Page 21 - HPP

• As collaborators, HP professionals have competencies to use different ways and means to mediate coordinated actions through partnership. Partnership is expected to mediate by all levels concerned and between differing interests in society for the pursuit of health and wellbeing of people.
• As evaluators / advocators, HP professionals have the means to conduct needs assessment effectively at different levels as well as to advocate and to utilize appropriate evaluation and research methods to support HP program improvements, sustainability and dissemination.
• As managers / leaders, HP professionals have competencies to be able to lead effectively HP actions towards a shared vision and strategic direction.
The next steps were to map each role and their key competency areas into HP training courses. Figure 4 indicates how HP training programmes have been mapped and named around the roles and competencies in professional higher education and vocational education. Each course has been linked to the key role of HP professional enabling competencies associated with a particular role.
Conclusions
This chapter outlined how the HPP survey results of essential competencies have been used to guide the design of curriculum and HPP training programmes. Workforce development with aligned competences in Estonia and Finland has been prioritized in our design work as well. Our work has also been linked to the international health promotion community progress and frameworks of core competencies (IUHPE 2016). Next, our developmental work calls HP teachers and training professionals from both countries for actions to test and evaluate the co-created study programmes (10 professional and 6 vocational courses, each 5 ECTS).
FUTURE-ORIENTED HEALTH PROMOTION
21