Business economy and health

Module health

Dublin Descriptor 1 – Knowledge and understanding
The student has an in‑depth knowledge of the causes and risk factors of disease, with particular attention to behavioural factors and dietary lifestyles.
The student knows the principles of health education and health promotion, the main strategies and communication models, with reference to the Ottawa Charter and nutrition education interventions addressed to communities.

Dublin Descriptor 2 – Applying knowledge and understanding
The student is able to apply health promotion principles to the design, implementation and evaluation of health and nutrition education interventions in healthcare, school and community settings.
The student can integrate the assessment of risk and protective factors with the definition of objectives, contents, methodologies and tools tailored to different target groups (patients, families, general population).

Dublin Descriptor 3 – Making judgements
The student is able to critically analyse health needs and determinants of dietary behaviours at population level and to formulate reasoned judgements on the priority and appropriateness of educational and health promotion interventions.
The student can evaluate strengths and weaknesses of nutrition education programmes, considering effectiveness, feasibility, sustainability and equity.

Dublin Descriptor 4 – Communication skills
The student can design and use appropriate communication strategies and tools to foster lifestyle changes and the adoption of healthy eating behaviours in individuals and groups.
The student is able to communicate with patients, population groups, healthcare professionals and decision‑makers, adapting language and communication channels to educational goals and target characteristics.

Dublin Descriptor 5 – Learning skills
The student can critically update his/her competences in health education and health promotion, integrating scientific evidence and institutional recommendations into new nutrition education projects.
The student is able to reflect on the outcomes of implemented interventions and use this feedback to improve and refine future educational and promotional activities.

Lectures providing the theoretical framework on causes and risk factors, health education, health promotion, the Ottawa Charter and communication strategies.
Interactive teaching activities: guided discussion of cases and nutrition education programmes; group exercises for designing interventions (objectives, targets, contents, methods, tools); oral presentations of projects with feedback.

A 70% attendance rate is mandatory, or as per the regulations of the competent bodies.

• Causes and risk factors of disease: genetic, environmental and especially behavioural factors; role of dietary lifestyles.
• Health education: principles, objectives, phases of an educational intervention, tools and techniques.
• Health promotion: key concepts, strategies, main settings for intervention in the nutritional field.
• The Ottawa Charter and subsequent international charters: implications for the promotion of healthy eating patterns.
• Communication strategies and models for health promotion: individual, group and community communication; use of educational materials and, where appropriate, media and social media.
• Strategies for health promotion in the nutritional field:
• interventions targeting individuals and families;
• interventions in school, healthcare and community settings;
• brief overview of environmental and policy actions.
• Design of nutrition education interventions:
• needs assessment and definition of objectives;
• selection of contents and methods;
• planning of activities and tools;
• basic elements of outcome and process evaluation.

Fondamenti di educazione alla salute, Angela Guarino, Franco Angeli Editore

Learning assessment includes:

• a written examination with short open‑ended questions and/or case analyses and mini‑projects, aimed at verifying knowledge of risk factors, health education and health promotion concepts, the Ottawa Charter and the design of educational interventions;
• an oral examination in which the student presents and discusses one or more educational interventions or health promotion programmes (including those designed by the student), critically analysing strengths, weaknesses and implications for dietetic practice.

Assessment criteria:

• accuracy and completeness of knowledge;
• design and application skills;
• critical analysis and evaluation skills;
• clarity of presentation and appropriate use of professional language.

Designing a Health Education Intervention
The Phases of an Educational Intervention
Communication Theory.