Starting With the End in Mind: Future Focussed Curriculum in Health Promotion

Taylor, Jane; Ashford, Theresa; Shelley, Karen; Readman, Kylie

doi:10.1007/978-3-030-01096-6_5

Cited by 1 publication

(1 citation statement)

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“…Professional competencies are the foundation of professional programs, and are used to develop competency‐based curricula 1–3 including in health promotion 4–7 . Training health promotion graduates involves developing health promotion specific competencies, including knowledge, skills, and attitudes necessary for professional health promotion practice 8 . Health promotion competency frameworks have been developed at the national level, including in Australia, 9 and at the international level by the International Union for Health Promotion and Education (IUHPE) to “promote quality assurance, competence and mobility in Health Promotion practice, education and training globally.” 10 Since 2013, IUHPE has accredited university health promotion programs and practitioners that address IUHPE Core Competencies and Professional Standards across nine domains encompassing knowledge, ethical values, strategies, communication and leadership skills, and the phases of the health promotion cycle 10 .…”

Section: Introductionmentioning

confidence: 99%

Impact of the use of the Red Lotus Critical Health Promotion Model as a pedagogical framework on health promotion graduates' professional practice: A mixed methods study

O’Hara

Taylor

2022

Health Prom J of Aust

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Issue Addressed: The Red Lotus Critical Health Promotion Model (RLCHPM) is designed to support critical health promotion practice. This study investigated the impact of the use of the RLCHPM as a pedagogical framework for competency-based university curricula on the practice of graduates from health promotion programs from an Australian regional university.Methods: A mixed methods study was undertaken, including an online survey of all 195 graduates from 2008 to 2016, followed by semi-structured interviews with a subset of respondents.Results: There were 95 survey respondents and 10 interviewees. More than half of the survey respondents reported that the model impacted health promotion programs they are involved in, however, less than a quarter felt it impacted workplace policies. The impact was significantly higher for those with higher levels of knowledge about, confidence in using, and perception of utility of the RLCHPM, and stronger alignment of their practice with critical health promotion values and principles.Graduates' embodiment of the model's values and principles in practice enhanced the impact of the model. Factors that limited the impact included participants' implicit use of components of the model without explicit reference to the model, and the incongruence between participants' professional practice ideals and those of their workplace context. Conclusions:The use of the RLCHPM as a pedagogical framework for university health promotion programs positively impacted graduates' practice within the Australian context.So What?: The RLCHPM could be used as a pedagogical framework in universities to develop competency-based critical health promotion curricula to enable graduates to progress critical health promotion practice.

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Section: Introductionmentioning

confidence: 99%