Health Promotion & Integrated Care

Department

Master's Program International Health & Social Management

Course unit code

IHSM-EU-HEM-E2.1.1

Number of ECTS credits allocated

5.0

Name of lecturer(s)

FH-Prof. Dr. Walch Siegfried, Dr. Beese Anna-Sophia

Mode of delivery

-

Recommended optional program components

none

Recommended or required reading

- WHO Geneva Charter on Well-being: https://www.who.int/publications/m/item/the-geneva-charter-for-well-being
- Kickbusch, I., Pelikan, J. M., Apfel, F., & Tsouros, A. D. (2017). Health literacy: The solid facts. 2013. World Health Organization, Regional Office for Europe.
- Chrysopoulou, A. (2020). The Vision of a Well-Being Economy. Stanford Social Innovation Review. https://doi.org/10.48558/9SXJ-C595 2. What is doughnut economy. https://earth.org/what-is-doughnut-economics/
- Amelung, V., Stein, V., Goodwin, N., Balicer, R., Nolte, E., & Suter, E. (Eds.). (2021). Handbook integrated care. Basel, Switzerland: Springer.
- Auschra, C. (2018). Barriers to the integration of care in inter-organisational settings: a literature review. International journal of integrated care, 18(1).
- Mitterlechner, M., & Bilgeri, A. S. (2021). Perspectives on governing integrated care networks. In Handbook Integrated Care (pp. 165-177). Springer, Cham.
- Fernandez, M. E., Ten Hoor, G. A., Van Lieshout, S., Rodriguez, S. A., Beidas, R. S., Parcel, G., ... & Kok, G. (2019). Implementation mapping: using intervention mapping to develop implementation strategies. Frontiers in public health, 7, 158.Mandatory literature will be available on SAKAI. Please read the WHO Geneva Charter on Well-being before the first session.

Level of course unit

Master

Year of study

Spring 2026

Semester when the course unit is delivered

2

Language of instruction

English

Learning outcomes of the course unit

Part I:

Students reflect on planetary health and One Health and its impact on health and well-being.
Students understand relevant #beatNCD-topics as the global and country specific epidemiology of NCDs, and concepts for individual, organisational and societal interventions to #beatNCDs.
Students are aware of the health promotion movement and its impact in various settings.

Part II:
Students understand the concept of health literacy and are able to mitigate its impact to increase equitable access to health and well-being.
Students are able to apply tools to strengthen digital health literacy and can reflect the importance of the concept in light of integrated care.
Students can reflect on the concept of integrated care as a multi-stakeholder, multidisciplinary and multifaceted approach to tackle regional, national, and global health challenges.
Students will understand to use critical thinking techniques to analyze and reflect upon public health topics and how to implement them in practice.

Course contents

• Planetary health, one health, health and well-being: a new paradigm
• Integrative health and well-being – from a policy perspective
• Economy of well-being
• Noncommunicable diseases
• Health promotion & preventive medicine
• Health literacy, self-management
• Integrated care initiatives in practice
• Integrated care networks & network management
• Health leadership
• Health impacts and implementation models

Planned learning activities and teaching methods

The course comprises a mix of lectures (flipped classroom– individual and group preparations required), discussions and reflections.

Assignments: (1) Students document their individual learning journey (60%) and (2) develop a pitch (management summary) for an innovative population health intervention (40%).

Work placement(s)

none