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EHCE8-en

  1. GENERAL

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE 8

SEMESTER

B Mandatory

COURSE TITLE

Communication Strategies on Health and Environment

COORDINATOR

KONSTANTINA SKANAVI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

 

 

 

 

 

 

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

 

 

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

 

  

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

 
           
  1. LEARNING OUTCOMES

               Upon successful completion of the course, the student will be able to:

 

Upon successful completion of the course, the student will be able to:

–        Identify the main principles of processing information theory using in communication.

–        Describe the factors involved in people `s ability to make decisions through communication. 

–        Recognize the factors that influence the way the non-scientific community processes and understand scientific information.

–        Understand the advantages and disadvantages of different communication strategies and the appropriate use of each one according to the context.

 

 

General Skills

 

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

 

 
  1. COURSE CONTENT
  1.  Introduction to communication. Communication transactions model.
  2. Perceptual process. Attribution theory. Cognitive discrepancy theory. Processing information theory. Likelihood processing model.
  3. Health communication. Eco model. Cognitive discrepancy theory. Danger and danger perception. Important assessment for justifying causality. Hill criteria.
  4. Strategies and theories of health/environmental communication practice. Choice of strategic practice. Educational approach.
  5. Information guidance theory. Health belief model.
  6. Social-cognitive theory. Complete model.
  7. Applying theories to strategies practice. Intervention mapping. Entertainment education.
  8. Health/environment communication intervention design. Stakeholders role. Cycle of planning.
  9.   From Creative Brief to Concepts, Messages and Materials.
  10.  Resources, Activities, Techniques. Intervention effectiveness.
  11. Moral issues. 
  12. Studies presentation-Final Evaluation.
  13. 13.Feedback.
  1. LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Activity

Workload/semester

Lectures/ Seminars

            39

Bibliographic research & analysis 

            31

Progress Study

           10

Study Creation 

            20

Total

       100= 4 ECTS

 

 

 

 

 

 

Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

 

·       An intermediate  progress study

Submitted to e-class            30%

·       A final study

Submitted to e-class            70%

 

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

 

 

Instructions can be found by students in the e-class

 
  1. SUGGESTED BIBLIOGRAPHY

 

  • Τσαμπούκου-Σκαναβή Κ., (2004), Περιβάλλον και  Επικοινωνία: Δικαίωμα στην επιλογή, Καλειδοσκόπιο, ΑΘΗΝΑ.
  • Parvanta, F.,C., & Bauerle Bass, S., (2020), Health Communication: Strategies and Skills for a New Era, HEALTH FOUNDATIONS, Jones & Bartlett Learning, LLC
  • Moss, D., & Warnaby, G. (1998). Communications strategy? Strategy communication? Integrating different perspectives. Journal of Marketing Communications, 4(3), 131-140.
  • Cambie, S. (2012). International Communications Strategy: Development in Cross-cultural Communications, PR and Social Media. Strategic Direction, 28(6).
  • Place, K. R. (2019). Listening as the driver of public relations practice and communications strategy within a global public relations agency. Public Relations Journal, 12(3), 1-18.
  • Benzies, K. M. (2016). Relational communications strategies to support family-centered neonatal intensive care. The Journal of Perinatal & Neonatal Nursing, 30(3), 233-236.
  • Hall, L., Whalin, L., Burks, A., Burry, Y. H., Herman, J. L., & Kuzawa, D. (2016). A Guide to Technical Communications: Strategies & Applications. Ohio State University.
  • Kibe, C. W. (2014). Effects of communication strategies on organizational performance: A case study of Kenya Ports Authority. European journal of business and management, 6(11), 6-10.
  • Kreuter, M. W., & Wray, R. J. (2003). Tailored and targeted health communication: strategies for enhancing information relevance. American journal of health behavior, 27(1), S227-S232.
  • Ya-Ni, Z. (2007). Communication strategies and foreign language learning. US-China Foreign Language, 5(4), 43-48.
  • Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early child development and care, 185(7), 1031-1052.
  • Montgomery, D. J. (2005). Communicating without harm: Strategies to enhance parent-teacher communication. Teaching Exceptional Children, 37(5), 50-55.
  • Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129.
  • Popovska, N. G., Popovski, F., & Dimova, P. H. (2021). Communication strategies for strengthening the parent-teacher relationships in the primary schools. International Journal of Research Studies in Education, 123-134.
  • Palts, K., & Harro-Loit, H. (2015). PARENT-TEACHER COMMUNICATION PATTERNS CONCERNING ACTIVITY AND POSITIVE-NEGATIVE ATTITUDES. TRAMES: A Journal of the Humanities & Social Sciences, 19(2).
  • Walker, J. M., & Dotger, B. H. (2012). Because wisdom can’t be told: using comparison of simulated parent–teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1), 62-75.
  • Lekli, L., & Kaloti, E. (2015). Building parent-teacher partnerships as an effective means of fostering pupils’ success. Academic Journal of Interdisciplinary Studies, 4(1 S1), 101.
  • Bordalba, Mònica Macià, and Jordi Garreta Bochaca. “Digital media for family-school communication? Parents’ and teachers’ beliefs.” Computers & Education 132 (2019): 44-62.
  • Dunham, M. H., Helal, A., & Balakrishnan, S. (1997). A mobile transaction model that captures both the data and movement behavior. Mobile Networks and Applications, 2, 149-162.
  • White, E., & King, L. (2020). Conceptual framework for scholarly communication guidance by the academic library: The case of Kwame Nkrumah University of Science and Technology. Journal of Librarianship and Information Science, 52(4), 1137-1151.
  • White, E., & King, L. (2020). Conceptual framework for scholarly communication guidance by the academic library: The case of Kwame Nkrumah University of Science and Technology. Journal of Librarianship and Information Science, 52(4), 1137-1151.
  • Champion, V. L., & Skinner, C. S. (2008). The health belief model. Health behavior and health education: Theory, research, and practice, 4, 45-65.
  • Green, E. C., Murphy, E. M., & Gryboski, K. (2020). The health belief model. The Wiley encyclopedia of health psychology, 211-214.