MARE510 Healthy Ageing: Theoretical Foundation

Contents and structure

This course aims at introducing the theoretical foundations of healthy ageing by increasing the sociocultural sensitivity and comparative understanding of health and wellbeing issues relevant for older persons living in different contexts. Health and ageing are critically appraised through discussion of capability, functioning and participation and the social determinants of health. Different theoretical perspectives on healthy ageing and rehabilitation will be presented, i.e. the healthy ageing framework, ICF, critical gerontology, critical disability studies, relational sociology, anthropology of health and illness and health promotion. Policy development on supranational level will be discussed in relation to local and national contexts. Students will be engaged in interprofessional discussions of how the global changes towards ageing societies, impact older adults in their everyday living. Students will take part in critical appraisals of drivers and barriers for engagement of older adults in their community, work-life or in their families throughout their lifetime. The course will address threats to healthy ageing with global relevance, such as ageism, ableism, and other discrimination, vulnerabilities, and socio-economic inequalities in health, as well as resources for healthy ageing including social protection, capabilities, resilience, diversity, migration, multiculturalism and sustainability. Thus, a critical, cross-cultural reflection on health and ageing will be promoted, as well as on its implications for wellbeing and participation of older people in a global perspective.

Learning Outcome

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills, and general competence:

Knowledge:The student...

• has advanced knowledge on global demographic trends and expectations on ageing in various countries and contexts
• has in-depth knowledge on ageing in a historical and socio-cultural perspective
• has advanced knowledge on the impact of ageing on physical, sensory, and psychological/mental health and wellbeing
• has in-depth comparative knowledge of the socio-economic, political, and institutional conditions for health promotion in ageing
• has advanced knowledge of social theories of ageing
• has in-depth, comparative knowledge of some innovations in health and social care policies, systems, and services for older adults
• has thorough knowledge of the social resources in ageing populations, and the role of civil society

Skills:The student...

• can critically reflect on how age, ageing and care of the older adults are socially constructed, and about the implications for health promotion strategies (e.g. care, participation and healthy ageing etc.)
• can critically compare, contrast and analyse living conditions, resources and needs of older adults in different environments and contexts in a life-course perspective
• can critically compare, contrast and analyse policies, services for and participation of older adults at a personal, community- and societal level
• can critically and holistically assess older adults’ needs for participation and/or services at various levels of care, from health promotion to rehabilitation along the whole life cycle
• can summarise and compare current and future needs for promoting health, wellbeing, and participation for older adults with different degrees of frailty and in different contexts
• can use acquired knowledge for proposing and carrying out interventions
• can apply advanced academic writing and communication skills about health promotion  and ageing

General competence:The student...

• can understand ageing as a complex, multidimensional phenomenon
• can critically apply comparative, contextual understanding of health and social care issues relevant for promoting healthy ageing of older persons living in a global world
• can critically apply and communicate knowledge on the impact of ageing on individuals, families, communities and populations across cultures and professions through advocacy and health promoting interventions in a variety of contexts
• can critically apply their cross-cultural and interprofessional understanding of the diversity of resourcefulness and of frailty in ageing persons, to advocate for and contribute to investment policies and innovative initiatives for older persons, including those belonging to vulnerable groups

Entry requirements

None

Recommended previous knowledge

None

Teaching methods

Online

• Synchronous sessions
• Asynchronous learning activities
• Individual
• Teamwork
• Supervision and feedback
• Assigned reading

Compulsory learning activities

• Individual digital story
• Individual reflection paper
• Individual article presentation
• Group presentation
• 50% participation in asynchronous discussions

Fulfilled course requirements are valid for four subsequent semesters.The course requirements must be fulfilled in order to take the exam.

Assessment

A written, individual term paper, 4000 words +/- 10%

Grading scale The grading scale used is A to F. Grade A is the highest passing grade in the grading scale, grade F is a fail.

New exam When the grade F (not passed) is given, the students can improve their term paper and hand it in for the new exam.

Examination support material

No limitations

More about examination support material