Healthy university program at Universidad Rey Juan Carlos, Madrid, Spain: an application of Charter of Edmonton objectives ( )

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1 Healthy university program at Universidad Rey Juan Carlos, Madrid, Spain: an application of Charter of Edmonton objectives ( ) Ana Martínez, PhD Carmen Gallardo, PhD Universidad Rey Juan Carlos Madrid, España

2 Red Española de Universidades Saludables, REUS Spanish Network of Healthy Universities, established in Madrid, Spain, 2008

3 ROAD MAP Healthy universities Spanish Network, REUS eurohpu Latinamercian Network, RIUPS Work Health and social policy Education Environment REUS, RIUPS, EuroHPU Occupational risk prevention Health Promotion Risk Prevention and Health Promotion Sostenibility Prevention + Promotion + Settings + Lifestyles University as COMPANY, ORGANISATION, Univ.ersity as ASSOCIATION OR NGO Univ. as EDUCATIONAL INSTITUTION Univ. as ENVIRONMENT Physical health Psychological health Social health Environmental health Management Research Teaching Research and teaching Univ. As C+A+EI+E Comprehensive health Knowledge transfer to/from society Low Implication in the project Implication moderate, optime or advanced High implication REUS EuroHPU, RIUPS

4 Synopsis The Healthy University program is an experience of health promotion incorporating health education and training of the university community as health promoters linking institutions of higher education with the society in which they participate.

5 LEARNING TO KNOW Health promotion at Universidad Volunteer plan Rey Juan Carlos Service learning Diversity, equality LEARNING TO DO Health literacy plan Health promotion and wellbeing Care to people with disabilities Human rights LEARNING TO LIVE TOGETHER Green office LEARNING TO BE [Delors report, Unesco 1994]

6 Focus We report the response from the Universidad Rey Juan Carlos to the objectives proposed by the Charter of Edmonton 2005: identifying the meaning of being a healthy university, networking and promoting understanding of the concepts of health promotion in higher educational institutions and provide a tool to create a university that influence the decision-making in education and health.

7 Health concept associated with university community Agent University Community (staff/ students) Biological, psychological and social health Focused on 7

8 URJC Healthy University Program 1. Green office 2. Health literacy plan for staff and students. 3. Health promotion and wellbeing plan. 4. Care to people with dissabilities 5-6. Service learning and volunteer plans 7-8. Human rights and equity plan. Edmonton Charter Goals 1. Institutionally model a health promoting culture and a sustainable working, living and learning environment 2. Take action to improve the learning, working and living environments of staff and students 3. Enable and support individuals to live a purposeful life and make healthy lifestyle choices 4. Improve health services for staff and students 5. Encourage staff and students to accept responsibility for their own health and wellbeing 6. Encourage alumni to participate in advocacy of health promoting concepts and to be involved in institutional life 7. Prepare students as citizens committed to promoting health in their organizations and communities 8. Support health promotion in the community locally, regionally and globally

9 Background and meaning We understand the program from two perspectives, one that considers the university as a healthy working environment (WHO, 2010) for teachers and administrative staff, and another that takes the perspective that all campus is also an educational institution and a learning space in direct connection with the society in which it is located. We have leveraged the Spanish Network of Healthy Universities, Reus, regional networks and Iberoamerican Network of Health Promoting Universities, RIUPS.

10 Healthy workplace (WHO, 2010) A healthy workplace is one in which workers and managers collaborate to use a continual improvement process to protect and promote the health, safety and well-being of workers and the sustainability of the workplace by considering the following, based on identified needs: health and safety concerns in the physical work environment; health, safety and well-being concerns in the psychosocial work environment including organization of work and workplace culture; personal health resources in the workplace; and ways of participating in the community to improve the health of workers, their families and other members of the community

11 Universities as educational institutions: learning competencies Generic Competencies Training for citizenship Specific Competencies Training for professional role

12 Generical competencies and Life skills 20/30 GENERICAL COMPETENCIES. Tuning, LIFE SKILLS, OMS, 1993 Capacity for analysis and sinthesys Ability to organize and plan Autonomous learning Iniciative and entrepreneurship Concern for quality. To adapt to new situations. Leadership. Recognise other cultures. Recognise diversity and multiculturality. Vocation to public service. Interpersonal relationships. International and interdisciplinar teamwork. To solve problems and conflicts. To make decissions. To develope processes in research (Transfer knowledge) Express ideas properly. Manage information capacity. Oral and written comunication in native language. Critical thinking and ethical commitment Creativity Self-knowledge Emotions management Stress manegement Empathy Relationships Problem solving and conflict Decision making Assertive comunication Critical thinking Creative thinking

13 Competencias genéricas y HpV 20/30 COMPETENCIAS GENÉRICAS O TRANSVERSALES. Tuning, HABILIDADES PARA LA VIDA.OMS, 1993 Capacidad de análisis y síntesis. Capacidad de organización y planificación. Aprendizaje autónomo. Iniciativa y espíritu emprendedor. Motivación por la calidad. Adaptación a nuevas situaciones. Liderazgo Conocimiento de otras culturas y costumbres. Reconocimiento de la diversidad y la multiculturalidad. Vocación de servicio público. Habilidades interpersonales. Trabajo en equipo interdisciplinar e internacional. Resolución de problemas. Toma de decisiones. Realizar bien un proceso (Aplicar conocimientos) Capacidad y habilidad de exponer razonadamente ideas. Capacidad de gestión de la información. Comunicación oral y escrita en la lengua nativa. Razonamiento crítico y compromiso ético. Creatividad. Autoconocimiento. Manejo de sentimientos y emociones. Manejo de tensiones y estrés. Empatía. Relaciones interpersonales. Solución de problemas y conflictos. Toma de decisiones. Comunicación asertiva. Pensamiento crítico. Pensamiento creativo. 13

7 8 5 2 6 1 4 3 9 1. Enable change 2. Health advocacy 3. Mediate 4. Comunication 5.

14 Enable change 2. Health advocacy 3. Mediate 4. Comunication 5. Leadership 6. Needs assesment 7. Planning 8. Implementation 9. Evaluation and research

15 Methodology We developed a system integrated by default that we call "Octahedron of health promotion" as it is formed by eight theoretical models to carry out the implementation of the healthy university program.

universitiy program Life skills Health literacy Salutogenese HOW?

16 WHAT? Universities social functions Octhaedron for health literacy in higher education institutions TEACHING Health education Healthy Environments MANAGEMENT Healthy universitiy program Life skills Health literacy Salutogenese HOW? Tools and models RESEARCH Competencies in Health Promotion Diversity management KNOWLEDGE TRANSFER Service learning

17 Healthy environments

18 Salutogenese (Antonovsky)

19 Diversity management

20 Life skills (WHO)

21 Conclussions and recommendations The evaluation of the Healthy University program has been a constant in our work, hence we are able to present conclusions from what has given us good results and what we could not implement but would be desirable to provide sustainability to project.

22 Learning opportunities 1 The octahedron is a methodological device result of theoretical reflection and implementation of a set of experiences that can be applied in other universities. 2 In the context of budget restrictions in the countries of southern Europe, the experience of Healthy University is a model of health promotion by institutions of higher education that ensures a comprehensive approach to the biological, psychological, social and environmental health transferable to other areas of education and health.

23 Health promotion in higher education Environmental health Social health Psychological health Biological health

24 Additional information The Vice Chancellor for Social Policy, Environmental Quality and Healthy University URJC existed between 2006 and 2013 From this body of decision we developed a model of comprehensive health promotion aimed at the entire university community and also with social reach by networking and linkage with society.

25 SOSTENIBILIDAD Comisión Técnica Política Social Solidaria Comisión Técnica Atención a la Discapacidad Plan de acción ambiental Comisión técnica Calidad Ambiental Sostenible Oficina verde SOLIDARIDAD Programa de discapacidad Programa de voluntariado Programa Vive y Convive C.T. Alimentación Saludable Comisión Técnica Universidad Saludable SALUD Programa de Promoción de la Salud y el Bienestar Plan de Formación en Salud

26 Thanks for your attention Gracias por la escucha

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