|Search for study unit:||ECTS||1||2||1S||2A||2S||1||2||3||1||2||3||4||5|
|Study Skills and Professional Growth 1||1|
|Study Skills and Professional Growth 2||1|
|Studies and Information Technological Skills||1|
|Finnish Language and Communication||1|
|Finnish Language and Communication||2|
|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|
|Module 1: Multi-Professional Operations In Changing Social- and Healthcare||3|
|Module 2: Promotion of the Population's Health and the Ability to Work and Function||5|
|Module 3: Management and Change of Social and Healthcare Sectors||9|
|Module 4: Development and Research Expertise 1||3|
|Module 4: Development and Research Expertise 2||3|
|Module 5: Deepening Field-Specific Expertise||5|
|Module 7: Supplementing Field-Speciifc Studies||30|
(Select 120 ECTS)
|Diploma in Nursing||120|
|Diploma in Medical Laboratory Technology||120|
|Diploma in Radiography||120|
|Diploma in Occupational Therapy||120|
(Select 150 ECTS)
|Diploma in Nursing||150|
|Diploma in Specialized Nursing||150|
|Diploma in Public Health Nursing||150|
|Diploma in Midwifery||150|
|Diploma in Laboratory Technology||150|
|Diploma in Specialized Laboratory Technology||150|
|Diploma in Radiography||150|
|Diploma in specialized Radiography||150|
|Diploma in Occupational Therapy||150|
|Diploma in Physiotherapy||150|
|Diploma in Dental Hygiene||145|
|Diploma in Dental Hygiene||147|
|Diploma in Dental Hygiene||150|
|Pain Relief in the Dental Hygienist's Work||3|
|Medication in oral health care and pain management||5|
Module 8: Bachelor´s Thesis
|Bachelor´s Thesis Plan||7|
|Bachelor´s Thesis Report and Maturity Test||8|
|ECTS credits per period / semester / academic year||164||42.7||164||36||6.7||54.7||54.7||54.7||18||18||3.3||3.3||0|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
The common, shared competence of professionals in the health care field is based on the values informing their work, the constantly renewed extensive multidisciplinary knowledge basis, collaboration skills and practical competence. What is significant is that the activities are based on knowledge which is evidence-based, reliable and up-to-date, and that the agents are rehearsed in the research and development work pertaining to professional practice, and master the changes in their professional field.
Within the tasks in health care, the role of expertise in one’s own specialised field grows more pronounced as the educational level of the population rises, and working life changes and becomes subject to increased internationalisation and technological advancement. The development needs connected with multi-professional work presupposes both in-depth expertise in one’s own field and the growth of individual expertise into community expertise.
The competence areas in health care professions are extensive competence entireties – combinations of an individual’s knowledge, skills and attitudes. The competence areas describe qualifications, performance potential and the ability to carry out the work tasks belonging to the profession (ARENE 2006). In the curriculum work of multi-professional part time education, attention has been paid to the level 6 competence requirements defined in the European Qualification Framework (EQF) and National Qualifications Framework (NQF).
Stydying in the degree programme is based on the premises of innovation pedagogics defined in the strategy of Turku University of Applied Sciences. Innovation pedagogics combines learning, producing new information and applying the knowledge acquired. In multiform education innovation pedagogics means, for example, innovative teaching methods, different social learning environments, alternative methods for completing studies, flexible curricula, internationalism and entrepreneurial activities. In practice, innovation pedagogics refers to an approach to learning and tuition that emphasises orientation on working life and focus on research and development. The principles of adult pedagogy are applied in the planning and implementation of the part-time studies. The students are seen as active learners who are motivated to self-development, ongoing continuous education and maintaining and developing their professional skills. The needs of the students completing their studies while working at the same time are taken into consideration by implementing the studies with the help of multiform methods. The studymethods vary from lecturing, internet-based network and simulation, independent studies and practical training.
Contact teaching is approximately four days per month. Independent student work, interactive online studies and study guidance during the studies is significant. The Optima learning environment is an important channel of information and interaction, and it is taken into use at the start of the studies.
As part of the studies, students shall participate in various joint research and development projects of the University of Applied Sciences. In the different study modules, the research and development activities of the degree programme are realised as, for example, working-life-oriented final projects and project studies. Students become familiar with entrepreneurship in theoretical studies. The student's earlier entrepreneurial competence may also be accreditated. The student's competence will be assessed based on certificates or other evidence.
The objective of internationalism is that the student will widen his or her global perspective, learn to understand different cultures and be able to work in a multicultural working environment. Different forms of internationalism in studies include studies in the English language, studies abroad, tutoring exchange students and various seminars and projects. Studies abroad are part of the degree completed in Finland in a manner to be agreed on separately and will not extend the study time. The degree programme contains English studies which are integrated in implementation plans.
The assessment guides and develops learning and addresses both the learning process and the learning results. The completion of the degree requires that the competence achieved corresponds with the competence goals set for general working life skills and the competence goals specific to nursing studies as well as with assessment criteria derived from these competence goals. The assessment criteria for each course are described at a general level in the curriculum and in more detail in the course implementation plan. Various methods are used in the assessment. Course are graded on a scale from 0 to 5 or with a Pass/Fail. For practical training to be approved, it must achieve the objectives and correspond with the ECTS scope defined in the curriculum. In addition, students receive oral or written feedback that helps them to recognize their own strengths and development areas.
Continuous assessment supports students in setting and achieving targets. In addition to teachers’ assessments and self-assessment, performance can also be assessed by other students (peer assessment), working life instructors and other cooperation partners. The student’s adherence to the individual study plan (e-ISP) will be monitored throughout their studies, and the e-ISP will be updated along the way in development discussions with the tutor teacher and based on a self-assessment of innovation competences. Students are responsible for their study progress and for seeking guidance, if required.