|Search for study unit:||ECTS||1||2||3||4||5||1S||2A||2S||3A||3S||4A||4S||5A||1||2||3||1||2||3||4||5||1||2||3||4||5||1||2||3||4||5||1||2|
|Client-Oriented Social and Health Services||5|
|Project Hatchery of Social and Health Care||5|
|Nursing Philosophy and Evidence-Based Practice in the Nursing Profession||5|
|Finnish Language and Communication||3|
|English Professional Skills, B2||3|
Swedish Communication, B1
|Swedish for Working Life, Oral Communication (replacing compulsory Swedish)||1|
|Swedish for Working Life, Written Communication (replacing compulsory Swedish)||2|
Functions of the Human Organism and Principles of Patient Examination
(Select 11 ECTS)
|Foundations of the Human Organism and it's Functions||7|
|Foundations of Human Immunity, Nutrition and Microbiology||4|
Basics of Clinical Nursing
|Care Needs and Needs-Based Empowering Nursing||4|
Empowering Nursing of Internal Medicine and Surgical Patients
|Internal Medicine Nursing||6|
|Examinaton and Treatment Procedures for Internal Medicine Patients||5|
Mental Health and Empowering Nursing
|Mental Health Patient and Drug Abuse Patient Nursing||4|
|Oncology Nursing and Palliative Care||3|
|Reception Duties, Outpatient Care, Empowering Nursing of Elderly Patients||4|
Promotion of Sexual and Reproductive Health, Child and Family Nursing
|Promotion of Sexual and Reproductive Health, Child and Family Nursing||5|
|Child, Adolescent and Family Nursing||5|
Compulsory Field-Specific Studies for Health Care Students
|Promotion of Family Health||10|
|Community Healthcare Work||5|
|Special Issues in Public Health Nursing||5|
|Research, Development and Innovation Activities in Public Health Nursing||5|
Compulsory Field-Specific Studies
(Select 5 ECTS)
|Leadership, Management and Entrepreneurship in Social and Health Care||5|
Optional Field-Specific Studies
(Select 5 ECTS)
|Advanced Studies in Gerontological Nursing||5|
|Acute, Emergency and Intensive Care Nursing||5|
|Advanced Studies in Nursing of Internal Medicine and Surgical Patients||5|
|Dermatological, Ophthalmic and Otologic Nursing||5|
|Special Questions in Mental Health and Psychiatric Nursing||5|
|Advanced Studies in Child, Adolescent and Family Nursing||5|
|Sexuality Across the Human Lifespan||5|
|Advanced Studies in Health Promotion||5|
|Preclinical Training in Patient Examination||2|
|Preclinical Training in Nursing Basics||4|
|Preclinical Training in Pharmacotherapy||2|
|Preclinical Training in Fluid Therapy||1|
|Preclinical Training in Internal Medicine Nursing||1|
|Preclinical Training in Surgical Nursing||1|
|Preclinical Training in Perioperative Nursing||1|
|Preclinical Training in Mental Health and Substance Abuse Nursing||1|
|Training in Sexual and Reproductive Health and Women's Care||1|
|Preclinical Training in Child, Adolescent and Family||1|
Clinical Training in Nursing
|Basics of Nursing||5|
|Internal Medicine Nursing and Surgical Nursing 1||8|
|Internal Medicine Nursing and Surgical Nursing 2||8|
|Mental Health and Substance Abuse Nursing||8|
|Nursing in Basic Health Care||8|
|Specialist Competence in Public Health Nursing 1||7|
|Specialist Competence in Public Health Nursing 2||8|
|Development of Public Health Nursing||5|
|Advanced Specialist Competence in Public Health Nursing 1||5|
|Advanced Specialist Competence in Public Health Nursing 2||5|
|Research, Development and Innovation Competence||5|
|Bachelor's Thesis Plan||7|
|Bachelor's Thesis Reporting and Maturity||8|
|ECTS credits per period / semester / academic year||34||63||92||46||25||34||30||33||24||68||14||32||25||31.3||31.3||31.3||40||40||32||32||32||41||41||48||48||48||30||30||35||35||35||32.5||32.5|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
DEGREE PROGRAMME IN PUBLIC HEALTH NURSING
Bachelor of Health Care
Scope (credits, years)
240 credits, 4 years
OBJECTIVE OF STUDIES
Nursing builds on a holistic approach to and respect for human beings. Nursing must answer health care needs regarding humane conditions and well-being. In society at large, nursing promotes and maintains health and well-being, prevents and treats illnesses and reduces the adverse effects caused by illness, by supporting self-care, empowerment, independent coping and rehabilitation, as well as by alleviating pain and suffering. Nursing is collective and public by nature.
Nursing helps people of all ages, in different life situations and environments, by providing personal contact assistance using digital appliances or by offering remote health care services. Nursing contributes to the achievement and formulation of society’s health policy objectives and to the advancement of sustainable development. In line with this social mission, the objective of the degree programme in nursing is to educate professionals with a broad-ranging and profound competence in their field.
Nursing expertise encompasses the ability to develop and revise operations based on research results, follow evidence-based nursing practices, work as an entrepreneur, handle international duties, influence social issues and engage in life-life-long learning as a member of the information society. Experts in nursing always base their work on ethical responsibility and the promotion of a good life. To work in the nursing profession, you need a solid faculty for ethical, critical and professional thought and decision-making. Graduates with a degree in nursing know how to actively acquire information and assess its suitability as the foundation for their work. They also know how to make effective and responsible use of information and communications technology in nursing. Moreover, they continue to develop their nursing expertise in their work.
A qualified public health nurse promotes health, anticipates development and change and engages in innovation. Public health nurses base their work on the ability to understand and identify trends and forecasts regarding the development of society and the population and to understand the health impacts of different decisions. Public health nurses strengthen the resources of individuals, families and communities and participate in the development of a healthy environment. They work at health centres, homes, schools and workplaces, as well as in associations, societies and various health care organisations. Graduates from the programme are entitled to practice the profession of a nurse and public health nurse as licensed health care professionals.
The curriculum of the Degree Programme in Public Health Nursing is based on:
- The targets and future prospects of Finnish health policies that emphasise health promotion and the importance of responding to the population’s health issues
- Legislation on the practice of the profession and on universities of applied sciences
- International agreements and recommendations, especially the EU directive 2013/55/EU
- The competence descriptions drawn up by the work group for health care education in universities of applied sciences (Terveysalan ammattikorkeakoulutus 2005) appointed by the Ministry of Education (www.minedu.fi/julkaisut/)
- The European Qualifications Framework (EQF), level 6
- The National Qualifications Framework (NQF) (www.minedu.fi/OPM), level 6
- The publication Koulutuksella osaamista asiakaskeskeisiin ja moniammatillisiin palveluihin (“Education providing competence in customer-focused and multiprofessional services”, STM 2012) by the Ministry of Social Affairs and Health
- The innovation competencies defined by Turku University of Applied Sciences for individual, interpersonal and networking skills
- The innovation pedagogy, life-long learning and regional impact described in the strategy of Turku University of Applied Sciences
Only a licensed professional, who has completed a degree in public health nursing, may work as a public health nurse. The education is governed by the EU directive 2013/55/EU. Only a licensed professional, who has completed a degree in nursing, may work as a nurse. After graduation, students may submit an application for the right to practice as a licensed health care professional to the National Supervisory Authority for Welfare and Health (Valvira). “Public health nurse” and “nurse” are typical professional titles.
Having completed the degree, nurses and public health nurses may work in health centres, hospitals and other health care institutions, medical centres, health care organisations and as entrepreneurs.
The professional growth process proceeds according to the annual themes in the curriculum. In the course of their studies, students carry out self-assessments with respect to the degree programme’s competence goals. Professional growth is supported throughout the studies.
Table 1. General innovation competencies at Turku University of Applied Sciences
Description of field of competence
Individual innovation competencies
• Capability of independent thought and decision-making
• Ability to work in a persistent and goal-oriented manner
• Capability of creative problem-solving and development of work procedures
• Ability to assess and develop one’s competence and learning methods
Interpersonal innovation competencies
• Ability to collaborate in multidisciplinary teams and work communities
• Ability to take initiative and work responsibly, in accordance with the community’s objectives
• Ability to carry out research and development projects by applying and combining knowledge and methods from different fields
• Ability to follow ethical and socially responsible principles
• Ability to carry out interactive and communicative tasks in the work environment
Networking innovation competencies • Ability to create and maintain professional contacts
• Ability to work in networked environments
• Capability of multiprofessional and multicultural cooperation
• Capability of international communication and interaction
The following formal qualifications of nurses responsible for general care defined in the Directive 2013/55/EU have been taken into account in the degree programme:
a) The competence to independently diagnose the nursing care required using current theoretical and clinical knowledge and to plan, organise and implement nursing care when treating patients
b) The competence to work effectively with other actors in the health sector, including participation in the practical training of health personnel
c) The competence to encourage individuals, families and groups towards healthy lifestyles and self-care
d) The competence to independently initiate life-preserving immediate measures and to carry out measures in crises and disaster situations
e) The competence to independently give advice to, instruct and support persons needing care and their attachment figures
f) The competence to independently assure the quality of, and to evaluate, nursing care
g) The competence to comprehensively communicate professionally and to cooperate with members of other professions in the health sector
h) The competence to analyse the care quality to improve one’s own professional practice as a nurse responsible for general care
The following competence areas are also included in the Degree Programme in Public Health Nursing
Health promotion skills
Public health nursing of individuals, families, groups and communities
Promotion of environmental health
Social public health nursing skills
1 Expert in the fundamentals of nursing
The student learns the basic information and skills required of a bachelor of health care in nursing that are needed in studies and in working life. The student establishes a foundation for his or her professional identity as a nurse.
2 Expert in the different fields of nursing
The student learns the basics of the different fields of nursing and becomes proficient in nursing practice. The student continues to grow professionally and his/her professional identity becomes clearer.
3 Expert in special questions related to nursing
The student learns about and becomes proficient in special questions related to nursing, and is introduced to the basics of nursing development. The student’s professional identity grows stronger and the student becomes more dedicated to the profession.
4 Expert in nursing/public health nursing
The student will gain a more profound insight into nursing and public health nursing and its development.
The student has found his or her professional identity as a nurse and is able to develop as a professional.
The public health nursing student also gains a professional identity as a public health nurse.
STRUCTURE AND CONTENT OF STUDIES
The studies comprise:
• Basic studies, 24 cr
• Professional studies, 101 cr
• Practical training, 85 cr
• Bachelor’s thesis, 15 cr
• Elective studies, 15 cr
The objective of basic studies is for students to develop their communication and international competence, adopt an evidence-based exploratory work approach as a student and nursing professional, as well as acquire the language skills referred to in the government decree 352/2003.
The objective of professional studies is for students to internalise the principles of ethically high-quality procedures and health promotion. Students will learn to respond to the health problems of different age groups and become acquainted with the key issues and applications of the profession, as well as their scientific foundation, so that they are capable of working independently in expert duties and development work or as an entrepreneur in the field (352/2003). Professional studies build on nursing knowledge, which students can link to the core knowledge from other disciplines essential to their profession.
Practical training (nursing, 85 cr) is an integral part of nursing studies. Students carry out part of their training in classroom and simulation exercises at their own institution. This will strengthen and develop their basic competence and enable them to continue their studies in various care and operating environments. During practical training, students systematically develop their understanding of and competence in care and treatment, working towards their objectives from course to course. Practical training is supervised by qualified staff and a teacher of the university of applied sciences. It is carried out under the supervision of qualified staff members in units equipped with a sufficient number of qualified nursing staff and appropriate equipment for patient care. The educational institution providing nursing education is responsible for integrating theoretical and clinical teaching throughout the studies. Practical training meets the requirement provided in the government decree 352/2003 regarding training that promotes professional competence.
The student may apply for work carried out in an employment relationship to be recognised as the practical training defined in the curriculum, provided that the work corresponds with the degree programme pursued by the student.
In the Bachelor’s thesis (15 cr), students demonstrate their capacity for independent work and their ability to use research-based information with a critical perspective. Bachelor’s theses are linked to the activities of a research group. In the maturity test , written in the field of the Bachelor’s thesis, students demonstrate their competence in the field and their skills in the Finnish language or the language in which they received their secondary education.
Elective studies (15 cr) deepen and broaden the students’ professional nursing competence. They generally deal with topics in the field of advanced studies.
The studies are based on the innovation pedagogy adopted by Turku University of Applied Sciences, which emphasises multidisciplinary activities, research and development, flexible curricula, entrepreneurship in the service industry, as well as internationality. The innovation pedagogy is based on experimental learning, the sharing of information and competence and the combination of various perspectives. It aims at developing the innovation competencies of students. Since innovations are often created at the interface between areas of expertise, a multidisciplinary approach can support innovative activities. Studies in the degree programme are based on modules. A module refers to units with a scope larger than a single course or a field of competence that helps students deal with comprehensive materials. Students also complete entrepreneurial studies, which consist of lecture, online and simulation teaching, independent study and practical training.
Students pursuing a degree in nursing complete their studies partly at the university of applied sciences and partly in different types of health care units and workplaces.
DESCRIPTION OF THE BACHELOR’S THESIS
In the Bachelor’s thesis (15 cr), students demonstrate their capacity for independent work and their ability to use research-based information with a critical perspective. Bachelor’s theses are written as part of job-oriented research projects.
The goal of international activities is for students to broaden their world view, understand different cultures and learn to work in multicultural environments. International activities include taking courses taught in English, studying abroad, tutoring exchange students and participating in various seminars and projects. Separately agreed upon, studies abroad can be included in the degree completed in Finland without extending the duration of studies. The degree programme includes 15 credits of compulsory studies in English.
OPPORTUNITIES FOR FURTHER EDUCATION
A Bachelor's degree opens the door to further education in the form of a Master’s degree or a second-cycle degree in a higher education institution.
ASSESSMENT AND FEEDBACK
The studies have been organised into modules or courses. To successfully complete a module or course, students must demonstrate the required competence. Teaching follows the principles of innovation pedagogy. This means the use of various teaching and learning methods, which are also linked to assessment and the provision of feedback. The degree programme leads to the qualification of a nurse specified in the EU Directive 2013/55 The assessment of learning focuses on the development of and prerequisites for professional competence. The assessment guides and develops learning and addresses both the learning process and the learning results. Continuous assessment helps students set and assess their goals as well as identify their own strengths and areas of development through self- and peer evaluation. The assessment procedure is comprehensive and emphasises the mastery of core competencies. Subject to a separate agreement, students may choose their own individual way to demonstrate their competence. Assessment is carried out in situations as similar as possible to the real-life cases in which students need the competence. For practical training to be approved, it must correspond with the scope defined in the curriculum, as well as progress towards and achieve the objectives. Students will build a personal competence portfolio from the very beginning of their studies. They can use the portfolio to demonstrate their own fields of expertise both during their studies and after completing the degree.
Under certain conditions, students can have prior studies completed at other Finnish or international higher education institutions or other educational institutions recognised in their degree, provided that they are equivalent to the competence goals defined for the degree programme. Students may also apply for recognition of equivalent competence acquired in another way (e.g. work experience). The student’s competence will be assessed based on certificates or other proof. Students have the obligation to provide proof of their studies and competence.
Development into a nursing expert is a process in which students are supported by different forms of tutoring. Students will receive guidance from the very beginning of their studies, and a tutor teacher will be assigned to each student group. Tutoring may be personal or geared for the whole group, and it may be linked to theoretical studies and/or practical training. Guidance is also provided by the modules’ teachers and the study counsellor.
The overarching goal of study guidance and support for learning is for students to progress in their studies in accordance with the group’s curriculum. Students draw up an individual study plan (ISP) to guide their study progress in terms of schedules, content and methods. The ISP helps students develop their competence in relation to the competence goals defined in the curriculum. If a student experiences problems with the ISP, a tutor teacher or study counsellor will step in as early as possible to provide support.
The student’s adherence to the ISP will be monitored throughout their studies, and the ISP will be updated along the way in development discussions with the tutor teacher and based on a self-assessment of innovation competencies. Students are responsible for their study progress and for seeking guidance, if required.
Students participate in the planning of teaching and its implementation in different working groups. They assess their learning and provide feedback on the planning and implementation of teaching regarding individual modules, semesters and, towards the end of their studies, the entire degree programme. Student feedback is taken into account when developing education.