Healthcare gardens
Course evaluation
The course evaluation is now closed
LK0274-10044 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for LK0274
Academic year 2023/2024
Healthcare gardens (LK0274-10231)
2023-08-28 - 2023-10-30
Academic year 2022/2023
Healthcare gardens (LK0274-10003)
2022-08-29 - 2022-10-31
Academic year 2021/2022
Healthcare gardens (LK0274-10161)
2021-08-30 - 2021-11-01
Academic year 2020/2021
Healthcare gardens (LK0274-10143)
2020-08-31 - 2020-11-01
Academic year 2019/2020
Healthcare gardens (LK0274-10226)
2019-09-02 - 2019-10-31
Academic year 2018/2019
Healthcare gardens (LK0274-10063)
2018-09-03 - 2018-11-11
Academic year 2017/2018
Healthcare gardens (LK0274-10125)
2017-08-28 - 2017-11-05
Academic year 2016/2017
Healthcare gardens (LK0274-10113)
2016-08-29 - 2016-11-06
Syllabus and other information
Syllabus
LK0274 Healthcare gardens, 15.0 Credits
HälsoträdgårdarSubjects
Horticultural Science Landscape Architecture Landscape Architecture Horticultural scienceEducation cycle
Bachelor’s levelModules
| Title | Credits | Code |
|---|---|---|
| Single module | 15.0 | 0201 |
Advanced study in the main field
First cycle, has at least 60 credits in first-cycle course/s as entry requirementsBachelor’s level (G2F)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
SwedishPrior knowledge
Knowledge equivalent to 60 credits in Landscape Architecture or 60 credits in Horticultural Science.Objectives
The course intends to give an introduction to research about health promotion environments and basic knowledge within garden design that focuses special target groups’ different needs and preferences.
On completion of the course, the student should be able to:
account for the concept of gardens in healthcare and give examples of what healthcare gardens could contain and how they could be used
compile knowledge that is relevant to specific target groups’ interaction with the outdoor environment
draw conclusions about different target groups’ interaction with the outdoor environment
describe qualities and weaknesses in existing outdoor environments based on different target groups’ varying needs
give appropriate proposals for contents and design of healthcare gardens
communicate practical and theoretical knowledge of the field to professionals and laymen
Content
The course comprise two parts. The first part consists of an overview of basic concepts and literature relating to healthcare gardens and different target groups’ needs in the outdoor environment, for example children, older persons, ill or disabled individuals. The students conduct literature reviews on the special needs, behaviours and properties that characterise different target groups. Further , the students get to know and use different methods for site analyses with relevance for healthcare gardens. In the second part, the knowledge from the literature reviews are used to draw conclusions about different target groups’ interaction with outdoor environment. The advantages and disadvantages of different environments are discussed in relation to the different target groups’ specific needs to lead to appropriate proposals for contents and design of healthcare gardens.
The course contains lectures, workshops, practical assignments (compulsory), seminars (compulsory) and study visits (compulsory).
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Attendance and active participation in compulsory components.
Passed written practical assignments including critical review and oral presentation.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Responsible department
Department of People and Society
Further information
Litterature list
**Kurslitteratur: **** LK0274 **Hälsoträdgårdar
I kurslitteraturlistan nedan finns angivet om litteratur finns på Canvas på Alnarpsbiblioteket eller på webben. Litteratur på Canvas är tillgänglig för dig som går kursen men du har inte rätt att sprida vidare.
Många av SLU-bibliotekens databaser, e-tidskrifter och andra elektroniska resurser är licensbelagda och kan bara användas internt inom SLU. Dessa licensbelagda resurser kan du som är student få tillgång till med hjälp av vår VPN-tjänst, oberoende av var du befinner dig. Läs här om hur du går tillväga: https://student.slu.se/studieservice/it-stod1/support/databaser-och-e-tidskrifter/
Kurslitteraturen är uppdelad i följande delar:
- Referenslitteratur till kursen i sin helhet
- Kurslitteratur till uppgift: Utgångspunkter och begrepp
- Kurslitteratur till uppgift A: Samla dokumenterad kunskap om en målgrupp
- Kurslitteratur till uppgift B: Samla erfarenhet om en målgrupp
- Kurslitteratur till uppgifterna C och D: Platsanalys och gestaltning
Det finns möjlighet att boka hjälp av en bibliotekarie (exempelvis till uppgift A): https://www.slu.se/site/bibliotek/kontakta-oss/boka-en-bibliotekarie/
Referenslitteratur till kursen i sin helhet
Bengtsson, A., Oher, N., Åshage, A., Lavesson, L., Grahn, P. (2018). Evidensbaserad design av utemiljö i vårdsammanhang: En forskningssammanställning. Landskapsarkitektur, trädgård, växtproduktionsvetenskap: rapportserie:17. Alnarp: Sveriges lantbruksuniversitet. https://pub.epsilon.slu.se/15686/
Cooper Marcus, C. & Sachs, N. (2014) Therapeutic Landscapes: An Evidence-Based Approach to Designing Healing Gardens and Restorative Outdoor Spaces. John Wiley and Sons, New Jersey. (Alnarpsbiblioteket: online access)
**Kurslitteratur: Utgångspunkter och begrepp **
Abramsson, K. & Tenngart, C. (2003) Grön Rehabilitering. Behov, möjligheter och förutsättningar för en grön rehabiliteringsmodell. Växjö: LRF Sydost. (Alnarpsbibl.)
Grahn, P. (2012) Natur och hälsa i en alltmer urban livsmiljö. Socialmedicinsk tidskrift 3, sid 207-216. http://socialmedicinsktidskrift.se/index.php/smt/article/view/917/727
Grahn, P. & Ottosson, Å. (2010) Trädgårdsterapi:* Alnarpsmetoden: Att ta hjälp av naturen vid stress och utmattning. *Stockholm: Bokförlaget Bonnier Existens. (Alnarpsbiblioteket)
Hägerhäll, C. (2005) Naturen i landskapsupplevelsen och landskapsupplevelsens natur. I M. Johansson & M. Küller (Red.), Svensk miljöpsykologi. Stockholm: Studentlitteratur. Sid. 209-226. (Alnarpsbiblioteket)
Nebelong, H. (2003) Sansehaver – Naturens terapirum. *Vaekst *4:2003 (Canvas)
Schmidtbauer, P., Grahn, P. & Lieberg, M. (2005) *Tänkvärda trädgårdar. *Stockholm: Formas. (Alnarpsbiblioteket)
Cooper Marcus, C. & Sachs, N. (Eds.) (2014) Therapeutic Landscapes: An Evidence-Based Approach to Designing Healing gardens and Restorative outdoor spaces. John Wiley & Sons Ltd.
Kurslitteratur A: Samla dokumenterad kunskap om en målgrupp
Läkemedelsverket (2014) *Läkemedelsboken *www.lakemedelsboken.se
Nevstrup Andersen, L. (2007) *Betydningen af de aktiviteter som udføres af deltagerne i Alnarps Rehabiliteringshave og sammenhængen til omgivelserne. *Examensarbete, SLU Alnarp. http://ex-epsilon.slu.se/1812/
Malmgren, P. (2008) Upplevelser* av natur utan visuella intryck*. Examensarbete, SLU. https://stud.epsilon.slu.se/12930/
Pálsdóttir, A.M., Stigsdotter, U., Persson, D., Thorpert, P. & Grahn, P. (2018). The qualities of natural environments that support the rehabilitation process of individuals with stress-related mental disorder in nature-based rehabilitation.* Urban Forestry and Urban Greening*. https://doi.org/10.1016/j.ufug.2017.11.016
Extensivt
Björkqvist, U. (2009) *Naturnära omsorg – en handbok. *Kårkulla samkommun, Vasa. (Alnarpsbiblioteket) Kan köpas via: majohans@karkulla.fi
Kurslitteratur B: Samla erfarenhet om en målgrupp
Jacobsen, J. (1993) Intervju: Konsten att lyssna och fråga. Lund: Studentlitteratur. (Alnarpsbiblioteket)
** Extensivt**
Trost, J. (2005) Kvalitativa intervjuer. Lund: Studentlitteratur. (Alnarpsbiblioteket)
Kurslitteratur C och D: Platsanalys och gestaltning
Ahnesjö, Sofia, 2019. Utvärdering av miljökvaliteter i utemiljö vid barn- och ungdomspsykiatrisk akutmottagning. Examensarbete, SLU Alnarp. https://stud.epsilon.slu.se/15439/7/ahnesjö_s_200320.pdf
Bengtsson, A., Oher, N., Åshage, A., Lavesson, L., Grahn, P. (2018). Evidensbaserad design av utemiljö i vårdsammanhang: En forskningssammanställning. Landskapsarkitektur, trädgård, växtproduktionsvetenskap: rapportserie:17. Alnarp: Sveriges lantbruksuniversitet. https://pub.epsilon.slu.se/15686/
Bengtsson, A. & Grahn, P. (2014). Natur och trädgård i ett vårdsammanhang. I Wijk. H. (red) Vårdmiljöns betydelse. Studentlitteratur. Sid 229-254. (Canvas)
Bengtsson, A. (2003) Utemiljöns betydelse för äldre och funktionshindrade – Kunskapssammanställning. Statens folkhälsoinstitut 2003:6. Läs kapitel ”Attraktiv utevistelse” samt ”Tillgänglig utevistelse” (sid 48-70) i: r2003-60-utemiljons-betydelse.pdf (norskfriluftsliv.no)
Månsson, K. (2002) Bygg för alla. Stockholm: Svensk byggtjänst. (Alnarpsbiblioteket)
Nordh, H. (2006) Parkkaraktärer – ett verktyg för planering och gestaltning av grönområden. Examensarbete, SLU. http://ex-epsilon.slu.se/1069/ Läs kapitel 3 och 4 (sid 15-26)
Oher, N. (2016) Hälsofrämjande vårdmiljöer från insida till utsida. Examensarbete SLU. oher_n_161212.pdf (slu.se)
Persson, K. (2006) Vatten som väcker sinnena. Examensarbete, SLU. http://ex-epsilon.slu.se/1395/
Stigsdotter, U. (2012) Terapiträdgårdar – evidensbaserad hälsodesign. Socialmedicinsk tidskrift 3, sid 240-250. http://socialmedicinsktidskrift.se/index.php/smt/article/view/914/722