Study-Unit Description

Study-Unit Description


CODE MSN3034

 
TITLE Health and Nutrition Education

 
UM LEVEL 03 - Years 2, 3, 4 in Modular Undergraduate Course

 
MQF LEVEL 6

 
ECTS CREDITS 4

 
DEPARTMENT Health, Physical Education and Consumer Studies

 
DESCRIPTION Learning Outcomes

At the end of the study-unit students will be able to:

Part 1
- Analyse health as a concept and the different dimensions of health
- Review basic health priorities and health risk factors in Malta
- Distinguish between health promotion and health education
- Describe the various levels of health education and the departure from the traditional meaning, function and aims
- Explain the rationale and features of a Health Promoting School
- Describe different health education models
- Define various theoretical concepts related to health education
- Outline the major health education-related targets of the local NMC
- Explore the health education component of the Home Economics and other local syllabi
- Critically assess different approaches and programmes in health education at Secondary level
- Explain the development of scope and sequence charts for health education curricula
- Discuss ethical issues involved in the development and implementation of health education curricula, including different modes of assessment
- Describe key competencies of an effective health educator

Part 2
- Write appropriate behavioural objectives for a variety of health education learning activities.
- Critically assess and modify published or web-based health education activities for Secondary school students
- Plan appropriate educational activities for a selection of health topics and to suit different learning abilities
- Discuss strategies for parental and family involvement in health education activities targeting adolescents
- Produce effective, practical, creative, age-appropriate, culturally-sensitive health education resources for Maltese secondary school pupils

Contents

The first part of this study-unit reviews concepts and dimensions of health and outlines the relationship between health promotion and health education. It describes the different levels of health education, with emphasis on theoretical models of comprehensive school health and school health education. Local and international objectives and provisions for health education in formal schooling are explored, focusing on the WHO Health Promoting Schools project, the local NMC, Home Economics and other syllabi, different health education programmes, key topics in comprehensive school health education and basic health education concepts. Competencies of effective health educators and ethical issues involved in the planning, implementation and assessment of health education activities are highlighted. Students also practise writing up culturally-appropriate scope and sequence charts, keeping in mind adolescent stages of development, together with local and contemporary youth health concerns.
The second part of the study-unit involves the application of health education theory, focusing on the writing of appropriate behavioural objectives and exposing students to a variety of strategies and tools for planning and implementing effective health education learning activities for different topics. Students are challenged to assess and discuss the suitability and adaptation of published and web-based health education activities and materials to be sensitive to the local context and to meet the needs of Maltese pupils with different learning abilities. Development and production of health education resources is practised and opportunities for parental and family involvement in adolescents' health education activities are explored.

Reading List

- Attard, L & Sammut, S. (1997). AIDS/HIV awareness and education: A study among post-secondary students and parents. Unpublished B.Ed. (Hons.) dissertation, University of Malta.
- Bonnici, D. (2000). Mental health attitudes and practices of Maltese adolescents: Implications for secondary level education. Unpublished B.Ed. (Hons.) dissertation, University of Malta.
- Borg, T & Fenech, S. (2001) The impact of Home Economics on Maltese boys' lifestyles and those of their families. Unpublished B.Ed. (Hons.) dissertation, University of Malta.
- Bortone, M.A. & Grima A.M. (2004). Safety Education For The Home Environment. Unpublished B.Ed. (Hons.) dissertation, University of Malta.
- Camilleri, R. (2001). School tuckshops: Targeting secondary school pupils. Unpublished B.Ed. (Hons.) dissertation, University of Malta.
- Carter, A. & Bell, S. (1988). Food in focus: A nutrition education programme for health educators. UK: Wiley
- Department of Health Policy and Practice [Malta]. (1992). Health Vision 2000: A national health policy. Malta: Author
- Dimech Magrin, L. (1999). Health education needs assessment: A beginning process for comprehensive health education planning at post-secondary level. M.Ed. unpublished dissertation, University of Malta.
- Downie, R.S., Tannahill C & Tannahill A. (2nd ed). (1996). Health promotion: Models and values. Oxford University Press.
- Ward, W.B. & F.M F.M.(Eds.). (1992). Advances in health education and promotion. Greenwich: Jessica Kingsley.
- Meeks, L., Heit, P., & Page, R. (2007). Comprehensive school health education. (5th ed.) OH: Meeks, Heit Publishing Co.
- Ministry of Education [Malta]. (1999). Creating the future together: National Minimum Curriculum. Malta: Author
- Ministry of Education, Youth and Employment [Malta]. (2007). Healthy Eating Lifestyle Plan. Malta: Author
- Rizzo Toner, P. (1990). How to survive teaching health. NY: Parker
- Rizzo Toner, P. (1993). Stress management and self esteem activities. NY: The Centre For Applied Research In Education.
- WHO. (2000). CINDI Dietary Guide. Copenhagen: WHO Regional Office for Europe Plus
- WHO. (2006). Food and nutrition policy for schools. Copenhagen: WHO Regional Office for Europe

Plus:
A lecturer-provided reading/resource pack
Various professional association print and online learning resources

 
STUDY-UNIT TYPE Lecture and Practical

 
METHOD OF ASSESSMENT
Assessment Component/s Sept. Asst Session Weighting
Assignment Yes 100%

 
LECTURER/S Therese Borg Mifsud
Suzanne Piscopo (Co-ord.)
Stephanie Zammit

 

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit