Reflective pedagogical competences in health education: IUHPE 2010. The 20th IUHPE World Conference on Health Promotion

Karen Wistoft; Helle Merete Nordentoft

Reflective pedagogical competences in health education: IUHPE 2010. The 20^th IUHPE World Conference on Health Promotion

Karen Wistoft
, Helle Merete Nordentoft

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

Abstract

Health educators face value complexity in their practices as well as their reflections on practice. Actions and decisions are no longer based on traditional norms, values and objective knowledge. The complexity of social and cultural changes in health care environments often leave professionals in situations in which educational action and choice of rationale are contingent and subject to discussion. We introduce and exemplify this thematic scope by taking our point of departure in experiences from a health educational development project in Denmark with public health nurses (PHN) working at the Danish primary schools.

Original language	English
Publication date	2010
Publication status	Published - 2010
Externally published	Yes
Event	IUHPE 2010. The 20^th IUHPE World Conference on Health Promotion - Geneve, Switzerland Duration: 11 Jul 2010 → 16 Jul 2010

Conference

Conference	IUHPE 2010. The 20^th IUHPE World Conference on Health Promotion
Country/Territory	Switzerland
City	Geneve
Period	11/07/10 → 16/07/10

Cite this

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title = "Reflective pedagogical competences in health education: IUHPE 2010. The 20th IUHPE World Conference on Health Promotion",

abstract = "Health educators face value complexity in their practices as well as their reflections on practice. Actions and decisions are no longer based on traditional norms, values and objective knowledge. The complexity of social and cultural changes in health care environments often leave professionals in situations in which educational action and choice of rationale are contingent and subject to discussion. We introduce and exemplify this thematic scope by taking our point of departure in experiences from a health educational development project in Denmark with public health nurses (PHN) working at the Danish primary schools.",

author = "Karen Wistoft and Nordentoft, \{Helle Merete\}",

year = "2010",

language = "English",

note = "IUHPE 2010. The 20<sup>th</sup> IUHPE World Conference on Health Promotion ; Conference date: 11-07-2010 Through 16-07-2010",

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Reflective pedagogical competences in health education: IUHPE 2010. The 20^th IUHPE World Conference on Health Promotion. / Wistoft, Karen; Nordentoft, Helle Merete.
2010. Abstract from IUHPE 2010. The 20^th IUHPE World Conference on Health Promotion, Geneve, Switzerland.

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

TY - ABST

T1 - Reflective pedagogical competences in health education

T2 - IUHPE 2010. The 20<sup>th</sup> IUHPE World Conference on Health Promotion

AU - Wistoft, Karen

AU - Nordentoft, Helle Merete

PY - 2010

Y1 - 2010

N2 - Health educators face value complexity in their practices as well as their reflections on practice. Actions and decisions are no longer based on traditional norms, values and objective knowledge. The complexity of social and cultural changes in health care environments often leave professionals in situations in which educational action and choice of rationale are contingent and subject to discussion. We introduce and exemplify this thematic scope by taking our point of departure in experiences from a health educational development project in Denmark with public health nurses (PHN) working at the Danish primary schools.

AB - Health educators face value complexity in their practices as well as their reflections on practice. Actions and decisions are no longer based on traditional norms, values and objective knowledge. The complexity of social and cultural changes in health care environments often leave professionals in situations in which educational action and choice of rationale are contingent and subject to discussion. We introduce and exemplify this thematic scope by taking our point of departure in experiences from a health educational development project in Denmark with public health nurses (PHN) working at the Danish primary schools.

M3 - Abstract

Y2 - 11 July 2010 through 16 July 2010

ER -