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I. N. Carlotto and M. A. P. Dinis
principles of bioethics and ecological models are integrated in the sense of working
toward the construction of a more humanized HP model and assuming the application
of health care in HEIs in an interdisciplinary and socially responsible way (Golden
2015; Reddy 2017; Zhang 2016).
By valuing and understanding interrelationships, interactions, and synergies in the
university environment, which are ideally derived from interdisciplinary practices,
a clear commitment is conceived with HP in higher education. Stimulating healthy
working and learning environments leads to sustainable development in educational
processes and the exchange of knowledge, as well as an increase in health and wellbeing, thus reinforcing commitments to teachers’ health, sustainability, and equity. In
this way, we sought to draw connections between ecological models of HP and teacher
health, and to reflect on how it is possible to contribute to stimulating adequate and
inclusive health-related measures for teachers in an academic setting while viewing
health as an integral part of culture, structure, and university processes (Carlotto and
Dinis 2018a).
The limitations of this study include the need for public policy formulation and
morally justifiable decision-making assistance for HP for teachers from an ecological perspective as well as for the integration of health into professors’ routines in an interdisciplinary way that identifies opportunities that support wellbeing and commitment to the health of teachers. It is important to apply an ecological and salutogenic approach in HE through the evidence-based research and
actions. It is also important to recognize HP for teachers in HE as an investment and
resource necessary to strengthen positive assets for planned health actions (Carlotto
and Dinis 2018b).
5 Conclusions
HE is important. Universities function as places of research and learning and, ideally,
of sustainable development, and they are able to stimulate health promotion activities.
In this proposal, bioethics is treated as an analytical and principle-based activity that
seeks to reflect on the teaching of HP in HE, thus contributing to the construction
of qualified processes of actions in teacher health, with due conceptual clarity that
characterizes this process (PAHO 2012). The 2030 Agenda and the SDGs provide a
good foundation for these tasks in that they respect bioethical principles and health
promotion actions with a salutogenic approach.
Possible practical implications include the need for public policy formulation
and morally justifiable decision-making assistance for HP for teachers following an
ecological approach; integrating health and teaching staff, identifying opportunities
that support well-being and commitment to teachers’ health, fostering an ecological and salutogenic approach in higher education by promoting evidence-based
research and actions, and recognizing HP for teachers in HE as an investment and
resource necessary to strengthen positive assets for planned health actions (Carlotto
and Dinis 2019b).
I. N. Carlotto and M. A. P. Dinis
principles of bioethics and ecological models are integrated in the sense of working
toward the construction of a more humanized HP model and assuming the application
of health care in HEIs in an interdisciplinary and socially responsible way (Golden
2015; Reddy 2017; Zhang 2016).
By valuing and understanding interrelationships, interactions, and synergies in the
university environment, which are ideally derived from interdisciplinary practices,
a clear commitment is conceived with HP in higher education. Stimulating healthy
working and learning environments leads to sustainable development in educational
processes and the exchange of knowledge, as well as an increase in health and wellbeing, thus reinforcing commitments to teachers’ health, sustainability, and equity. In
this way, we sought to draw connections between ecological models of HP and teacher
health, and to reflect on how it is possible to contribute to stimulating adequate and
inclusive health-related measures for teachers in an academic setting while viewing
health as an integral part of culture, structure, and university processes (Carlotto and
Dinis 2018a).
The limitations of this study include the need for public policy formulation and
morally justifiable decision-making assistance for HP for teachers from an ecological perspective as well as for the integration of health into professors’ routines in an interdisciplinary way that identifies opportunities that support wellbeing and commitment to the health of teachers. It is important to apply an ecological and salutogenic approach in HE through the evidence-based research and
actions. It is also important to recognize HP for teachers in HE as an investment and
resource necessary to strengthen positive assets for planned health actions (Carlotto
and Dinis 2018b).
5 Conclusions
HE is important. Universities function as places of research and learning and, ideally,
of sustainable development, and they are able to stimulate health promotion activities.
In this proposal, bioethics is treated as an analytical and principle-based activity that
seeks to reflect on the teaching of HP in HE, thus contributing to the construction
of qualified processes of actions in teacher health, with due conceptual clarity that
characterizes this process (PAHO 2012). The 2030 Agenda and the SDGs provide a
good foundation for these tasks in that they respect bioethical principles and health
promotion actions with a salutogenic approach.
Possible practical implications include the need for public policy formulation
and morally justifiable decision-making assistance for HP for teachers following an
ecological approach; integrating health and teaching staff, identifying opportunities
that support well-being and commitment to teachers’ health, fostering an ecological and salutogenic approach in higher education by promoting evidence-based
research and actions, and recognizing HP for teachers in HE as an investment and
resource necessary to strengthen positive assets for planned health actions (Carlotto
and Dinis 2019b).