Health Promotion Strategies - Core competences in health promotion practice

The course and textbook will address most of the core competencies identified as central to the practice of health promotion--see table, below (see also our health promotion program website at http://www.phs.utoronto.ca/mhsc_health_promotion4.asp#Core . Students are encouraged to monitor their progress in enhancing their core health promotion competencies as the course progresses; the table includes a column that allows for this monitoring

CORE COMPETENCIES IN HEALTH PROMOTION PRACTICE (see http://www.phs.utoronto.ca/mhsc_health_promotion4.asp#Core )	Development of core competences developed by relevant content in the Health Promotion Strategies course and textbook	Particular attention given to this competence in these classes	Students’ monitoring of progress in developing/enhancing competencies
1. Demonstrate knowledge necessary for conducting health promotion that includes:	This is the essence of the IMA
1.1. Applying a determinants-of-health framework to the analysis of health issues.	Embedded in the IMA’s focus on the socio-ecological framework, and on the environmental determinants and change factors related to health issues/problems
1.2. Applying theory to health promotion planning and implementation	Step 3 of the IMA (Chapter 6)	Throughout course & Class 10
1.3. Applying health promotion principles in the context of the roles and responsibilities of public health organizations	Captured in the “Mayor’s Project” narrative, which introduces each chapter Special attention to the role of organizations in HP practice	Class 7
1.4. Describing the range of interventions available to address public health issues	A central component of the IMA
2. Conduct a community needs/situational assessment for a specific issue that includes:	Step 1 of the IMA (Chapter 4).	Class 4
2.1. Identifying behavioural, social, environmental and organizational factors that promote or compromise health	One of the IMA’s 6 core processes
2.2. Identifying relevant and appropriate data and information sources	One of the IMA’s 6 core processes
2.3. Identifying community assets and resources	One of the IMA’s 6 core processes
2.4. Partner with communities to validate collected quantitative and qualitative data	One of the IMA’s 6 core processes
2.5. Integrating information from available sources to identify priorities for action	One of the IMA’s 6 core processes
3. Plan appropriate health promotion programs that include:	The IMA is all about planning
3.1. Identifying, retrieving and critically appraising the relevant literature	One of the IMA’s 6 core processes
3.2. Conducting an environmental scan of best practices	One of the IMA’s 6 core processes
3.3. Developing a component plan to implement programs including goals, objectives and implementation steps	This is what the IMA is all about: see especially IMA Steps 2 and 8	Classes 5 & 12
3.4. Developing a program budget	No special attention, tho’ this will show up in developing an action plan as part of final assignment
3.5. Monitoring and evaluating implementation of interventions	Step 6 of the IMA (Chapter 9)—also see below	Class 13
4. Contribute to policy development that includes:	One of the major HP strategies: the course is restricted to considering the policy context, policy agenda, and policy process	Class 9
4.1. Describing the health, economic, administrative, legal, social and political implications of policy options	Do not give special attention to this
4.2. Providing strategic policy advice on health promotion issues	Do not give special attention to this
4.3. Writing clear and concise policy statements for complex issues.	Do not give special attention to this
5. Facilitate community mobilization and build community capacity around shared health priorities that includes:	Community development, organization and community building is one of the core HP strategies Also one of IMA’s 6 core processes throughout the textbook	Class 8
5.1. Engaging in a dialogue with communities based on trust and mutual respect	One of the IMA’s 6 core processes
5.2. Identifying and strengthening local community capacities to take action on health issues	One of the IMA’s 6 core processes
5.3. Advocating for and with individuals and communities that will improve their health and well-being	Advocacy is one of the core HP strategies	Class 9
6. Engage in partnership and collaboration that includes:	Organizational development & change (in addition to community organization and building) is one of the core HP strategies	Class 7
6.1. Establishing and maintaining linkages with community leaders and other key health promotion stakeholders (e.g., schools, businesses, churches, community associations, labour unions, etc.)	One of the IMA’s 6 core processes
6.2. Utilizing leadership, team building, negotiation and conflict resolution skills to build community partnerships	One of the IMA’s 6 core processes
6.3. Building coalitions and stimulating intersectoral collaboration on health issues	One of the IMA’s 6 core processes
7. Communicate effectively with community members and other professionals that includes:	Health education and communication is/are core HP strategies	Class 6
7.1. Providing health status, demographic, statistical, programmatic, and scientific information tailored to professional and lay audiences	No special attention to this
7.2. Applying social marketing and other communication principles to the development, implementation and evaluation of health communication campaigns	Special attention
7.3. Using the media, advanced technologies, and community networks to receive and communicate information	Special attention, without getting into technologies
7.4. Interacting with, and adapting policies and programming that respond to the diversity in population characteristics	Sensitivity to cultural and other forms of diversity is one of the core values of IMA, also a core component of health education and communication
8. Organize, implement and manage health promotion interventions that includes:	Step 4 of the IMA (Chapter 7)	Class 11
8.1. Training and coordinating program volunteers	Not give attention to this
8.2. Describing scope of work in the context of organization’s mission and functions	See also section on organizational development and change (above)
8.3. Contributing to team and organizational learning	See also section on organizational development and change (above)
9. Conduct program evaluation and research, including:	Step 6 of the IMA (Chapter 9)	Class 13
9.1. To use a participatory approach to evaluation and research	One of the IMA’s core values
9.2. To use appropriate qualitative and quantitative methods	Special attention
9.3. To build new knowledge based in health promotion practice	One of the IMA’s core values
9.4. To evaluate HP programs in the field	Special attention
10. Demonstrate strong academic skills, including:	Very special attention given to the development of students’ academic and professional competencies. By the end of the course, students will have both the ability and confidence to take their roles as professional health promotion practitioners	Through course presentations and course assignments
10.1. To communicate effectively (orally and in witting)	Major attention will be given to students’ ability to conceptualize appropriately, and communicate very (very) effectively
10.2. To possess a variety of research and evaluation skills/methods in the collection and analysis of data	One of the IMA’s core values and processes
10.3. To be informed consumers of research, by taking a critical appraisal approach to research evidence, argumentation, etc.	One of the IMA’s 6 core processes
10.4. To demonstrate creativity and innovation in health promotion practice	The IMA is a process that develops and supports HPers’ creativity and motivation in seeking appropriate health promotion responses to society’s health related issues/problems	Students’ assignments will represent a “portfolio” of students’ competencies—which they will show to the world with confidence and pride