discusses the social and health impacts of discrimination and lack of support for LGBTQ youth, including higher rates of suicide, self-harm, substance abuse and dropping out of education. Having family support or attending a supportive school acts as a buffer.
3) It describes the ALLY@UNSW program that trains staff to support LGBTQ students, with the goal of creating an inclusive environment and preventing harassment.
This document discusses factors that affect engagement for non-high school leavers and mature age students at Macquarie University. It outlines several theories related to health, social identity, sense of community, and human goals. It also discusses the student experience domains of academic, para-academic, student support, amenities, and administration. Key factors that can influence student engagement are readiness, participation, performance self-efficacy, self-regulation, and general wellness. The presentation aims to identify interventions that can help non-traditional students thrive at university.
Implementing the National Standard for Psychological Health and Safety in the...healthycampuses
This session was a Pre-Summit Workshop at the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. Participants were introduced to the National Standard and the 13 factors specifically within the unique context of post-secondary education.
The document discusses issues and opportunities around student health services at UNSW. It notes that student visits have increased in recent years. Mental health issues represent 12-15% of visits but services are constrained. It advocates for better integration of mental health services on campus and with other student support services. Sexual health issues are also a concern, with high STD rates, and improving access and education is suggested. The challenges of meeting diverse student needs with limited resources are discussed. Models from other universities and integrated, team-based approaches are presented as best practices.
The document outlines Simon Fraser University's mental health strategy, which aims to address rising rates of psychological distress and complex mental health issues among students. The strategy is guided by a public health framework and draws inspiration from the National Mental Health Commission. It seeks to create a supportive campus environment where students can succeed academically and professionally. Key elements of the strategy include reducing stigma, improving help-seeking behaviors, promoting wellness across the university community, and aligning existing programs and services.
Transformativ Learning At HC UCO Research PaperLynette Clower
The document discusses the University of Central Oklahoma's (UCO) focus on transformative learning and leadership through its "Central Six" tenets, which include discipline knowledge, leadership, problem solving, service learning, global and cultural competencies, and health and wellness. UCO created the Healthy Campus initiative to help achieve the health and wellness tenet and address student health issues identified in surveys. The author conducted interviews and surveys with Healthy Campus workgroup members and course-integrated students, finding that most experienced growth in health and wellness, problem solving, and leadership skills through their involvement. However, fully integrating health across coursework may require convincing more faculty of its importance to support transformative learning for both students
This document discusses the health issues facing international students and how universities and health insurers can better support student health. It notes that international students face cultural and lifestyle changes that impact their health. Common student health problems include sexual health issues, stress, poor nutrition, and lack of health literacy. The document proposes that Bupa, as a health insurer, can form partnerships with universities to implement health and wellness programs addressing these issues. Such programs could see benefits like lower medical claims and higher student attendance. Universities could also differentiate themselves by offering extensive student health services and advice.
Innovative IEC and BCC techniques in sanitation_Leaf Society_2014India Water Portal
Leaf Society in Namakkal works in the area of water and sanitation by promoting extensive behaviour change communication strategies particularly among women and children.
This document discusses involving children and young people in health and social care research. It provides context on policies supporting their involvement. Benefits include research being more relevant and findings more accessible, while challenges include logistics, ethics, and ensuring meaningful participation. Principles for effective involvement include planning at all stages, obtaining informed consent, providing training and support, and evaluating impact. Creative methods and involving youth in evaluation can help overcome challenges.
The document summarizes a presentation about the Wellness Network at The University of Texas at Austin. The Wellness Network is a campus-wide coalition committed to assessing and addressing the health and wellness needs of students, faculty, and staff. It brings together advocates from across campus to share resources and strategies. Its goal is to create a healthy campus environment where healthy choices are easy. The Network has an executive committee and various members from across campus involved in subcommittees. It conducts assessments of campus health and wellness needs, communicates resources to the community, and develops programs and policies to address priority health issues through collaboration.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
The document discusses developing effective programs, campaigns and products to promote behavioural change. It covers understanding behaviour change as a process that occurs in stages, with key factors like environment, social support and access to resources influencing change. Effective behaviour change communication requires understanding an individual's situation and community context, and building local capacity to support positive change through participation and empowerment. The goal of any behaviour change program is to help people develop skills and a supportive environment to progress through the stages of change in their own way and time.
The document discusses health education and health promotion. It covers topics such as the purposes of health education, variables that influence adherence to medical regimens, teaching and learning strategies, and the nursing process in developing teaching plans. Health promotion principles are also discussed, including self-responsibility, nutrition awareness, and stress management. Nurses play an important role in both health education and health promotion.
Nursing is focused on providing quality care to individuals regardless of personal attributes. The document discusses trends in the nursing profession globally and in Nepal. Key trends include increased education levels, specialization, and the use of new technologies. Nursing faces challenges from aging populations and resource constraints. In Nepal, issues include low funding for education, lack of faculty, and limited leadership opportunities for nurses in the health system. The profession aims to improve training, standards of care, and recognition of nursing's role.
Information education and communicationNursing Path
The document discusses health information systems, management information systems, surveillance, health education, and approaches to public health. It provides details on:
1. The objectives and requirements of effective health information systems, including being population-based and problem-oriented.
2. The components of health information systems, which include demography, health status, health resources utilization, and financial statistics.
3. The uses of health information for planning, administration, research, and assessing health services and programs.
4. The importance of surveillance for planning health services, monitoring quality, and documenting impact.
5. Principles of health education including interest, participation, known to unknown, comprehension, and reinforcement.
The document discusses Information, Education and Communication (IEC). It defines IEC as combining strategies that enable individuals and communities to play active roles in achieving and sustaining their own health. The goals of IEC are to create awareness, increase knowledge, change attitudes and encourage people to adopt innovations. IEC initiatives should have clear objectives, target specific audiences within a set timeframe, and address specific health problems. The document outlines the various components, approaches, resources and role of IEC in nursing.
This document discusses the importance of health education in colleges. It outlines several objectives of college health programs, including providing healthy living, protecting students from diseases, and developing students' health knowledge and decision-making skills. The document recommends that colleges establish medical clinics to examine students' health and treat minor illnesses. It also suggests various methods for imparting health education, such as lectures, printed materials, health weeks, and films. The conclusion emphasizes that health education and counseling centers are essential for colleges to help students concentrate on their studies and reduce dropout rates related to health problems.
This document summarizes a PhD student's qualitative case study research into whether universities can be considered "healthy universities" that promote health and wellbeing. The study investigated how health and wellbeing are understood and manifested within universities, and how universities can enhance or inhibit health. The study found that health and wellbeing in universities is understood more as an ethos than just physical health, and is enhanced by cultures of care, support, and valuing people. However, universities face challenges to prioritizing health due to other competing priorities and a lack of consensus around what a "healthy university" means in practice. The study provides clarity around the concept of a healthy university and how organizational culture and values can impact individual health.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
This document discusses behavioral change communication (BCC) and its role in public health programs. It defines BCC as a research-based, client-centered approach aimed at promoting behavior change through benefit-oriented and professionally developed services. BCC principles include community involvement, self-esteem promotion, and voluntary participation. The document outlines BCC's role in HIV/AIDS prevention by increasing knowledge, promoting attitude change, improving skills, and reducing stigma. It also discusses using BCC to achieve reproductive and child health goals by targeting influencers like mothers-in-law. Challenges to effective BCC include integrating it fully into programs and ensuring financial and training resources for sustainability.
This document defines peer education and the roles and qualities of peer educators. It states that a peer is someone from the same social group, and peer education is a process where well-trained people provide informal education to their peers to develop knowledge and skills to protect health. An ideal peer educator is a role model who motivates peers through activities like education sessions and one-on-one discussions. The goals of peer education are to reduce risky behavior, encourage knowledge of HIV status, and support stigma reduction.
This document discusses challenges and opportunities for student support services in the changing vocational education and training (VET) environment. It provides an overview of Hunter TAFE, which has 65,000 enrollments across 15 campuses. It outlines the student support services available and analyzes student demographic data, showing an increasing number of younger students and those with disabilities. It argues that with shrinking resources and an emphasis on course completion, targeted support for at-risk students is needed to help them succeed in their studies.
Healthy relationships with food and substanceshealthycampuses
This document summarizes a dialogue session from the 2017 HMHC Summit that focused on promoting healthy relationships with food and substances among college students. The session included introductions from representatives from various colleges and universities. From 2014-2015, focus groups were conducted and a framework was developed. Currently, the project is engaging with interested campuses to identify priorities and ways to support healthy choices. Some big ideas discussed included gaining a better understanding of healthy relationships with food and substances, making healthy choices the easy choice, and promoting social support and responsibility. Factors that influence eating and substance use, such as transitions, socialization, policies and access were also discussed. The session closed with suggestions for continued involvement and conversation.
Health education is a vital part of community health nursing, because the promotion, maintenance, and restoration of health require that patients understand health care requirements. Health education is an integral part of all health services and all health personnel's who are responsible for providing health care.
Ecological Models in Environmental Health Applying Social Cognitive Theory to...sdfghj21
The document discusses applying an ecological model to evaluate the Welsh Network of Healthy School Schemes (WNHSS) using a case study approach. It analyzes the program at national, local, and school levels based on the three strategies of the Ottawa Charter: advocacy, mediation, and enablement. At the national level, the program adhered closely to the Charter and influenced lower levels. Local coordinators and partnerships strengthened implementation. Primary schools were more successful than secondary schools in embedding health-related changes.
The document outlines Simon Fraser University's mental health strategy, which aims to address rising rates of psychological distress and complex mental health issues among students. The strategy is guided by a public health framework and draws inspiration from the National Mental Health Commission. It seeks to create a supportive campus environment where students can succeed academically and professionally. Key elements of the strategy include reducing stigma, improving help-seeking behaviors, promoting wellness across the university community, and aligning existing programs and services.
Transformativ Learning At HC UCO Research PaperLynette Clower
The document discusses the University of Central Oklahoma's (UCO) focus on transformative learning and leadership through its "Central Six" tenets, which include discipline knowledge, leadership, problem solving, service learning, global and cultural competencies, and health and wellness. UCO created the Healthy Campus initiative to help achieve the health and wellness tenet and address student health issues identified in surveys. The author conducted interviews and surveys with Healthy Campus workgroup members and course-integrated students, finding that most experienced growth in health and wellness, problem solving, and leadership skills through their involvement. However, fully integrating health across coursework may require convincing more faculty of its importance to support transformative learning for both students
This document discusses the health issues facing international students and how universities and health insurers can better support student health. It notes that international students face cultural and lifestyle changes that impact their health. Common student health problems include sexual health issues, stress, poor nutrition, and lack of health literacy. The document proposes that Bupa, as a health insurer, can form partnerships with universities to implement health and wellness programs addressing these issues. Such programs could see benefits like lower medical claims and higher student attendance. Universities could also differentiate themselves by offering extensive student health services and advice.
Innovative IEC and BCC techniques in sanitation_Leaf Society_2014India Water Portal
Leaf Society in Namakkal works in the area of water and sanitation by promoting extensive behaviour change communication strategies particularly among women and children.
This document discusses involving children and young people in health and social care research. It provides context on policies supporting their involvement. Benefits include research being more relevant and findings more accessible, while challenges include logistics, ethics, and ensuring meaningful participation. Principles for effective involvement include planning at all stages, obtaining informed consent, providing training and support, and evaluating impact. Creative methods and involving youth in evaluation can help overcome challenges.
The document summarizes a presentation about the Wellness Network at The University of Texas at Austin. The Wellness Network is a campus-wide coalition committed to assessing and addressing the health and wellness needs of students, faculty, and staff. It brings together advocates from across campus to share resources and strategies. Its goal is to create a healthy campus environment where healthy choices are easy. The Network has an executive committee and various members from across campus involved in subcommittees. It conducts assessments of campus health and wellness needs, communicates resources to the community, and develops programs and policies to address priority health issues through collaboration.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
The document discusses developing effective programs, campaigns and products to promote behavioural change. It covers understanding behaviour change as a process that occurs in stages, with key factors like environment, social support and access to resources influencing change. Effective behaviour change communication requires understanding an individual's situation and community context, and building local capacity to support positive change through participation and empowerment. The goal of any behaviour change program is to help people develop skills and a supportive environment to progress through the stages of change in their own way and time.
The document discusses health education and health promotion. It covers topics such as the purposes of health education, variables that influence adherence to medical regimens, teaching and learning strategies, and the nursing process in developing teaching plans. Health promotion principles are also discussed, including self-responsibility, nutrition awareness, and stress management. Nurses play an important role in both health education and health promotion.
Nursing is focused on providing quality care to individuals regardless of personal attributes. The document discusses trends in the nursing profession globally and in Nepal. Key trends include increased education levels, specialization, and the use of new technologies. Nursing faces challenges from aging populations and resource constraints. In Nepal, issues include low funding for education, lack of faculty, and limited leadership opportunities for nurses in the health system. The profession aims to improve training, standards of care, and recognition of nursing's role.
Information education and communicationNursing Path
The document discusses health information systems, management information systems, surveillance, health education, and approaches to public health. It provides details on:
1. The objectives and requirements of effective health information systems, including being population-based and problem-oriented.
2. The components of health information systems, which include demography, health status, health resources utilization, and financial statistics.
3. The uses of health information for planning, administration, research, and assessing health services and programs.
4. The importance of surveillance for planning health services, monitoring quality, and documenting impact.
5. Principles of health education including interest, participation, known to unknown, comprehension, and reinforcement.
The document discusses Information, Education and Communication (IEC). It defines IEC as combining strategies that enable individuals and communities to play active roles in achieving and sustaining their own health. The goals of IEC are to create awareness, increase knowledge, change attitudes and encourage people to adopt innovations. IEC initiatives should have clear objectives, target specific audiences within a set timeframe, and address specific health problems. The document outlines the various components, approaches, resources and role of IEC in nursing.
This document discusses the importance of health education in colleges. It outlines several objectives of college health programs, including providing healthy living, protecting students from diseases, and developing students' health knowledge and decision-making skills. The document recommends that colleges establish medical clinics to examine students' health and treat minor illnesses. It also suggests various methods for imparting health education, such as lectures, printed materials, health weeks, and films. The conclusion emphasizes that health education and counseling centers are essential for colleges to help students concentrate on their studies and reduce dropout rates related to health problems.
This document summarizes a PhD student's qualitative case study research into whether universities can be considered "healthy universities" that promote health and wellbeing. The study investigated how health and wellbeing are understood and manifested within universities, and how universities can enhance or inhibit health. The study found that health and wellbeing in universities is understood more as an ethos than just physical health, and is enhanced by cultures of care, support, and valuing people. However, universities face challenges to prioritizing health due to other competing priorities and a lack of consensus around what a "healthy university" means in practice. The study provides clarity around the concept of a healthy university and how organizational culture and values can impact individual health.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
This document discusses behavioral change communication (BCC) and its role in public health programs. It defines BCC as a research-based, client-centered approach aimed at promoting behavior change through benefit-oriented and professionally developed services. BCC principles include community involvement, self-esteem promotion, and voluntary participation. The document outlines BCC's role in HIV/AIDS prevention by increasing knowledge, promoting attitude change, improving skills, and reducing stigma. It also discusses using BCC to achieve reproductive and child health goals by targeting influencers like mothers-in-law. Challenges to effective BCC include integrating it fully into programs and ensuring financial and training resources for sustainability.
This document defines peer education and the roles and qualities of peer educators. It states that a peer is someone from the same social group, and peer education is a process where well-trained people provide informal education to their peers to develop knowledge and skills to protect health. An ideal peer educator is a role model who motivates peers through activities like education sessions and one-on-one discussions. The goals of peer education are to reduce risky behavior, encourage knowledge of HIV status, and support stigma reduction.
This document discusses challenges and opportunities for student support services in the changing vocational education and training (VET) environment. It provides an overview of Hunter TAFE, which has 65,000 enrollments across 15 campuses. It outlines the student support services available and analyzes student demographic data, showing an increasing number of younger students and those with disabilities. It argues that with shrinking resources and an emphasis on course completion, targeted support for at-risk students is needed to help them succeed in their studies.
Healthy relationships with food and substanceshealthycampuses
This document summarizes a dialogue session from the 2017 HMHC Summit that focused on promoting healthy relationships with food and substances among college students. The session included introductions from representatives from various colleges and universities. From 2014-2015, focus groups were conducted and a framework was developed. Currently, the project is engaging with interested campuses to identify priorities and ways to support healthy choices. Some big ideas discussed included gaining a better understanding of healthy relationships with food and substances, making healthy choices the easy choice, and promoting social support and responsibility. Factors that influence eating and substance use, such as transitions, socialization, policies and access were also discussed. The session closed with suggestions for continued involvement and conversation.
Health education is a vital part of community health nursing, because the promotion, maintenance, and restoration of health require that patients understand health care requirements. Health education is an integral part of all health services and all health personnel's who are responsible for providing health care.
Ecological Models in Environmental Health Applying Social Cognitive Theory to...sdfghj21
The document discusses applying an ecological model to evaluate the Welsh Network of Healthy School Schemes (WNHSS) using a case study approach. It analyzes the program at national, local, and school levels based on the three strategies of the Ottawa Charter: advocacy, mediation, and enablement. At the national level, the program adhered closely to the Charter and influenced lower levels. Local coordinators and partnerships strengthened implementation. Primary schools were more successful than secondary schools in embedding health-related changes.
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
School health is part of nursing care for the community care provider. To monitor the school students health conditions and health education to students and teachers.
This systematic review analyzes how universities have implemented the concept of healthy universities in different cultures. Fourteen studies were identified that described the implementation of healthy university initiatives. The studies generally defined healthy universities as institutions that promote health and well-being for their communities through policies, environments, and education. Common areas of action included developing personal health skills, creating healthy environments, incorporating health in curriculums, implementing health policies, and engaging with local communities. Common health issues addressed were alcohol/drug prevention and healthy eating. While evaluation was recognized as important, guidance on evaluating healthy university programs was lacking in most studies.
SFU's Vision for a Healthy Campus CommunityBrian Portner
Simon Fraser University has developed a vision for a healthy campus community through campus-wide consultation. The vision aims to create a supportive environment that fosters well-being and success for students, faculty and staff. It calls on all members of the SFU community to consider how to enhance health and well-being through policies, learning and working environments, physical spaces, and community. The vision is part of SFU's commitment to be an engaged university that values the health of its members.
This document discusses promoting health in schools through a holistic approach. It summarizes evidence that taking a whole-school approach to health promotion, which addresses policies, environment, curriculum, community links and services, can improve both educational and health outcomes for students. Specifically, multi-faceted approaches that consider the social and emotional factors impacting learning are more effective than single-issue programs delivered only in the classroom. The evidence indicates schools should utilize all six components of a health promoting schools approach to enhance students' well-being and learning.
2015_01 - Trends in Health and ICT - Incredible Opportunities for Technologis...Kathleen Ludewig Omollo
These are slides from a workshop on January 26 - February 2, 2015 with representatives from the Information and Communication Technologies Department and Library Department at St. Paul Hospital Millennium Medical College in Addis Ababa, Ethiopia. The workshop was facilitated by Kathleen Ludewig Omollo and Bob Riddle.
The workshop documents are shared at http://slideshare.net/tag/sphmmc-ict-2015.
iHV regional conf: Sally Kendall - Building evaluation into your practiceJulie Cooper
The document discusses evaluation of health visiting practice and how to improve outcomes through evaluation. It provides an overview of the healthy child programme led by health visitors and the six high impact areas that are evaluated. Evaluation approaches are discussed, including the Kirkpatrick framework that measures reaction, learning, impact and results. Improvement science aims to create practical learning to improve patient care based on evidence. The document encourages contributions to evaluation research and improvement science to strengthen health visiting practice.
The UK Learning and Intellectual Disability Nursing Academic Network (LIDNAN) and the UK Council of Deans of Health (CoDH) partnered on a project to address how pre-registration nursing students in fields other than learning disabilities can develop skills to work with people with learning disabilities. The project was prompted by a recommendation in the 2012 Strengthening the Commitment report, which called for core knowledge and skills in this area. A literature review found that people with learning disabilities experience worse health outcomes and barriers to healthcare access. Staff often lack training in learning disabilities, resulting in issues like diagnostic overshadowing. The project aimed to identify competencies and strategies to support education providers in teaching these important skills.
Post-secondary education settings: A new guide for health promotion practiceChris Ambrose
Presentation from Anna Thorpe, Community and Public Health, Canterbury District Health Board, New Zealand at IUHPE World Conference on Health Promotion 2019. Posted her on behalf of Anna Thorpe.
We focus on educating and nurturing resourceful leaders in public health, fostering creativity, curiosity, and critical thinking in a vibrant and inclusive environment. Students gain exposure to various environmental conditions that impact health outcomes. A public health degree provides the necessary foundation equipping you with the learnings and skills needed to investigate wide-ranging issues.
TAUs School of Public Health offers the following programs:
Bachelors in Public Health (BPH)
Masters in Public Health (MPH)
community nutrition and food industry.pptmarwa3mrf
This document outlines key concepts in health education, including its definition as a process that affects people's health knowledge, attitudes, and practices. It discusses the general goals of health education as promoting health, preventing disease, and encouraging appropriate health service use. Specific objectives include increasing target groups' health knowledge and supporting positive health behaviors. The document also covers principles of health education, such as learning by doing; communication elements like the message, communicator, and audience; venues for health education; and the importance of evaluation programs to modify them based on results.
Top 5 Continuing Medical Education (CME) Providers August 2023insightscare
In this edition of Insights Care, ‘Top 5 Continuing Medical Education (CME) Providers August 2023, you will discover Top Leaders Demonstrating Effective Solution for Addiction
Sps160 chapter 6 health promotion for target groupZul Fadli
The document discusses health promotion programs at schools. It describes the WHO's Global School Health Initiative launched in 1995 to improve student, staff, family and community health through schools. The goal is to increase the number of "Health-Promoting Schools". Strategies discussed include research, advocacy, strengthening national capacities, and creating networks to develop health-promoting schools. Key areas of focus for these schools are listed. Assessment tools are also described, including the Global School-based Student Health Survey.
Health education is a social science that promotes health and prevents disease through education. It develops strategies to improve health knowledge, attitudes, skills, and behaviors at the individual, group, and systemic levels. The purpose is to positively influence health behaviors and living conditions. Health educators are employed in schools, universities, healthcare settings, workplaces, and community organizations where they assess needs, plan, develop, implement, manage, and evaluate health education programs. They aim to enhance quality of life, reduce premature death and healthcare costs through prevention and education.
An overview presentation of implementing healthy workplace initiatives, including a brief overview of UBC's Healthy Workplace Initiatives Program Fund. Presented on June 11, 2009, at the Focus On People Town Hall (UBC Vancouver).
Amy Ringley is pursuing a Bachelor's degree in Health Education and Promotion and is interested in becoming a Health Educator. She outlines the career paths of a Health Educator Specialist and Community Health Worker. Amy discusses graduate programs at the University of South Carolina and Emory University that she is interested in to obtain a Master's degree. She believes her personality and interests are a good fit for the role of a Health Educator and cites statistics on salary and job growth prospects in the field.
This document provides lecture notes on the concept of health for health science students. It begins by defining health from different perspectives such as lay, professional, and the WHO definition which describes health as a state of complete physical, mental and social well-being. It then discusses the determinants of health according to the health field concept which include human biology, environment, lifestyle, and health care organization. The document emphasizes that health is multidimensional and influenced by a combination of factors both within and outside the individual.
Substance Misuse and Cross-Curricular Approaches - Aberdeen University Decemb...Louise Jones
The document discusses substance misuse prevention and education in Scotland. It mentions that under the Schools (Health Promotion and Nutrition) (Scotland) Act 2007, schools must be 'health promoting' and meet nutritional standards for all food and drink provided. It outlines the six key areas covered by the new Health and Wellbeing curriculum: mental, emotional, and physical wellbeing; planning for choices and changes; physical education and activity; food and health; substance misuse; and relationships, sexual health, and parenthood. It emphasizes using collaborative learning methods and resources to promote prevention and build students' sense of self-efficacy.
Similar to Promising Paths: Health Promoting Higher Education - Reflections, Challenges & Future Frontiers (20)
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...healthycampuses
This document summarizes a workshop on engaging faculty to support student wellbeing by implementing the Okanagan Charter. It discusses the benefits of faculty engagement, provides an example of asset mapping done at UBC to identify campus resources, and outlines initiatives like a Wellbeing Liaisons Program and symposium to discuss wellbeing in teaching. The goal is to start a campus conversation on wellbeing in learning environments and leverage faculty champions, student leaders, and administrative support to further the Charter's goals.
Building Connections in Student-Informed Mental Healthhealthycampuses
This document provides an overview of the ACCESS Open Minds program at the University of Alberta, which takes an innovative approach to student-informed mental health services. The program facilitates connections between individual students and services through a community brokerage model. It also facilitates interpersonal connections through the ACCESS OM Youth Council and a dedicated meeting space. The Youth Council engages the broader student community and collaborates with various campus services through the ACCESS Network. On a larger scale, the ACCESS OM program operates nationally and integrates youth voices at all levels of the organization to transform mental health services across Canada.
Your Voice Matters: A Dialogue about Student Mental Health healthycampuses
The document outlines an agenda for a dialogue about developing a proposed standard to promote student mental health at post-secondary institutions. It acknowledges the traditional territories of Indigenous peoples and establishes guidelines for respectful discussion. Participants engaged in group discussions about practices that support student mental health, barriers students face, and how institutions can better address student mental health needs. The goal of developing a standard is to promote student success by increasing awareness, help-seeking, and institutional support for mental health.
Jennifer Alsop, Research Analyst at Community Action Initiative, and Sara Pedersen, Program Director with The Rossy Family Foundation, presented an overview of initial and iterative evaluation approaches and the importance of accountability requirements at the 2017 SUMMIT. Jennifer and Sara also offered tips on generating effective evaluation plans and reports—one being to incorporate relatable measures.
Promoting health with campus substance use policyhealthycampuses
This resource is the first in a series of discussion papers from CARBC that offers a potential framework for guiding thought and action on substance use policy. Dan Reist, Assistant Director, and Tim Dyck, Research Associate, encouraged 2017 SUMMIT participants to carefully consider the broad theoretical perspective of the frame, and then confer with colleagues on how it might be applied to policies within their own campus community context. The framework echoes the Okanagan Charter’s call to adopt an approach to campus well-being that promotes holistic health in all aspects of campus culture and makes it an integral, vital consideration in all policy initiatives.
Using qualitative data to tell your story of change on campushealthycampuses
Based on the last six years of Selkirk’s Dinner Basket Conversations program, this 2017 SUMMIT session investigated how qualitative data collected from participant reflections can be collated and analyzed to assess the impact of dialogue-centered programming, even on sensitive topics.
Gathering data on how teaching practices impact student well beinghealthycampuses
This document summarizes research on teaching practices that impact student mental health and wellbeing. The research included surveys of over 5,000 students in 2015 and 2016 asking about their experiences with different teaching practices and which ones positively impacted their wellbeing. Focus groups were also held with students. Interviews were conducted with instructors identified by students as supporting wellbeing. The research found that student wellbeing is supported by effective teaching strategies that motivate learning, a sense of belonging through connections to peers and instructors, and support for the whole student beyond academics. A teaching practices checklist was created to translate the findings into implementation.
The development, implementation, and evaluation of a mental health strategyhealthycampuses
The document outlines the development, implementation, and evaluation of the University of Calgary's Campus Mental Health Strategy. It describes how the strategy was developed through a task force and working group process that identified gaps and formulated 28 recommendations across 6 strategic areas. Implementation involved expanding programming, enhancing supports, and developing new initiatives. Evaluation of the strategy occurs at multiple levels through a subcommittee and research partnerships to assess impact over time. The overall goal is to promote mental health, well-being and a supportive campus environment.
Sexual violence policy, prevention, and response on campushealthycampuses
This 2017 SUMMIT workshop showcased TRU’s sexual violence policy and the province-wide collaboration process involved in its development. The President’s Task Force identified in 2015 provided a strong foundation for policy development, educational initiatives, and response and reporting processes, resulting in a robust example that can be modeled by others.
An International Charter for Changing Campuses that Change the Worldhealthycampuses
This document discusses the need to go beyond just implementing the Charter and instead transform universities and society as a whole to be truly health-promoting. It argues we must ask profound questions about purpose, profit, and our passions to guide this transformation. Universities should enable full human development, not just health. Transformation requires addressing multiple "P's", playing different roles, and maintaining passion like the hummingbird story depicts. The journey will be long but incremental progress can be made through questions and small actions each day.
Case Study: Indigenous Communities and Higher Educationhealthycampuses
Evan Adams, MD, MPH, Chief Medical Officer, First Nations Health Authority, presented at the 2015 International Conference on Health Promoting Universities and Colleges.
Placing Our University Campuses in the Context of their Regional Landscapeshealthycampuses
Lael Parrott, Director of the Okanagan Institute for Biodiversity, Resilience, and Ecosystem Services (BRAES), UBC Okanagan, Kelowna, BC, Canada, presented at the 2015 International Conference on Health Promoting Universities and Colleges.
Conventional approaches to sustainability focus on a harm reduction and damage limitation agenda. The theoretical emergence of regenerative sustainability argues we should place social and ecological imperatives on equal footing, organizing around the idea that human activity can simultaneously improve environmental and human wellbeing. This session was used to explore the potential and practice of this sustainability narrative on higher education campuses. Universities and other higher education settings are unique in their ability to serve as living labs and agents of change for sustainability: they are single owner/occupiers, have a public mandate to create new knowledge and practices for community benefit, and integrate teaching and learning. To that end, UBC is transforming its campuses into living laboratories for sustainability. Faculty, staff and students, along with private, public and NGO sector partners, use the University’s physical setting, as well education and research capabilities, to test, study, teach, apply and share lessons learned, technologies created and policies developed. This talk reported on how academic and operational sustainability activities can support a vision for enhancing environmental and human well-being.
More than Cat Pictures: e-Counselling in the Post-Secondary Environmenthealthycampuses
This Deep Dive Session was held at the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. This working session initiated a conversation about e-counselling in a post-secondary context. Participants heard from counselling professionals with a range of comfort and experience, explored some of the barriers and successes in this realm, discussed concerns, and collaborated to develop more informed post-secondary e-counselling practices.
Developing Holistic Approaches: Exploring Sexual Violence at the Intersection...healthycampuses
This Deep Dive Session was held at the 2016 Healthy Minds | Healthy Campuses Summit. Participants considered the intersections of two pressing issues on post-secondary campuses: sexual violence and mental health. Working from the Framework for Post-Secondary Student Mental Health, participants engaged in a broader discussion around these issues, as well as discussions regarding education, skill building, services and support. This session offered opportunities to learn from existing work that has been done in these areas and to think through new possibilities for campus awareness campaigns, the integration of mental health frameworks into policies and procedures, and broader shifts in campus culture.
Degrees of Well-being: Designing Learning Environments and Engaging Faculty M...healthycampuses
This session was held as a Deep Dive Session at the 2016 Healthy Minds | Healthy Campuses Summit. Participants from SFU and UBC jointly facilitated the session that provided a venue to share approaches for engaging faculty members and institutional leadership in creating learning environments that better support student mental health. With the growing recognition of the importance of a systemic health promotion approach in higher education- one that aims to shift the academic culture to better promote student flourishing, positive mental health and resilience- the impact of the overall campus environment, including learning environments, is a critical area for research and innovation in practice.
This Deep Dive Session was held during the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. Drawing on the tradition of practical philosophy, critical theory and hermeneutics, the workshop focused on practical dialogic tools and illustrate the intersection of theory and practice. In our multi-cultural campus communities and in light of the clash of ideas about alcohol and other drugs there is a real need to be able to hear each other in order to get beyond stereotypes and be able to develop broad understanding that celebrates diversity within our complex communities.
Evaluation of Settings and Whole Systems Approacheshealthycampuses
The document discusses approaches to evaluating systems and initiatives aimed at improving wellbeing. It covers evaluating individual programs, policies, culture, and their interactions in a complex system. For policies and culture, it recommends assessing quality, understanding, enactment, and impacts on outcomes. Cultural evaluation involves measuring influencers' beliefs and actions, as well as perceptions of the culture. The document provides examples of logic models and discusses challenges like attribution. The overall aim is to build an understanding of what is working to improve wellbeing at both the individual and population level.
Changing the Culture of Substance Use Projecthealthycampuses
This session took place during plenary at the 2016 Healthy Minds | Healthy Campuses Summit in Vancouver, BC. The session explored, "What is culture? How do we raise consciousness of culture? How do we identify cultures around substance use in the campus context? In what ways does culture influence individual attitudes toward and patterns of substance use? How do we shift collective thinking and common practices in regard to substance use? Members of the CCSU community within HM|HC related with project support personnel about the journey of wrestling with such questions, issues that have been present, challenges that have been faced, approaches and processes that have been followed and lessons learned.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
1. www.healthyuniversities.ac.uk
Promising Paths
Health Promoting Universities &
Colleges: Reflections, Challenges
and Future Frontiers
Mark Dooris
Professor in Health & Sustainability
Director, Healthy & Sustainable Settings Unit
University of Central Lancashire
www.healthyuniversities.ac.uk
PhotoCredit,DavidNiblack,imagebase.net
4. Background: Health Promoting Higher Education Journey
A
1986 • Ottawa Charter for Health Promotion
1994/5 • First HPU Initiatives – Lancaster & UCLan, UK
1995 • German HPU Network
1996-8 • International HPU Conference [UK] & WHO Book
2003 • 1st International HPU Congress & Chilean HPU Network
2005 • 2nd International HPU Congress/Edmonton HPU Charter
2006 • English HPU Network & Spanish HPU Network
2007 • Ibero-American HPU Network
2009 • Swiss HPU Network & Austrian HPU Network
2013 • UK Healthy Universities Network
2015 • WHO: Health in All Policies and Cross-Sector Action
• This Conference!
7. Health Promoting Higher Education: The Vision
“A Healthy University aspires to
create a learning environment
and organisational culture that
enhances the health, wellbeing
and sustainability of its
community and enables people
to achieve their full potential.”
www.healthyuniversities.ac.uk
8. A co-benefits ‘win-win’ approach to education and health
Mutually
Beneficial
‘Win-Win’
Relationship
Education,
Learning &
Widening
Participation
Health,
Wellbeing,
Empowerment
& Social Justice
Health Promoting Higher Education: The Vision
Hammond, 2002
Education is good for health…
Education and learning are positively associated with physical
and mental health and wellbeing – widening participation in
education will reduce inequalities, challenge prejudices and
empower people to keep on learning.
9. Beyond this, universities can do even more for health…
Wellbeing of students, staff & community.
‘Generator’ of health, justice and sustainability in society –
corporate responsibility and shaping.
Health Promoting Higher Education: The Vision
Health can do more for universities:
Enhance core business.
11. The Healthy Settings Approach: Background
Health Promoting Universities – one application of the
healthy settings approach:
“Health is created and lived by
people within the settings of their
everyday life; where they learn,
work, play and love. Health is
created…by ensuring that the
society one lives in creates
conditions that allow the
attainment of health by all its
members.”
WHO, Ottawa Charter for Health Promotion, 1986
13. The healthy settings approach involves:
The Healthy Settings Approach: What?
focus on structure and agency – place and people
understanding of a setting as context which directly and
indirectly impacts wellbeing
commitment to integrating health within the culture, ethos
structures and routine life of settings.
15. Universities are large and complex organisations that do not have
health as their main raîson d’être.
Advocate in terms of ‘core business’, appreciating distinctiveness
of a university as a setting:
a centre of learning and development
a focus for cross-disciplinary creativity and innovation
a business, concerned with performance and productivity
a partner and player within local/national/global communities
a setting in which students undergo a major life transition
a context that ‘future shapes’ students – values, ideals, priorities.
Abercrombie, Gatrell & Thomas, 1998 (in Tsouros et al, 1998)
The Healthy Settings Approach: Application
16. Health Promoting Higher Education: Why?
“Health is created and lived by
people within the settings of their
everyday life; where they learn,
work, play and love.”
WHO, 1986
Higher Education Institutions
[HEIs] are an important and
influential setting.
Health Promoting Schools –
whole education spectrum.
Enhanced achievement,
performance & productivity
Impact on wider population health.
18. Health Promoting Higher Education: Why?
Embedding a ‘whole system’ commitment to
health into university structures/processes results
in positive outcomes for students, staff and the
organisation as a whole. (Newton, 2014)
Effective programmes are “likely to be
complex, multifactorial and involve activity in
more than one domain.” (Stewart-Brown, 2006: 17)
“While it is not possible to state with certainty that multi-
component, whole-settings approaches are more successful
in college and university settings than one-off activities, the
evidence points in this direction.” (Warwick et al, 2008: 27)
20. Health Promoting Higher Education: How?
students
lecturers
caterers & venue
operators
wider
community
families
support services
…connecting between people
Source:adaptedfromDooris,2005
21. Health Promoting Higher Education: How?
sexual health
alcohol & substance
use/misuse
physical activity
advertising &
sponsorship
mental
wellbeing
food and diet
…connecting between issues
Source:adaptedfromDooris,2005
22. Health Promoting Higher Education: How?
formal
curriculum
inter-personal
relationships
student finance
transport
infrastructure
students’
union
campus design
…connecting between components of the system
Source:adaptedfromDooris,2005
23. Health Promoting Higher Education: How?
academic
development
finance &
investment
campus
development
local plan
food &
procurement
sustainability &
carbon reduction
…connecting between policies
Source:adaptedfromDooris,2005
24. Health Promoting Higher Education: How?
A Whole System Approach
https://www.youtube.com/watch?feature=player_embedded&v=1200TPhLJTc
27. UCLan: Healthy University Action Plan
Theme 1: Healthy, Safe & Sustainable Food
Theme 2: Mental Wellbeing
Theme 3: Relationships & Sexual Health
Theme 4: Smoking, Alcohol & Drugs
Theme 5: Sport & Physical Activity
Theme 6: Development/Communication
www.uclan.ac.uk/hu
Objectives: KPIs / timescales / leads
Links to other themes
Links to other university policies/plans
Links to national and local strategies
…and contribute to policy/strategy consultations
34. UK Healthy Universities
Network: Self Review Tool
Leadership & Governance
Service Provision
Facilities & Environment
Communication, Information
& Marketing
Academic, Personal, Social &
Professional Development
Health Promoting Higher Education:
Tools, Frameworks & Declarations
www.healthyuniversities.ac.uk/toolkit
36. Health Promoting Higher Education:
Tools, Frameworks & Declarations
German Network of Health
Promoting Universities
10 Quality Criteria
www.gesundheitsfoerdernde-hochschulen.de/E_GF_HS_international/E1_GNHPU.html
56. Opportunities and Future Frontiers:
1. Working Across Sectors Post-2015
Cross-Sector Action for Health and Health Equity
Health in All Policies
Post-2015 Development Agenda
57. Opportunities and Future Frontiers
1. Working Across Sectors Post-2015: Implications – Internal
Health in All Policies and cross-sectoral working
Health Promoting Higher Education model influences and
becomes embedded in universities’ planning and policy
processes
Health becoming a core criterion in all decision-making
58.
Potential for universities to harness and channel their
contribution through ensuring healthy lives and wellbeing for
all, providing inclusive and equitable education and lifelong
learning opportunities, and playing their part in building
inclusive, sustainable, resilient and just societies.
Global Focus on
Cross-Sectoral Action
Post-2015 Sustainable
Development Goals
Opportunities and Future Frontiers
1. Working Across Sectors Post-2015: Implications – External
www.un.org/sustainabledevelopment/
59. Opportunities and Future Frontiers
1. Working Across Sectors Post-2015: Implications – External
Waage et al, 2015
60. Opportunities and Future Frontiers
2. Connecting Health and Sustainability
Healthy
Universities
Sustainable
Universities
Avoid perpetuating what Trevor Hancock has called a ‘multiple
silo’ approach, whereby communities and organisations get
overburdened with a multitude of related programmes
Healthy & Sustainable Universities
Orme and Dooris, 2010; Poland & Dooris, 2010
61. Opportunities and Future Frontiers
2. Connecting Health and Sustainability
CanadianPublicHealthAssociation,2015
64. References and Further Reading
Higher Education: Overview and Purpose
http://data.uis.unesco.org/
http://www.universityworldnews.com/article.php?story=20120831155341147
http://www.timeshighereducation.co.uk/176727.article
http://www.theguardian.com/education/2011/oct/10/higher-education-purpose
www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/mission/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/reform-and-innovation/
References and Further Reading
Canadian Public Health Association (2015) Global Change and Public Health: Addressing the Ecological Determinants of Public
Health. Ottawa: CPHA.
Doherty, S. & Dooris, M. (2006) The healthy settings approach: The growing interest within colleges and universities. Education and
Health 24 (3): 42-43.
Dooris, M. (2001) The ‘health promoting university’: A critical exploration of theory and practice. Health Education 101 (2): 51-60.
Dooris, M. (2004) Joining up settings for health: a valuable investment for strategic partnerships? Critical Public Health 14 (1): 49-61.
Dooris, M. (2005) Healthy settings: challenges to generating evidence of effectiveness. Health Promotion International 21 (1): 55-65.
Dooris, M (2013) Bridging the Silos: Towards Healthy and Sustainable Settings for the 21st Century. Health & Place 20: 39-50.
Dooris, M., Cawood, J., Doherty, S. & Powell, S. (2010) Healthy Universities: Concept, Model and Framework for Applying the
Healthy Settings Approach within Higher Education in England. Final Project Report – March 2010. Preston: UCLan / London:
RSPH.
Edmonton Charter for Health Promoting Universities http://www.gesundheitsfoerdernde-
hochschulen.de/Inhalte/E_Gefoe_HS_internat/2005_Edmonton_Charter_HPU.pdf
German Network of Health Promoting Universities (2010) Quality Criteria of Health Promoting Universities. Hannover: GNHPU
www.gesundheitsfoerdernde-hochschulen.de/E_GF_HS_international/E1_GNHPU.html
Hammond, C. (2002) Education and Health. Education Journal 65. pp. 26-27.
Kickbusch, I. (1996) Tribute to Aaron Antonovsky – ‘what creates health’? Health Promotion International 11(1), pp. 5–6.
Kickbusch I. (1997) Health-promoting environments: the next steps. Australian and New Zealand Journal of Public Health 21: 431-4
Newton, J. (2014) Can a University Be a ‘Healthy University’? An Analysis of the Concept and an Exploration of its
Operationalisation through Two Case Studies. Thesis submitted for PhD. London: London South Bank University.
Orme, J. & Dooris, M. (2010) Integrating health and sustainability: the higher education sector as a timely catalyst. Health Education
Research 25(3): 425-437.
Poland, B. & Dooris, M. (2010) A green and healthy future: a settings approach to building health, equity and sustainability. Critical
Public Health 20(3): 281-298.
65. References and Further Reading
Poland, B., Dooris, M. & Haluza-Delay, R. (2011) Securing ‘supportive environments’ for health in the face of ecosystem collapse:
meeting the triple threat with a sociology of creative transformation. Health Promotion International 26 (Supplement 2): ii202-ii215.
Poland, B., Green, L. & Rootman, I. (2000) Settings for Health Promotion: Linking Theory and Practice. London: Sage.
Poland, B., Krupa, G. And McCall, D. (2010) Settings for health promotion: an analytic framework to guide intervention design and
implementation. Health Promotion Practice 10(4): 505-16.
Robinson, J. (2012) Regenerative Sustainability: From Damage Control to Improving the Environment.
http://news.ubc.ca/2012/01/03/regenerative-sustainability-from-damage-control-to-improving-the-environment/
Robinson, J. and Cole, R. (2014) Theoretical underpinnings of regenerative sustainability, Building Research & Information, DOI:
10.1080/09613218.2014.979082
Simon Fraser University (2013) A Healthy Campus Community at SFU
https://www.youtube.com/watch?v=1200TPhLJTc&feature=player_embedded
Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving health or preventing disease and,
specifically, what is the effectiveness of the health promoting schools approach? Copenhagen: WHO Regional Office for Europe.
(Health Evidence Network Report http://www.who.dk/Document/E88185.pdf
Tsouros, A., Dowding, G., Thompson, J. & Dooris, M. (Eds.) (1998) Health Promoting Universities: Concept, Experience &
Framework for Action. Copenhagen: WHO Regional Office for Europe. www.euro.who.int/__data/assets/pdf_file/0012/101640/E60163.pdf
UK Healthy Universities Network www.healthyuniversities.ac.uk
UK Healthy Universities Network Toolkit and Self Review Tool www.healthyuniversities.ac.uk/toolkit
United Nations 2015 is the Time for Global Action www.un.org/sustainabledevelopment/
University of Central Lancashire Healthy & Sustainable Settings Unit www.uclan.ac.uk/hssu
University of Central Lancashire Healthy University www.uclan.ac.uk/hu
Waage, J. et al (2015) Governing the UN Sustainable Development Goals: interactions, infrastructures, and institutions. Lancet
http://dx.doi.org/10.1016/S2214-109X(15)70112-9.
Warwick, I., Statham, J. and Aggleton, P. (2008) Healthy and Health Promoting Colleges – Identifying an Evidence Base. London:
Thomas Corum Research Unit, University of London.
World Health Organization (1986) Ottawa Charter for Health Promotion. Geneva: WHO.
World Health Organization (2013) Helsinki Statement on Health in All Policies. Geneva: WHO.
http://apps.who.int/iris/bitstream/10665/112636/1/9789241506908_eng.pdf?ua=1
World Health Organization (2014) HiAP Framework for Country Action. Geneva: WHO.
http://apps.who.int/iris/bitstream/10665/112636/1/9789241506908_eng.pdf?ua=1
World Health Organization (2015) HiAP Training Manual. Geneva: WHO. http://www.who.int/social_determinants/publications/health-
policies-manual/en/