Curriculum 2006 – SFG06SN (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Physiotherapy (Laurea Otaniemi, sote), SFG06SN

CURRICULUMS AT LAUREA

Learning Concept at Laurea

Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The integration of these tasks has led Laurea to seek solutions that optimise our ability to respond to
challenges. The aim is to produce graduates and who are investigative developers of their work and of the
workplace. We also hope to produce research-based development initiatives for the competence required at work,
with visible effects in our operating environments.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.


As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.

Learning environment

Laurea’s learning environment facilitates competence development for learners, organizations, region and partners.
The learning environment is a physical and psychological space that expresses the current culture, nature, time,
community and practices of development work. Thus, it forms a comprehensive operating environment for
competence development. The aim of the learning environment is to facilitate the achievement of learning results
while supporting the generation of new know-how and interaction within the operating environment. The learning
environment is an implementation of Laurea’s target-oriented development.
The learning environment utilizes internal and external networks and is in constant interaction with the world of work.
New knowledge and skills are acquired in authentic problem-solving and development tasks, which make the
complexity of the real world an object for competence development. Regional influence increases through enriching
communities and the networks that they form. Students use projects to learn the basics of networking, social skills
and communication with experts in the field. The meeting points between the industry and the study units are
significant in terms of the growth of expertise and competence development. Students grow into developers by
carrying out development tasks and by interacting in competence networks.


Students make use of diverse information sources and tools in their studies. Interactive learning environments are
used to create a framework for structuring learning so that it offers situations, challenges and tools that help learners
to utilize their own thought resources. The learning process becomes a continuous problem-solving process, with a
focus on research, development and generating new competence. Conscious and systematic development work is
used to formulate ideas and practices that boost development, and to generate new know-how. The result is a
creation, a new operating method, a model or a product.

The creation of innovative processes is easier in structures that allow space for informal creativity, innovation and
the promotion of things that motivate different participants internally. This work is characterised by communality and
a socio-cultural environment for learning. It is important to create a spirit of development.
Development work takes place in projects that combine competences from various fields of study. Project teams
consist of students, trainees, lecturers and workplace experts whose competences interact at the practical level.
Students use projects to complete study units, job placements or theses. Lecturers do not organize and set targets
for the project teams’ activities in advance; instead, the team members take joint responsibility for this. Students
receive experience of the culture of expertise and of working as equal experts. They increase their self-management
and set their own targets. Thus projects facilitate an unlimited learning process, where no glass ceilings are set by
curricula, textbooks or instruction. Learning by Developing enables individuality in learning.
Practical applications of innovative learning environments include initiatives and projects carried out as innovative
environments in networks, as well as various operating spaces designed for learning and development, skill hubs
and development labs. Work consists of collaboration based on shared expertise, which is supported by methods of
sharing competence, such as tutoring, lecturing sessions, demonstrations, team meetings, feedback events and
seminars.


Students

In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between lecturers, experts from the labour market and students. The cooperation is based on responsible
commitment to the project. All participants are seen as learners, because the development projects aim to produce
change and generate new things. Partnership also means mutual respect and appreciation for diverse skills. The
progress of the development project depends on sharing competence and building new competence out of different
areas of expertise. Students participate as partners who increase their competence by learning how to use new
tools and by taking part in various research and development initiatives. Competence is founded on research-based
knowledge, understanding the professional context, handling the necessary tasks and managing various workplace
situations, to the extent that these skills are needed for each student’s degree. In the development projects,
students learn as individuals while also participating in shared learning and in producing new know-how.

Lecturers

The role of lecturers in development projects can be described as that of an expert, a participant and a pedagogical
leader, who facilitates the students’ growth and development into experts in their fields. Laurea’s lecturers are in
other words researchers and developers, influential players in regional development and teachers.

Published reports by those teachers that work as researchers demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. Some teacher act as developer and are
responsible for identifying and refining the processes of development projects. The third role of lecturers is in
workshops, which transmit and share cultural knowledge, and provide students with tools. Lecturership also involves
partnerships with the labour market. The industry experts participating in development projects contribute the
knowledge contained in workplace competence, while lecturers ensure that evidence-based data are available for
explaining this competence. They join forces to produce new know-how for developing and reforming the labour
market.

Competence evaluation

The evaluation of competence in Learning by Developing directs future choices and demonstrates how well targets
have been met. Competence is seen on the one hand as knowledge of information, skills and values, and on the
other hand as experiential competence, which includes individuals’ and their community’s know-how. Evaluation in a
development project looks at individuals’ and the project community’s learning, the progress and significance of
different processes, and the results achieved.
Evaluation is based on the objectives provided in the competence-based curriculum. These objectives define the
requirements that students have to meet to achieve their degrees. The generic competences describe the
competences shared by all Laurea students as meta-competence placed in a professional context. Themes, on the
other hand, define the substance of subject-specific competence, which is deepened by the generic competences.
The generic competences build a level of education needed at a higher education institution and at work;
meanwhile, the themes build competence needed for employment. The generic competences are defined on three
levels. Students choose the level they wish to achieve in each generic competence together with their tutors, and
these desired levels are used as a basis for the study plan. Progress in the generic competences is measured
qualitatively through portfolios. The study units are graded on a scale of 1 to 5. These grades are shown on the
students’ degree certificates.


LAUREA´S GENERIC COMPETENCES
Laurea´s generic competences

In addition to core competence in the field, five general areas have been defined at Laurea which are important for
professionals in all areas to master. These are called generic competences. The generic competences are
developed during the studies, and the level of competence is also evaluated. The curriculum’s generic competences
have been determined by analysing shared competences needed in different employment sectors in the future.
The shared generic competences for all degree programmes are:
· ethical competence
· globalisation competence
· innovative competence
· reflective competence
· network competence


Generic competences are closely linked to the contents of the study units.

The generic competences are structured through levels. Each competence has been categorized further, comprising
the personal competence level, organisational competence level and social reform level. The targeted generic
competence levels have been defined in the curriculum for each degree programme. All Laurea BA students must
reach at least the personal competence level in all generic competences. In the case of many generic competences,
the social reform level cannot be achieved until in connection with a Master’s degree.

Ethical competence

Morals refers to an individual’s conception of right and wrong, whereas ethics refers to moral choices to which the
individual is consciously committed. Ethics is a systematic attempt to understand moral conceptions. It consists of
ethical rules and principles, virtues and values. In the generic competence of ethical competence, morals and ethics
are fundamentally linked together, because students’ moral competence forms a basis for their ethical competence.
Ethical competence consists of four components: (1) ethical sensitivity; (2) ethical motivation; (3) moral-ethical
problem-solving; and (4) ethical implementation skills.

In order for student activities to be ethical, they must be sensitive to ethical problems contained in different
situations. Ethical sensitivity refers to the ability to recognise the special characteristics, needs, rights and
responsibilities of each party. It includes awareness of how one’s own actions affect other people’s well-being, and
involves envisaging and anticipating various action plans and their consequences for each party. Empathy and the
ability to put oneself in another’s position form the core of ethical sensitivity. Students also need knowledge of the
special characteristics of major customer groups and ethical problems in the sector. Ethical sensitivity is
characterised by professional interaction skills, which are a target for active development throughout each degree.

Ethical motivation refers to committing to moral-ethical values and taking responsibility for one’s own actions. The
students’ responsibility grows from the personal level to the communal and social levels. In order to develop their
ethical motivation, they must also know the value bases of their fields and participate in discussions on values.

Moral-ethical problem-solving refers to the ability to solve ethical problems through critical argumentation. It requires
consideration of various possible solutions, as well as knowledge and application of the ethical norms and
approaches of the field. Continuously developing competence includes the skill to solve problems in interpersonal
relationships, work communities, communities and the global environment, and the ability to justify these solutions.

Moral implementation skills refer to the ability to take target-oriented action to solve ethical problems (negotiation
and conflict-solving skills), as well as the courage to act in accordance with ethical values, even in complex
situations. In order for professional activities to be ethically sustainable, competence must be developed in all these
areas of ethical competence..

Levels of ethical competence

At the personal competence level, students are able to:
•    reflect on their own values and the consequences of their actions on other people’s well-being
•    work with a basis in the profession’s values, following ethical principles
•    apply the field’s ethical norms to problem-solving
•   examine situations from different parties’ perspectives
•   work in a tolerant and understanding way in multicultural networks
•   apply ethical principles to R&D projects


At the organisational development level, students are able to:
•    take into account the special characteristics, needs and rights of major customer groups in their work
•    build customer-oriented interactions and work dialogically
•    assume responsibility for the welfare of the community and the ethics of the work done
•    examine ethical issues from the point of view of the organisation and the community
•    develop fair methods of proceeding in their work


At the social reform level, students are able to:
•    critically reflect on their own attitudes and prejudices
•    actively participate in social debates on values
•    assume responsibility at social and global levels
•    make arguments in favour of fair social and global changes
•    solve conflicts and influence issues


Globalisation competence

Globalisation refers to series of events and processes that cause the world to merge into a single, all-encompassing
social system. In other words, globalisation refers to the processes by which things acquire worldwide scope.
‘Globalised’ refers to worldwide phenomena and the results of the globalisation process: a fully integrated world.
Sustainable development in relation to globalisation is a globalised political programme, whose aim is to increase
welfare with environmental responsibility, within the limits of environmental capacity.

Global interaction can be classified as financial, cultural, political or social interaction. The science of
globalisation also includes questions of ecology and biology. Sustainable development brings all these dimensions
together, with the aim of observing economic growth, cultural diversity, social welfare and ecology in politics and
practice.

Levels of globalisation competence:

At the personal competence level, students are able to:
•    make use of international sources of information in the field
•    take into account the effects and opportunities of multiculturalism and internationalisation on their fields
•    recognise the significance of their professional actions in relation to global interactions and sustainable
     development
•    evaluate their own value bases from the point of view of sustainable development and globalisation, and apply
     them to their work


At the organisational development level, students are able to:
•    take into account the effects of their own sector and its organisations on sustainable development, responsibility
     and international connections
•    promote the values of environmental and social responsibility in organisations in the sector, taking into account
     global interactions
•    apply responsibility for sustainable development to an organisation in the sector
•    work in international networks


At the social reform level, students are able to:
•    recognise the global nature of social issues and the characteristics of sustainable development
•    critically evaluate social values and practices from the point of view of sustainable development, taking into
     account global interactions
•   make arguments at social level, applying the principles of sustainable development and taking into account
    global effects


Innovative competence

All of the processes of our modern society are undergoing constant changes. Laurea has followed the examples of
the EU and Finland in choosing a positive attitude towards change as one of its strategic operating methods. The
aim is not just to cope with change but also to see it as an opportunity, which requires constant innovation in order
to be embraced. According to these strategies, future professionals must have abilities in innovation, so it is
essential to include innovative competence in Laurea’s generic competences.

Innovation refers to a novelty that is implemented to generate added value productively. There are three separate
elements to this definition: 1) novelty; 2) implementation; and 3) added value. In other words, an idea by itself is not
an innovation, nor does a wealth of ideas make a person an innovator.

The innovation process can be divided into three stages: continuous evaluation of the situation; generating
innovative ideas; and carrying out an implementation project. Innovation can take place on five levels: individual,
team, organisation, network and societal level.

At the personal innovation competence level, students learn to be innovative reformers at individual and
professional group levels. In addition, they should be able to participate in the implementation of change initiatives in
their immediate work environments.

At the organisational innovator level, students can start up innovation work in their own teams and use all the
innovation tools that exist in the organisation’s framework. In the increasingly network-oriented operating models of
the future, organisational innovators should also support active reforms as part of an informal network.

At the social innovator level, students can complete the tasks of the previous levels as well as continuously monitor
and analyse the operation of networks and the society. They can take larger frameworks into account in all change
processes and motivate people to work towards shared goals.

Levels of innovative competence:

At the personal competence level, students are able to:
•    analyse their own thought processes, knowledge and actions
•    plan, organise and develop their own work
•    set targets and turn them into appropriate, concrete actions
•    come up with new ideas, working creatively, expressing their thoughts and convincing others to participate in
     developing them
•    use various ideation methods
•    manage themselves, work during change and in diverse projects
•    conduct intermediate and final evaluations of a project


At the organisational development level, students are able to:
•    monitor and analyse an organisation’s work processes and results
•    use benchmarking in developing their work
•    use diverse teamwork methods
•    lead projects, processes and networks or participate in leading them in ways that inspire commitment in others
•    link innovation to an organisation’s strategic targets
•    take into account the nature and demands of innovation work


At the social reform level, students are able to:
•    gather ideas from a network, convince others of them and link them to the social framework
•    ensure that participants in innovation work are sufficiently committed (guidance, encouragement)
•    create and commercialise innovations
•    participate productively in innovation networks, and identify and investigate innovation mechanisms
Reflective competence




Reflection constitutes critical analysis of the principles, starting points and consequences of one’s actions.
Reflection can target the present moment or the past.

In the reflection of earlier experiences, an individual gives meaning to events. A new meaning makes development
possible. As cognitive skills and concepts develop, an individual is able to deal with broader entities, differentiate
phenomena and observe new ones more clearly.

In reflection of the present moment, simple, previously unconscious routine actions become conscious activity. In
critical reflection, an individual’s whole meaning-producing perspective changes as tacit knowledge becomes visible,
transforming learned matters into action. Critical reflection implies a relationship with communities, concepts and
theories.

Thus reflection is a thought process. Reflection is dialogue and problem-solving based on proven arguments. In
open dialogue between people, different perspectives provide new challenges. Learners participating in dialogue
can look at different perspectives in order to create shared meanings. Deep thought gives time and space for
solving encountered problems by examining and investigating them using research methods.

In order to extend their understanding of themselves in relation to other students, customers, work communities or
writers, students need skills in self-examination, critical peer evaluation and analysis of their own resources. Self-
management emphasises communality and shared participation. Critical awareness helps students to identify their
own learning opportunities and the factors that affect them. Shared reflection on their own activities allows students
to test their thoughts and share them with others. Reflection means professional growth and competence led by
human metacognitive abilities. In the process of becoming an expert, reflection forms part of an investigative and
developmental approach towards work.

Levels of reflective competence:

At the personal competence level, students are able to:
•    evaluate their own learning and competence and formulate a personal development plan
•    identify development challenges and understand problems
•    develop their competence independently and with others, and share what they have learnt in a work community
•    assume a role in a group/team
•    acquire and analyse information systematically


At the organisational development level, students are able to:
•    work dialogically, collaboratively and with self-evaluation
•    evaluate their self-management and professional competence as part of a community
•    evaluate their own work as part of a group, community or professional field
•    work during change, identifying and making use of various opportunities for learning and action
•    critically justify the principles of their work
•    apply the concepts of development challenges appropriately


At the social reform level, students are able to:
•    analyse their own actions in relation to social and historical backgrounds
•    evaluate and develop the functionality of regional operating methods and models
•    evaluate systematic information that has been structured, produced and written, and develop social activities on
     the basis of it


Network competence
The generic competence of network competence encompasses a broad range of competences, from individual
communication skills to organisation networking and strategic network leadership. Communication is essential to
communality and a functioning society. Only with communication can we create shared meanings. Networking and
the development of network processes are fuelled by interpersonal and interorganisational communication. In order
for social and economic structures to become networked, new kinds of skills and attitudes are needed in the
network’s participants. Dialogue and interaction are essential resources of a networked society. Laurea’s aim is to
promote and develop its students’ network competence in diverse ways, creating innovative network competence
models.

Network competence refers to time-based management of internal and external efficiency in order to significantly
increase the efficiency of common practices. Network competence can include networking and network leadership.
Network competence and strategic networks are often synonymous. Networking, on the other hand, is a
cooperation model for companies and organisations, and may involve operators from various fields. Network
leadership is the model used to manage a network.

Network competence is largely based on the communication skills of the people participating in the networks in
question. Without communication and interaction, there can be no functioning networks. Organisations must be able
to operate flexibly in a changing operating environment and also to influence the development of the environment. A
learning organisation has communication and interaction skills as a central tool for creating functioning networks and
developing network competence.

The generic competence examines network competence on three levels. The personal competence level (basic
level) focuses on developing communication skills and participation in networks. This is the basic level of network
competence, which must be mastered by all Laurea students. It is important for students to obtain good
communication skills in order to communicate effectively in various situations. Students must also be able to take on
active, target-oriented roles in networks.

The organisational developer level (intermediate level) centres on understanding the strategic significance of
network competence and partnerships, as well as on analysing and reflecting on his or her own actions from the
point of view of the company. Graduates must be able to identify strategic partnerships, promote the organisation’s
networking with their actions and create new network relationships. The most important thing is a proactive,
developmental approach towards network operations.

The social reformer level (advanced level) requires the ability to analyse the operation of entire strategic networks
in relation to their environment. This level is achieved by top experts in network competence. Graduates have the
ability to lead strategic networks (orchestration) and to anticipate complex social development trends (visioning).

Levels of network competence:

At the personal competence level, students are able to:
•    present things in writing, verbally and visually using various communication styles
•    act in situations requiring professional communication and interaction
•    identify various team work models and work in teams
•    participate collaboratively and actively in a network
•    take into account cultural differences and work with people with different cultural backgrounds


At the organisational development level, students are able to:
•    participate in and manage negotiations
•    participate in group communications
•    communicate on topics related to their specialist fields to a lay audience
•    develop the networked operations of a professional organisation
•    take initiatives in developing a network


At the social reform level, students are able to:
•    work as experts in communication situations
•    plan communications from a strategic point of view, and work with the media
•   initiate networked operations and lead a strategic network
•   adopt a developmental and predictive approach to work, and influence the work environment
•   monitor and analyse networks’ operating models


European higher education area

LAUREA´S COMPETENCE-BASED CURRICULUM FORMS PART OF THE EUROPEAN HIGHER EDUCATION
AREA

Finnish higher education institutions have reformed their curricula in accordance with the Bologna Process, i.e., the
creation of the European Higher Education Area. The EU’s strategic targets for education also apply to Finnish
education. Each country has its own education system; this diversity is still taken into account, but cooperation and
mobility are also needed to allow the citizens of different countries to benefit from the diversity, rather than turning it
into a restriction. The Bologna Process started in 1999 at a conference of ministers responsible for higher education.
After that, Ministerial Conferences have been arranged regularly, with the latest one in Leuven in 2009. Currently
the process involves 46 countries, some from outside the EU. The aim of the Bologna Process is to establish a
consistent, compatible and attractive Higher Education Area in Europe by 2010.

The objectives of the process are:
• adoption of easily readable degree structures
• adoption of comparable degree structures
• establishment of a system of credits
• promotion of European cooperation in quality assurance
• increasing mobility
• participation of higher education and students
• lifelong learning
• promotion of European dimensions in higher education
• cooperation between higher education and research


To promote the adoption of easily readable, comparable degrees, the process has created a system based on two
main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its degree structure
to align it with this European objective. In universities of applied sciences, the two-cycle degree is implemented in a
way that students obtain a Bachelor’s degree, after which they have the opportunity of obtaining a Master’s degree.
The requirement for Master’s degrees is an undergraduate degree plus three years’ work experience. The long-term
objective is that approximately 20 per cent of Bachelor’s-degree graduates will take a Master’s degree.

The establishment of a system of credits refers to the ECTS (European Credit Transfer and Accumulation System).
Most European countries are adopting this credit system based on the amount of work in each academic year. In
the ECTS, one year of study produces 60 credits. The ECTS was adopted more than ten years ago; initially it
applied primarily to student exchanges, but now all credit accumulation (previously transfer) measurements are
made according to the system. Finnish universities of applied sciences adopted ECTS credits in 2005.

The ECTS is a student-centric system, based on the student workload needed to achieve the targets set for each
degree. The students’ learning process is intended to be the focal point of curricula, which define learning outcomes
and competences. Curricula should move away from a focus on individual subjects and the starting points of
teaching towards a model that observes the holistic development of students and supports professional growth. This
model is referred to as the competence-based curriculum.

From the point of view of promoting mobility, curricula must be internationally understandable. The aim of
standardising the structures and learning targets of degrees is to improve the conditions for mobility within and
between higher education institutions during the studies, and also in the workplace, after graduation. In terms of the
recognition and comparability of degrees taken in different countries, it is important to link learning outcomes to
concrete competence requirements and definitions in the labour market. These are the objectives of the “Tuning
Educational Structures in Europe” project. It has defined a number of shared generic competences that are
independent of subjects and fields of study, as well as subject-specific (professional) competences for certain
degrees.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, while study units are larger entities. Competence is defined in terms
of the students’ learning outcomes. The generic competences defined at Laurea correspond with the national and
European learning outcomes considering the generic competencies and the objectives set for Bachelor-level
degrees in the “Joint Quality Initiative” -network. Comparisons have shown globalisation and innovative competence
in particular to be unique, so they are well suited to describing the competence produced at Laurea from the point of
view of an international university of applied sciences specialising in service innovations. Laurea’s innovative efforts
in relation to the competence-based core curriculum are a proactive response to the challenges of international
competitiveness in the Helsinki metropolitan area. Currently resources are being directed towards further enhancing
the quality of the curriculum’s implementations in generating new competence and innovations for Laura’s operating
environment.

Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html

Tuning Educational Structures in Europe
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html

Operating environment

The field of social services and health care consists of a broad and diverse social operating and service system. The
aim of the system is to ensure the welfare and safety of people and their living environments. Rehabilitation plays a
significant role in this. These days, rehabilitation is seen as encompassing a broader field than just social services
and health care. In legislation, rehabilitation is integrated into not only those fields but also employment
administration, educational administration and insurance. The private and third sectors and various projects and
development initiatives complement and open new opportunities for organising and developing rehabilitation. The
demands of multiculturalism and internationalisation and the opportunities contributed by technological
advancements bring new, challenging development perspectives to the field.

Physiotherapy as a job and an area of expertise is related to rehabilitation. The status of physiotherapy is set in
legislation which regulates social services, health care and rehabilitation. The significance of physiotherapy is
particularly marked as the average age of the population rises and the number of elderly people increases. There is
an increasing amount of physiotherapy customers with various kinds of disabilities. Measures are taken to promote
or maintain people’s functional ability, social relationships in different networks, and opportunities for individual
rehabilitation. Rehabilitation supports and fosters customers’ life management abilities and ensures that resources
are used appropriately.

Specific challenges for rehabilitation in the near future will be improving customer status, developing cooperation
with customers, improving the effectiveness of rehabilitation, increasing the efficiency of health care rehabilitation,
maintaining the work ability of people of working age, finding employment for the disabled, incapacitated and long-
term unemployed, and providing rehabilitation for substance abusers, mental health patients and the elderly.

Rehabilitation is characterised by planning and set processes. For the rehabilitee, it is often a change process
involving growth and learning. From the point of view of the rehabilitation system, the process comprises various
stages and services, where the continuity of the service chain is essential. Rehabilitation is a multidisciplinary field,
which makes use of several sectors’ and professionals’ expertise. In rehabilitation, the representatives of different
professions act in a network where each person is aware of the limitations of his or her expertise and appreciates
the competence of others in promoting the best interests of the rehabilitee in all circumstances, and in examining the
commitment to rehabilitation of the rehabilitee and his or her friends and family. Rehabilitation can involve
therapeutic measures, counselling and coaching, but also influence on the social operating environment and
community. Actions seeking to change working conditions, remove obstacles in the living environment, develop
work communities or change attitudes are important parts of rehabilitation.

Rehabilitation leans on a customer-oriented way of thinking and acting that supports the customer’s participation.
New solutions are sought in the resources of the individual and the immediate community, as well as in changes to
the environment or to living conditions. Rehabilitation needs are evaluated in the rehabilitee’s own living
environment, and the rehabilitation process must be based on the well-being, autonomy and responsibility of the
rehabilitee.
Expertise

A physiotherapist is a legally qualified health care professional who works in the fields of rehabilitation, social
services, health care, education, fitness and culture, independently or as an employee. Physiotherapy seeks to
evaluate, guide, support and foster human movement, mobility, functional ability and activity. Physiotherapists apply
suitable physiotherapeutic methods and strive to work with customers to improve their capabilities in various
situations and environments. Physiotherapy customers are individuals, communities, companies or organisations
seeking a physiotherapist’s advice and professional assistance.

The profession is based on physiotherapy science, which centres on human movement, mobility and functional
ability, and these factors’ relationships with individuals’ actions. Physiotherapy applies research and data from many
other sciences.

Physiotherapists work as employees or entrepreneurs in environments including hospitals, health centres, research
and nursing institutions, rehabilitation centres, health resorts, occupational health care, public health organisations,
fitness organisations, associations for the disabled, old people’s homes, day-care centres and educational
institutions. Physiotherapists actively participate in producing and developing physiotherapy services, and in raising
their quality, taking into account the changing needs of the users and the national and international development
challenges in the field.

Competences

All physiotherapy education aims at producing competence in physiotherapy. Physiotherapy competence can be
viewed from various scientific and philosophical perspectives,combining various knowledge concepts with skills to
create core competences. Not everyone can become competent in the field,and competence is not possessed
instinctively from birth.It can only be acquired through long-term practice and learning. Know-how refers to
knowledge about skills, i.e. meta-skills.It is the knowledge which lies behind skills and competence, and which
allows people to use their skills effectively.The European Region of the World Confederation for Physical Therapy
(WCPT, 2003) has defined practical and professional skills in physiotherapy as being based on knowledge and
understanding. Knowledge and skills form a single learning entity, even though they are treated as separate entities
in this curriculum.

Laurea’s curriculum for the Degree Programme in Physiotherapy comprises seven generic competences, constantly
included in the teaching: knowledge-based and skill-based professional competence in physiotherapy, and the
competences which are common to all degree programmes, i.e. ethical, reflective, network, globalisation and
innovative competences.

Competence development process

Professional growth is based on recognising and reflecting on the students’ own activities and their desire to
become investigative and developmental experts in their field. Professional growth starts with the basic level of
knowledge-based and skill-based competence, and progresses through the intermediate stage to the advanced
level. At the basic level (“IN”), the students’ competence is individual. They can identify and describe the principles,
knowledge base and conception of humanity used in physiotherapy, and work appropriately, safely and reliably. At
the intermediate level (“OF”), competence expands to encompass the community. At the advanced level (“FOR”), it
encompasses the society. Advanced-level students understand and can explain the knowledge base of
physiotherapy from various perspectives and evaluate existing research data, applying them to work in the field.
They can produce new analyses and develop new practices for physiotherapy.

The curriculum takes into account the students’ gradual progress from the basic level to the advanced level.
Students evaluate their professional growth throughout their training, using their portfolios. Peer supervisors,
workplace experts and lecturers all help to guide the students’ professional growth process.

Description of the Degree Programme

The scope of the degree programme is 210 credits (cr). As specified in the Polytechnics Act (423/3005), it
comprises basic, professional and elective studies, practical work to further professional development, and a thesis.

The aim of basic studies is to provide students with a broad understanding of the status and significance of
physiotherapy in society and the workplace, to give them international experience of the general theoretic principles
of physiotherapy and of communication, and to supply them with the necessary language skills. Professional studies
are designed to familiarise students with the main problems and applications of physiotherapy and their bases in
science and competence. Graduates should be able to work independently as experts in physiotherapy, become
entrepreneurs, and participate in developing the work community. The objective of practical work is to provide a
guided introduction to the most important practical aspects of work, particularly in physiotherapy, and to the
application of skills and knowledge in the workplace. The aim of the thesis is to develop and demonstrate the
students’ ability to apply their skills and knowledge (cf. 423/3005).

The curriculum consists of generic competences and themes. Generally, each academic year comprises two
themes, which encompass the generic competences that run through the degree. Evaluations focus on degree-
specific themes and on skills according to the shared generic competences.

The themes of the Degree Programme in Physiotherapy are: Principles of Expertise in Physiotherapy; Human
Movement and Mobility; Encountering the Customer; Customers’ Functional Abilities; Rehabilitation Networks;
Developing Operations; and Expertise in Physiotherapy.

Studying in the Degree Programme

The aim of studies leading to a bachelor’s degree is to provide students with broad practical skills, knowledge and
theoretical principles for working as experts in physiotherapy. The degree provides skills in following and promoting
the development of the field, in lifelong learning, in communications and languages, and in international
physiotherapy operations.

The objective of Laurea’s degree programme in Physiotherapy is to develop innovative physiotherapy and
rehabilitation operations in the Helsinki metropolitan area as part of the welfare services offered in the region, and to
participate actively in developing physiotherapy internationally. Bachelors of Health Care graduating from Laurea
have broad and wide-ranging expertise in physiotherapy. They can work in resident and customer-oriented ways in
various physiotherapy-related situations, in groups, communities or organisations. The degree programme qualifies
graduates to work as physiotherapists, and the studies fulfil the requirements of EU directives, including 75 credits
of practical work. Practical work is carried out in workshops and various physiotherapy operating environments. The
degree programme emphasises the adoption of an investigative, developmental and change-facilitating approach
rooted in the knowledge base, theories and methods of physiotherapy, as well as in self-reflection and development
on behalf of the student.
                                                           1. year       2. year       3. year       4. year
OP      STUDIES                                                  60            60            60            30
048     PRINCIPLES OF EXPERTISE IN
        PHYSIOTHERAPY
00125   Developing Expertise                                     14
00126   Investigative Action in Physiotherapy                    13
00723   Principles of expertice in physiotherapy -                   3
        practical studies
049     HUMAN MOVEMENT AND MOBILITY
00127   Principles of Human Movement and Mobility                    8
00128   Evaluating Human Movement and Mobility                       6
00129   Restrictions to Human Mobility                           10
00776   Human motion and movement workshop practice                  6
156     ENCOUNTERING THE CUSTOMER IN
        REHABILITATION
00130   Dialogic Physiotherapy                                                     4
00131   Customer Orientation in Rehabilitation                                     4
00132   Physiotherapy in English                                                   2                           3
00785   Physiotherapy in Swedish                                                   5
00634   Oral skills in Swedish                                                     0
00635   Written skills in Swedish                                                  0
00724   Encountering the customer - practical studies                              8
00777   Encountering the customer in rehabilitation                                4
        workshop practice
050     CUSTOMERS' FUNCTIONAL ABILITIES
00134   Methods in Physiotherapy                                                   4
00135   Promoting Functional Ability                                               8
00726   Promoting functional ability - practical studies                           9
00778   Customers´ functional capacity workshop practice                           9
051     REHABILITATION NETWORKS
00136   Investigating and Developing Rehabilitation                                              4
00729   Rehabilitation networks - practical studies                                              5
00766   Developing Service Innovations                                             2
00779   Rehabilitation networks workshop practice                                                4
052     DEVELOPING OPERATIONS
00137   Applying Physiotherapy in Different Sectors                                          11
00727   Developing operations - practical studies                                            12
00780   Developing operations workshop practice                                                  7
053     EXPERTISE IN PHYSIOTHERAPY
00138   Becoming an Expert in Physiotherapy                                                  3,5           3,5
00043   Thesis                                                                                   5         10
00728   Expertice in physiotherapy - advanced practical                                                        8
        stuides
047     LAUREA'S COMMON STUDIES
00202   Initial Test in English Skills                               0
00203   Initial Test in Swedish Skills                               0
00195        Preparatory Studies in Swedish                                3
00194        Preparatory Studies in English                                3
00189        Preparatory Studies in Mathematics                            3
00190        Student tutoring
00191        International Student Tutoring
00192        Introduction to the Spanish- and Portuguese-
             Speaking World
00193        Introduction to Studies in the Baltic Sea Region
00331        Innoplaza, Study Unit in Entrepreneurship
00387        Go abroad
00388        Preparatory Studies in Finnish (as Mother tongue)             3
00392        Work and Development in a Community of
             Experts
                                                                          60       60          60             30

Annual themes and competences
Study                                                            Extent        Competences
00125              Developing Expertise                          14            Reflective competence (H)
00126              Investigative Action in Physiotherapy         13            Reflective competence (H)
00128              Evaluating Human Movement and Mobility        6             Innovative competence (H)
00129              Restrictions to Human Mobility                10            Globalisation competence (H)
00130              Dialogic Physiotherapy                        4             Network competence (H)
00131              Customer Orientation in Rehabilitation        4             Ethical competence (H)
00132              Physiotherapy in English                      5             Network competence (H)
00785              Physiotherapy in Swedish                      5             Network competence (H)
00135              Promoting Functional Ability                  8             Reflective competence (O)
00136              Investigating and Developing Rehabilitation   4             Globalisation competence (O)
00137              Applying Physiotherapy in Different Sectors   11            Ethical competence (O),
                                                                               Innovative competence (O)
H - Personal competence level
O - Organisational development level
Y - Social reform level
048 PRINCIPLES OF EXPERTISE IN PHYSIOTHERAPY, 30 cr

Description:
Opiskelija osaa tunnistaa fysioterapia-alan asiantuntijuuteen ja tutkivaan toimintaan liittyvät keskeiset periaatteet.

The student will be able to:
• ottaa vastuuta omasta toiminnastaan ja suunnitella opiskeluaan
• tunnistaa omaan alaan liittyviä eettisiä arvoja
• kuvata fysioterapia-alan eri näkökulmien lähtökohdat, tietoperustan ja
ihmiskäsityksen
• tunnistaa ja kuvata ihmisten välisen toiminnan lähtökohtia
• tunnistaa erilaisia fysioterapian toimintaympäristöjä
• kehittää valmiuksiaan tutkivaan ajattelun, tutkivan toiminnan ja
ongelman ratkaisun menetelmien käyttämiseen
• etsiä tietoa, seurata eri tiedonalojen kehitystä ja arvioida
luotettavasti uuden tiedon käyttökelpoisuutta fysioterapiassa

Content:
Teema sijoittuu ammatillisen kasvun alkuvaiheeseen, jossa oppijan osaaminen ilmenee tutkivan ja kehittävän
työtavan sekä fysioterapian ammatillistiedollisten lähtökohtien periaatteiden omaksumisena.

Learning process:
Teeman opintojaksot muodostavat osaamisen kokonaisuuden, jossa opiskelija osaa tunnistaa fysioterapia-alan
asiantuntijuuteen ja tutkivaan toimintaan liittyviä periaatteita. Teeman keskeisenä piirteenä on opiskelijan
ammatillisen kasvun alkaminen. Teemassa paneudutaan myös kehittämisprosessiin, tiedonhankintaan, tiedon
analyysiin, tutkivaan kirjoittamiseen ja raportoinnin käytänteisiin. Teema antaa perustyökalut hankkeissa ja
projekteissa toimimiselle sekä on perustana myöhemmille tutkimusmenetelmäopinnoille. Teema sisältää 3 op
ammattitaitoa edistävää harjoittelua.


00125 Developing Expertise, 14 cr

The student is able to:
• sisäistää korkeakouluoppimisen ja ammattikorkeakoulun oppimisympäristön oman oppimisensa jäsentämisessä
• omaksua kehittämispohjaisen oppimisen mallin lähtökohdat
• muodostaa käsityksen fysioterapian filosofisista ja historiallisista lähtökohdista ja kehityksestä
• perusteet kuntoutusta ohjaavista säädöksistä ja periaatteista sekä kuntoutusjärjestelmästä suomalaisessa
yhteiskunnassa
• ymmärtää fysioterapian merkityksen ja fysioterapeutin roolin yksilön toiminnan tukijana, ohjaajana ja edistäjänä
• tunnistaa oman arvomaailmansa ja elämänkatsomuksensa merkityksen ammattinsa eettisissä kysymyksissä
• arvioida toimintaympäristössä tapahtuvia kehityssuuntia sekä ymmärtää näiden vaikutuksia organisaation
toimintatapoihin
• sisäistää eri ammattihenkilöiden yhteistyön merkityksen asiakkaan kuntoutusprosessin suunnittelussa ja
toteutuksessa


00126 Investigative Action in Physiotherapy, 13 cr

The student is able to:
• tunnistaa tutkimus- ja kehittämistyön eettisen näkökulman
• muodostaa käsityksen tutkimus- ja kehittämisprosessista
• kvalitatiivisen ja kvantitatiivisen tutkimusmenetelmien perusteet
• laadullisen analyysimenetelmien perusteet
• tilastollisten menetelmien perusteet
• tutkivan kirjoittamisen perusteet
• hyödyntää itsenäistä tiedonhakua ja -hallintaa
• valita sopivia tiedonhankintamenetelmiä ja käyttää niitä kriittisesti
• käyttää erilaisia aineistolähteitä ja tietokantoja
• kirjoittaa fysioterapia-alan lyhyitä raportteja ja saa perusvalmiuksia opinnäytetyön tekemiseen
Contents of the study unit:
• tieteen filosofia ja etiikka
• tutkiva työote, tutkimus- ja kehittämisprosessi
• kvalitatiivinen ja kvantitatiivinen tutkimus
• laadulliset analyysimenetelmät
• tilastolliset menetelmät
• tiedonhankinta
• tutkiva kirjoittaminen

Study unit description:
Opintojakson osaaminen on tutkimus- ja kehittämistyön menetelmien perusteiden ymmärtäminen ja hallinta.
Opintojakson osaaminen tuottaa perusteet käyttää ja syventää tutkimus- ja kehittämisosaamista fysioterapian
tutkimus- ja kehittämishankkeissa. Opintojakson osaaminen ilmenee siten, että se herättää opiskelijassa kriittisen
tiedonhankkijan. Osaaminen tuottaa myös taitoa raportoida asiallisesti lyhyitä raportteja ja valmentaa opiskelijaa
toimimaan aktiivisesti hankkeissa.


00723 Principles of expertice in physiotherapy - practical studies, 3 cr

The student is able to:
KUVAUS PUUTTUU


049 HUMAN MOVEMENT AND MOBILITY, 30 cr

Description:
Opiskelija osaa kuvata ja ymmärtää ihmisen liikettä ja liikkumista erilaisissa toimintaympäristöissä. Hän ymmärtää
ihmisen liikkeen ja liikkumisen rakenteen, mekanismit sekä lainalaisuudet ja osaa tehdä perusteltuja johtopäätöksiä
liikkeestä ja liikkumisesta.

The student will be able to:
• kuvata ihmisen liikkeen, liikkumisen ja toiminnan systeemisen rakenteen
sekä ymmärtää ja selittää sen luonnontieteellisen tietoperustan merkityksen fysioterapiassa
• tutkia ja analysoida luotettavasti ihmisen liikettä ja liikkumista sekä tehdä näyttöön perustuvia johtopäätöksiä
havainnoistaan
• etsiä tutkittua tietoa liikkeestä ja liikkumisesta maailmanlaajuisesti ja yhdistää sitä fysioterapiakäytäntöihin sekä
arvioida hankkimansa tiedon luotettavuutta ja käyttökelpoisuutta fysioterapiassa

Content:
Teeman opintojaksot muodostavat osaamisen kokonaisuuden, jossa opiskelija ymmärtää ihmisen liikkeen ja
liikkumisen rakenteen, mekanismit sekä lainalaisuudet ja osaa tehdä perusteltuja johtopäätöksiä liikkeestä ja
liikkumisesta. Teemassa tavoitellaan synteesitaidon sekä manuaalis-teknisen – ja tutkimus- ja kehittämistaidon
osaamista. Teema sisältää 6 op työpajoissa tapahtuvaa harjoittelua.


00127 Principles of Human Movement and Mobility, 8 cr

The student is able to:
• ihmisen kehon rakenteiden ja toiminnan perusmekanismit sekä osaa soveltaa ja syventää näitä tietojaan ja
taitojaan fysioterapiatyön vaatimusten mukaisesti
• soveltaa hermo-lihasjärjestelmän rakenteen ja toiminnan periaatteita fysioterapiassa
• kuvata ja selittää ihmisen liikkeen ominaisuuksia ja mekaniikkaa
• fyysisen aktiivisuuden perusteet osana ihmisen toimintakykyä
• mitata ja tulkita fyysisen kunnon osatekijöitä fysioterapiatyön vaatimusten mukaisesti


00128 Evaluating Human Movement and Mobility, 6 cr

The student is able to:
• havainnoida ja luotettavasti tutkia sekä analysoida ihmisen liikettä, liikkumista ja toimintaedellytyksiä sekä tehdä
niiden perusteella johtopäätöksiä
• ihmisen kasvun ja kehityksen vaiheet eri elämänvaiheissa paneutuen erityisesti motoriseen kehitykseen ja
liikkumiseen sekä niiden analysointiin
•selittää normaalin kävelyn eri vaiheet ja arvioida niitä
•haastattelun, havainnoinnin, palpoinnin ja mittaamisen keinoin selvittää asiakkaan toimintaedellytyksiä

Contents of the study unit:
• liikkumisen ja toiminnan kehittyminen ja analysointi
• havainnointi, haastattelu, palpaatio ja mittaaminen fysioterapeuttisina tutkimusmenetelminä

Study unit description:
Opintojakson osaamisen pääpaino on ihmisen liikkeen ja liikkumisen havainnoinnissa ja analysoinnissa.
Opintojakson osaaminen tuottaa perusteet käyttää havainnointia, haastattelua, palpaatiota ja mittaamista osana
fysioterapian tutkimusmenetelminä.


00129 Restrictions to Human Mobility, 10 cr

The student is able to:
• tunnistaa tavallisimpien tuki- ja liikuntaelinsairauksien solu-kudostason häiriöt, niiden kehittymisen ja niiden
aiheuttamat toiminnalliset häiriöt yksilön tuki- ja liikuntaelimistössä
• soveltaa tietoa yleisimmistä tuki-ja liikuntaelinsairauksista ja niiden vaikutuksista ihmisen liikkeeseen ja
liikkumiseen
• käyttää fysiatrian alan tietoa hyväksi fysioterapian suunnittelussa, toteutuksessa ja arvioinnissa
• tunnistaa yleisimmät sisätaudit ja niiden vaikutukset ihmisen toimintakykyyn
• tunnistaa vanhenemiseen liittyviä erityiskysymyksiä ja on selvillä ikääntymisen vaikutuksista toimintakykyyn
• tunnistaa yleisimpien tapaturmien merkityksen ihmisen toimintakykyyn ja fysioterapian mahdollisuudet tapaturmien
kuntouttamisessa
• tunnistaa neurofysiologian ja psykologian perusmekanismit ihmisen toimintakyvyssä
• ottaa huomioon yleisimpien neurologisten sairauksien vaikutukset fysioterapian suunnittelussa
• ottaa huomioon ihmisen persoonallisuuden monimuotoisuuden ja niiden kliiniset sovellutukset ihmisen
kohtaamisessa
• toimia ihmisen äkillisissä sairauskohtauksissa tai onnettomuustilanteessa

Contents of the study unit:
• tuki- ja liikuntaelinsairauksien keskeiset etiologiset tekijät, sairauksien kulku ja niihin vaikuttavat tekijät,
patologisten muutosten diagnosointi ja hoidon perusteet
• yleisimmät tuki- ja liikuntaelinsairaudet ja niiden vaikutukset ihmisen toimintakykyyn
• yleisimmät sisätautien mekanismit ja niiden vaikutukset ihmisen toimintakykyvyssä
• ihmisen ikääntymiseen liittyvät erityiskysymykset
• yleisimmät ortopediset ja traumatologiset sairaudet, vammat ja vauriot sekä niiden vaikutus ihmisen toimintakykyyn
• neurofysiologian, havaintopsykologian ja biologisen psykologian mekanismit ihmisen toimintakyvyn näkökulmasta
• yleisimmät neurologiset sairaudet
• yleisimmät persoonallisuuden muotoutumiseen liittyvät mekanismit sekä kliinisen psykologian ilmiöt
• ensiapu I ja II

Study unit description:
Opintojakson osaaminen antaa valmiudet ymmärtää fysioterapian laadukkaan ja turvallisen toteuttamisen
edellyttämän lääketieteellisen tiedon merkityksen. Opiskelija ymmärtää ihmisen toimintaedellytyksiä, toimintakykyä
ja erityisesti liikuntakykyä rajoittavia ruumiin rakenteita, ruumiin/kehon toimintoja, ja toiminnan vajavuuksia.
Opiskelija tunnistaa toimintarajoitteet (disability) ihmisen ja hänen fyysisen sekä sosiaalisen ympäristönsä
vuorovaikutuksen muodostamaksi moniulotteiseksi ilmiöksi, jossa fysioterapialla on oma osuutensa. Opintojakso
antaa valmiudet ensiapu I ja II kurssiin.


00776 Human motion and movement workshop practice, 6 cr

The student is able to:
• mitata ja tulkita fyysisen kunnon osatekijöitä fysioterapiatyön vaatimusten mukaisesti
• havainnoida ja luotettavasti tutkia sekä analysoida ihmisen liikettä, liikkumista ja toimintaedellytyksiä sekä tehdä
niiden perusteella johtopäätöksiä
• ihmisen kasvun ja kehityksen vaiheet eri elämänvaiheissa paneutuen erityisesti motoriseen kehitykseen ja
liikkumiseen sekä niiden analysointiin
• selittää normaalin kävelyn eri vaiheet ja arvioida niitä
• haastattelun, havainnoinnin, palpoinnin ja mittaamisen keinoin selvittää asiakkaan toimintaedellytyksiä

Contents of the study unit:
• biomekaniikan perusteet
• liikuntafysiologian perusteet
• liikkumisen ja toiminnan kehittyminen ja analysointi
• havainnointi, haastattelu, palpaatio ja mittaaminen fysioterapeuttisina tutkimusmenetelminä

Study unit description:
Opintojakso tuottaa opiskelijalle osaamista hahmottaa ihmisen kehon toimintaa ja käyttäytymistä erilaisissa
kuormitustilanteissa. Opintojakson osaaminen tuottaa myös perusteet käyttää havainnointia, haastattelua,
palpaatiota ja mittaamista osana fysioterapian tutkimusmenetelminä


156 ENCOUNTERING THE CUSTOMER IN REHABILITATION, 0 cr

Description:
Opiskelija tunnistaa erilaisia asiakkuuksia ja osaa toimia fysioterapian asiakkaiden kanssa. Opiskelija tunnistaa
erilaisia näkökulmia asiakkaan kohtaamiseen ja osaa toimia vuorovaikutus- ja kommunikaatiotilanteissa ihmisarvoa
kunnioittaen.

The student will be able to:
• tunnistaa ja osaa kuvata toisen ihmisen koetun toiminnan merkityksen
• ymmärtää ja osaa selittää kokemuksen merkitykset fysioterapiassa
• tunnistaa ja osaa kuvata ihmisten välisen toiminnan lähtökohdan
• luoda asiakkaaseen ihmisarvoa kunnioittavan tasa-arvoisen vuorovaikutus- ja terapiasuhteen
• ohjata oppimista asiakaslähtöisesti yksilötilanteissa sekä erilaisissa fysioterapia-, kuntoutus- ja liikuntaryhmissä
• kommunikoida tarkoituksenmukaisella tavalla erilaisissa viestintätilanteissa
• edistää viestintätaitojaan ja toimia jäsenenä erilaisissa verkostoissa.
• toimia ja arvioida toimintaansa tiimeissä erilaisissa rooleissa
• sitoutua eettis-moraalisiin arvoihin ja vastuuseen omien tekojensa seurauksista
• priorisoida arvot erilaisissa tilanteissa
• toimia selkeästi ja aktiivisesti ammatillisessa kielen käyttötilanteessa suullisesti ja kirjallisesti sekä toisella
kotimaisella että englannin kielellä

Content:
Teeman pakolliset opintojaksot muodostavat osaamisen kokonaisuuden, jolla opiskelija osaa kohdata asiakkaan,
tiimin, yhteisön tai organisaation asiantuntijaverkoston toimijana ja vaikuttajana. Tarkastelunäkökulmina ovat
erilaiset kohtaamisen, jaetun asiantuntijuuden, dialogisuuden, vuorovaikutuksen ja kommunikoinnin näkökulmat.
Opiskelija osaa ohjata asiakkaita yksilöllisesti ja suunnitella, toteuttaa sekä arvioida ryhmien toimintaa. Opiskelija
saavuttaa vähintään eurooppalaisen viitekehyksen mukaisen taitotason B.2. englannin kielessä ja taitotason B1.2.
ruotsin kielessä. Lisäksi opiskelija saavuttaa valtionhallinnon kielitutkinnon mukaisen arvioinnin hyvä tai tyydyttävä
suullisesta ja kirjallisesta ruotsin kielen taidosta. Teema sisältää 8 op ammattitaitoa edistävää harjoittelua ja 4 op
työpajoissa tapahtuvaa harjoittelua.

Learning process:
Teema sijoittuu ammatillisessa kasvussa toiselle lukuvuodelle, jolloin opiskelijalla on jo perusvalmiudet fysioterapia-
asiantuntijuuden lähtökohdista sekä ihmisen liikkeestä ja liikkumisesta. Teema tuottaa opiskelijalle valmiuksia
erilaisten ihmisten kohtaamiseen asiakas-, työyhteisö- ja verkostokonteksteissa sekä taitoja ryhmien ohjaukseen.


00130 Dialogic Physiotherapy, 4 cr

The student is able to:
• know the principles of guidance and teaching in physiotherapy
• form pedagogical relationships with different people in physiotherapy, at schools, at workplaces and in different
communities
• guide and advise various groups and individuals in appropriate ways
• take into account the continuity between silent meetings, visibility-producing guidance and linguistic counselling
• understand that others are ethically different than they are
• recognise and change their own learning and counselling process if necessary


00131 Customer Orientation in Rehabilitation, 4 cr

The student is able to:
• ymmärtää ohjauksen ja opettamisen lähtökohdat fysioterapiassa
• muodostaa pedagogisen suhteen erilaisiin fysioterapian asiakkaisiin
• ohjata ja neuvoa erilaisia ryhmiä ja yksilöitä tarkoituksenmukaisesti
• tunnistaa suullisen ja kirjallisen viestinnän periaatteet ja niiden merkitykset sekä harjaantuu niiden käytössä

Contents of the study unit:
• vuorovaikutus, dialogisuus
• suullinen ja kirjallinen viestintä
• pedagoginen suhde
• opetus- ohjausprosessi fysioterapiassa

Study unit description:
Opintojakson osaamisen pääpaino on erilaisten fysioterapia-asiakkaiden kohtaamisessa. Osaaminen tuottaa
valmiudet suulliseen ja kirjalliseen viestintään sekä erilaisten asiakkaiden ohjaamiseen ja opettamiseen.


00132 Physiotherapy in English, 5 cr

The student is able to:
• viestiä englannin kielellä työyhteisössään ja monikulttuurisessa ympäristössä
• toimia asiantuntijayhteisössä käyttäen tehokkaasti viestinnän keinoja
• viestiä oman asiantuntijuusalueensa teemoista käyttäen erilaisia viestintäkanavia
• soveltaa vieraskielisistä lähteistä etsimäänsä tietoa

Contents of the study unit:
• suullinen ja kirjallinen ammatillinen viestintä
• fysioterapiatyön keskeinen terminologia
• työnhaku, opiskelijan itsensä, koulutuksen ja työkokemuksen esittely

Study unit description:
Opintojaksossa osaaminen on vaikuttajan osaamista viestinnällisin keinoin. Osaamisen kehittämisen viitekehys on
suomenkielisten työorganisaatioiden lisäksi englantia työkielenään käyttävät organisaatiot. Opintojaksossa opiskelija
saavuttaa vähintään eurooppalaisen viitekehyksen mukaisen taitotason B.2.


00785 Physiotherapy in Swedish, 5 cr

The student is able to:
• käyttää ruotsin kieltä kirjallisesti ja suullisesti työympäristössään
• toimia asiantuntijayhteisössä käyttäen tehokkaasti viestinnän keinoja
• viestiä oman asiantuntijuusalueensa teemoista käyttäen erilaisia viestintäkanavia
• soveltaa vieraskielisistä lähteistä etsimäänsä tietoa

Contents of the study unit:
• asiakaslähtöinen suullinen ja kirjallinen viestintä
• fysioterapiatyön keskeinen terminologia
• työnhaku, opiskelijan itsensä, koulutuksen ja työkokemuksen esittely

Study unit description:
Opintojaksossa opiskelija saavuttaa ruotsin kielessä vähintään eurooppalaisen viitekehyksen mukaisen taitotason
B1.2. Lisäksi hän saa valtionhallinnon kielitutkinnon mukaisen arvioinnin hyvä tai tyydyttävä suullisesta ja
kirjallisesta kielitaidosta.


00634 Oral skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating oral skills in Swedish.


00635 Written skills in Swedish, 0 cr

Study unit description:
This study unit is for evaluating written skills in Swedish.


00724 Encountering the customer - practical studies, 8 cr

The student is able to:
KUVAUS PUUTTUU


00777 Encountering the customer in rehabilitation workshop practice, 4 cr

The student is able to:
• ohjata ja neuvoa erilaisia ryhmiä ja yksilöitä tarkoituksenmukaisesti
• tunnistaa suullisen ja kirjallisen viestinnän periaatteet ja niiden merkitykset sekä harjaantuu niiden käytössä

Contents of the study unit:
• opetus- ohjausprosessi fysioterapiassa

Study unit description:
Osaaminen tuottaa valmiudet suulliseen ja kirjalliseen viestintään sekä erilaisten asiakkaiden ohjaamiseen ja
opettamiseen.


050 CUSTOMERS' FUNCTIONAL ABILITIES, 30 cr

Description:
Opiskelija ymmärtää ja osaa selittää toimintakyvyn tietoperustaa eri fysioterapian näkökulmista. Hän osaa arvioida
olemassa olevaa toimintakyvyn tutkimustietoa ja soveltaa sitä fysioterapiatoimintaan.

The student will be able to:
• terapeuttisen harjoittelun, manuaalisen terapian ja elektroterapiamenetelmien tarkoituksenmukaisen ja turvallisen
käyttämisen
• hankkia ja soveltaa tutkittua tietoa fysioterapiamenetelmien käytössä sekä toimia menetelmien osaajana erilaisissa
yhteisöissä
• arvioida kriittisesti tekemiensä johtopäätösten merkityksiä ja soveltaa niitä erilaisissa fysioterapian tilanteissa
• arvioida omia fysioterapian ohjaamistaitojaan ja osallistujien oppimista erilaisissa tilanteissa
• ymmärtää ja selittää toimintakyvyn edistämistä eri fysioterapian tiedollisista lähtökohdista

Content:
Teeman opintojaksot muodostavat osaamisen kokonaisuuden, jossa opiskelija ymmärtää ja osaa edistää
fysioterapia-asiakkaiden toimintakykyä sekä arvioida tutkimustiedon soveltuvuutta fysioterapiatoimintaan. Teeman
alussa korostuu manuaalis-teknisen taidon perustason osaaminen. Teeman loppuosassa tavoitellaan
ammatillistaidollisen osaamisen edistymistä kehittyneelle tasolle. Tällöin manuaalis-tekninen taito muodostaa
yhdessä muiden fysioterapian taidollisten osaamisalueiden kanssa asiakkaan toimintakykyä edistävän
fysioterapiaosaamisen. Teema sisältää 18 op ammattitaitoa edistävää harjoittelua, joista 9 op tapahtuu työpajoissa
koululla ja loput 9 op ammattitaitoa edistävällä harjoittelujaksolla.
Learning process:
Teema sijoittuu ammatillisessa kasvussa toiselle lukuvuodelle, jolloin opiskelija hallitsee jo perusvalmiudet ihmisen
liikkeestä ja liikkumisesta. Teema antaa opiskelijalle valmiudet ymmärtää ja edistää fysioterapia-asiakkaiden
toimintakykyä.


00134 Methods in Physiotherapy, 4 cr

The student is able to:
• käyttää fysikaalisen terapian menetelmiä turvallisesti ja tehokkaasti tavoitteenaan toimintakykyä ja elämänlaatua
rajoittavien ja haittaavien tekijöiden (kipu, lihasheikkous, liikerajoitus jne.) helpottuminen ja poistuminen
• käyttää ja soveltaa manuaalisen terapian menetelmiä kuten hierontaa, pehmytosakudosten ja nivelten mobilisointia
sekä stabilointia turvallisesti ja tehokkaasti fysioterapiatilanteessa
• käyttää terapeuttisen harjoittelun menetelmiä turvallisesti ja tehokkaasti hyödyntäen mm. motorisen oppimisen,
toiminnallisen anatomian, biomekaniikan, liikuntafysiologian, neurofysiologian ja patofysiologian tietoja asiakkaan
toimintakyvyn edistämiseksi

Contents of the study unit:
• manuaalisen terapian perusteet
• manuaalisen terapian soveltaminen
• terapeuttinen harjoittelu
• fysikaaliset hoidot


00135 Promoting Functional Ability, 8 cr

The student is able to:
• soveltaa fysioterapiaa eri-ikäisten asiakkaiden liikunta- ja toimintakyvyn tukemiseksi ja edistämiseksi
• auttaa asiakasta tunnistamaan omat voimavaransa käyttäen hyväksi erilaisia fysioterapiamenetelmiä
• auttaa asiakasta tunnistamaan omat voimavaransa käyttäen hyväksi erilaisia fysioterapiamenetelmiä
• valita fysioterapeuttisen tutkimisen perusteella asiakkaan kanssa tarkoituksenmukaiset fysioterapiamenetelmät,
jotka perustuvat tutkittuun ja kokemukselliseen tietoon
• toteuttaa yhdessä asiakkaan sekä yhteistyössä kuntoutusryhmän kanssa yksilöllisten apuvälineiden valinnan,
hankinnan, käytön ohjauksen ja harjoittamisen
• käyttää kliinistä päättelyä toimintakykyä arvioitaessa fysioterapiaprosessin eri vaiheissa


00726 Promoting functional ability - practical studies, 9 cr

The student is able to:
KUVAUS PUUTTUU


00778 Customers´ functional capacity workshop practice, 9 cr

The student is able to:
• käyttää fysikaalisen terapian menetelmiä turvallisesti ja tehokkaasti tavoitteenaan toimintakykyä ja elämänlaatua
rajoittavien ja haittaavien tekijöiden (kipu, lihasheikkous, liikerajoitus jne.) helpottuminen ja poistuminen
• käyttää ja soveltaa manuaalisen terapian menetelmiä kuten hierontaa, pehmytosakudosten ja nivelten mobilisointia
sekä stabilointia turvallisesti ja tehokkaasti fysioterapiatilanteessa
• käyttää terapeuttisen harjoittelun menetelmiä turvallisesti ja tehokkaasti hyödyntäen mm. motorisen oppimisen,
toiminnallisen anatomian, biomekaniikan, liikuntafysiologian, neurofysiologian ja patofysiologian tietoja asiakkaan
toimintakyvyn edistämiseksi
• valita fysioterapeuttisen tutkimisen perusteella asiakkaan kanssa tarkoituksenmukaiset fysioterapiamenetelmät,
jotka perustuvat tutkittuun ja kokemukselliseen tietoon sekä soveltaa fysioterapiaa eri-ikäisten asiakkaiden liikunta-
ja toimintakyvyn tukemiseksi ja edistämiseksi
• toteuttaa yhdessä asiakkaan sekä yhteistyössä kuntoutusryhmän kanssa yksilöllisten apuvälineiden valinnan,
hankinnan, käytön ohjauksen ja harjoittamisen
Contents of the study unit:
• manuaalisen terapian perusteet
• manuaalisen terapian soveltaminen
• terapeuttinen harjoittelu
• fysikaaliset hoidot
• toimintakykyä edistäviä fysioterapiamenetelmiä


051 REHABILITATION NETWORKS, 15 cr

Description:
• soveltaa fysioterapiaa eri-ikäisten asiakkaiden liikunta- ja toimintakyvyn tukemiseksi ja edistämiseksi
• auttaa asiakasta tunnistamaan omat voimavaransa käyttäen hyväksi erilaisia fysioterapiamenetelmiä

• valita fysioterapeuttisen tutkimisen perusteella asiakkaan kanssa tarkoituksenmukaiset fysioterapiamenetelmät,
jotka perustuvat tutkittuun ja kokemukselliseen tietoon
• toteuttaa yhdessä asiakkaan sekä yhteistyössä kuntoutusryhmän kanssa yksilöllisten apuvälineiden valinnan,
hankinnan, käytön ohjauksen ja harjoittamisen
• käyttää kliinistä päättelyä toimintakykyä arvioitaessa fysioterapiaprosessin eri vaiheissa


00136 Investigating and Developing Rehabilitation, 4 cr

The student is able to:
• toimia erilaisissa kuntoutuksen asiantuntija – ja kumppanuusverkostoissa alansa asiantuntijana
• työskennellä tiimissä ja toimia vaikuttajana asiantuntijayhteisössä
• kehittää omaa ja kuntoutusverkoston toimintaa

Contents of the study unit:
• asiantuntija- ja kumppanuusverkostot
• asiantuntijayhteisöt, tiimit
• kuntoutusverkosto
• toiminnan kehittäminen

Study unit description:
Opintojakso antaa valmiudet toimia tarkoituksenmukaisesti kuntoutuksen verkostoissa fysioterapian ja kuntoutuksen
asiantuntijana sekä kehittää toimintaa.


00729 Rehabilitation networks - practical studies, 5 cr

The student is able to:
KUVAUS PUUTTUU


00766 Developing Service Innovations, 2 cr

The student is able to:
• määrittää kehittämisen tavoitteita työelämän ja alueen kehittämisen
näkökulmasta
• arvioida omaa ja muiden osaamista, työskentelyä ja syntynyttä tulosta
kehittämisen tavoitteiden suhteen
• käyttää soveltuvia t&k toiminnan työvälineitä ja menetelmiä
kehitystyössä sekä tuottaa uutta tutkittua tietoa ja kehittää
fysioterapian tuloksellisuutta kuntoutuksen osana kehittämishanketta
• toteuttaa ja raportoida tavoitteellisen kehittämisprojektin

Contents of the study unit:
• strategiat, aluepolitiikka, klusterit
• alueen ja sen työelämän toiminnan näkökulmat huomioivan kehittämisprosessin suunnittelu, toteutus ja arviointi
• työskentely jaetun asiantuntijuuden ryhmässä

Study unit description:
Opintojaksossa tehdään tavoitteellinen kehittämisprojekti, jossa osaaminen on tutkivaa oppimista
kehittämishankkeessa.


00779 Rehabilitation networks workshop practice, 4 cr

The student is able to:
• kehittää omaa ja kuntoutusverkoston toimintaa
• käyttää soveltuvia t&k toiminnan työvälineitä ja menetelmiä kehitystyössä sekä tuottaa uutta tutkittua tietoa ja
kehittää fysioterapian tuloksellisuutta kuntoutuksen osana kehittämishanketta
• toteuttaa ja raportoida tavoitteellisen kehittämisprojektin

Contents of the study unit:
• työskentely kuntoutusverkostossa
• alueen ja sen työelämän toiminnan näkökulmat huomioivan kehittämisprosessin suunnittelu, toteutus ja arviointi
• työskentely jaetun asiantuntijuuden ryhmässä


052 DEVELOPING OPERATIONS, 30 cr

Description:
Opiskelija osaa tuottaa uutta jäsennystä fysioterapiatoimintaan kehittäen ja luoden perusteltuja käytäntöjä
fysioterapiaan.

The student will be able to:
• kehittää fysioterapiaa hyvinvoinnin palvelujärjestelmissä
• kehittää fysioterapiakulttuuria moniammatillisissa tiimeissä ja kansanvälisissä verkostoissa
• perustella uutta fysioterapiatoimintaa luonnontieteellisestä näkökulmasta
• kehittää fysioterapiaa kokemuksellisesta näkökulmasta
• kehittää fysioterapian käytänteitä synteesien avulla
• aloittaa innovatiivista toimintaa omassa tiimissään sekä tukea aktiivista uudistamista osana vapaamuotoisempaa
verkostoa
• tarkastella eettisiä ongelmia organisaation ja yhteisön näkökulmasta
• ottaa vastuuta yhteisön hyvinvoinnista ja eettisestä toiminnasta
• arvioida erilaisia toimintaympäristöjä sekä palvelutarpeita ja kehittää sen perusteella fysioterapiatoimintaa

Content:
Teeman opintojaksot muodostavat osaamisen kokonaisuuden, jossa opiskelija osaa edistää ja kehittää asiakkaan,
organisaation ja yhteisön toimintaa. Teema sisältää 19 op ammattitaitoa edistävää harjoittelua, joista 7 op tapahtuu
koululla työpajoissa ja loput 12 ammattitaitoa edistävässä harjoittelussa.

Learning process:
Teema sijoittuu ammatillisessa kasvussa ammatillisuuden syventämisen vaiheeseen, jolloin opiskelija hallitsee
perusvalmiudet toimintakyvyn tutkimisesta, arvioinnista ja synteesin tekemisestä sekä asiakkaan kohtaamisesta.
Teema antaa opiskelijalle valmiudet kehittää fysioterapian asiakkaan, organisaation ja yhteisön toimintaa erilaisissa
verkostoissa.


00137 Applying Physiotherapy in Different Sectors, 11 cr

The student is able to:
• toimia toimintakyvyn, toimintaympäristön ja palvelutarpeiden arvioinnissa sekä vaikuttaa fysioterapian
asiantuntijana yksilön /väestön terveyttä edistävässä yhteiskunnallisessa kehittämisessä
• arvioida fysioterapian vastuuta ja merkitystä muuttuvassa yhteiskunnassa sekä ottaa vastuu antamastaan
fysioterapiasta
• suunnitella ja toteuttaa muutoksia asiakkaan toimintaympäristössä ja siten edistää asiakkaan terveyttä,
turvallisuutta ja toimintakykyisyyttä
• arvioida fysioterapiamenetelmien vaikutuksia systemaattisesti ja muuttaa menetelmien käyttöä tarvittaessa
arviointitiedon perusteella

Contents of the study unit:
• toimintakyvyn, toimintaympäristön ja palvelutarpeiden arviointimenetelmät
• terveyden edistämisen yhteiskunnallinen näkökulma
• toimintaympäristön muutostyön välineet

Study unit description:
Opintojakso antaa valmiudet suunnitella, toteuttaa ja arvioida fysioterapiatoimintaa väestön ja asiakkaan
toimintakyvyn ja toiminnan kehittämisen näkökulmasta.


00727 Developing operations - practical studies, 12 cr

The student is able to:
KUVAUS PUUTTUU


00780 Developing operations workshop practice, 7 cr

The student is able to:
• suunnitella ja toteuttaa muutoksia asiakkaan toimintaympäristössä ja siten edistää asiakkaan terveyttä,
turvallisuutta ja toimintakykyisyyttä
• arvioida fysioterapiamenetelmien vaikutuksia systemaattisesti ja muuttaa menetelmien käyttöä tarvittaessa
arviointitiedon perusteella

Contents of the study unit:
• toimintakyvyn, toimintaympäristön ja palvelutarpeiden arviointimenetelmät
• terveyden edistämisen yhteiskunnallinen näkökulma
• toimintaympäristön muutostyön välineet

Study unit description:
Opintojakso antaa valmiudet suunnitella, toteuttaa ja arvioida fysioterapiatoimintaa väestön ja asiakkaan
toimintakyvyn ja toiminnan kehittämisen näkökulmasta.


053 EXPERTISE IN PHYSIOTHERAPY, 30 cr

Description:
Students can produce well-founded practices in physiotherapy and develop the profitability of the field.

The student will be able to:
• justify physiotherapy from the cognitive point of view
• develop guidance skills and methods to promote learning in physiotherapy
• generate evidence-based data and develop the profitability of physiotherapy
• develop and generate justifiable new practices in the manual and technical areas of physiotherapy
• apply their skills and knowledge to expert tasks in physiotherapy
• apply quality control and leadership methods in their work
• work as entrepreneurs, freelancers or employees

Content:
This theme takes place at the final stage of professional growth. Students demonstrate their ability to develop the
field using an investigative and developmental approach. The theme seeks to deepen students’ research and
development skills. The thesis process begins as students apply for a development project at the beginning of the
studies. The theme includes 8 cr at practical studies.


00138 Becoming an Expert in Physiotherapy, 7 cr
The student is able to:
• vaikuttaa fysioterapian asiantuntijana yksilön/väestön terveyttä edistävässä yhteiskunnallisessa kehittämisessä
• arvioida kriittisesti ammattitoimintaansa sekä kehittää itseään, työtään ja ammattialaansa aktiivisesti
• soveltaa laadunhallinnan menetelmiä työssään
• käyttää taloudellista, hallinnollista ja työnjohdollista osaamista omassa fysioterapiatyössään
• toimia ammatinharjoittajana ja yrittäjänä

Contents of the study unit:
• yhteiskunnan ja oman ammattialan toiminnan kehittäminen
• asiantuntijuuden ja ammattitaidon kehittäminen
• laatu, laadunhallinta, laadunhallinnan työkalut
• taloudellinen, hallinnollinen ja työjohdollinen osaaminen
• ammatinharjoittaminen ja yrittäjyys fysioterapiassa

Study unit description:
Opintojakso antaa valmiudet kehittää fysioterapiatoimintaa yhteiskunnan tarpeiden ja ammatin näkökulmasta.
Opintojaksolla perehdytään laatu-ajatteluun toiminnan kehittämisen välineenä ja saadaan valmiuksia
fysioterapiayrityksen perustamiseen.


00043 Thesis, 15 cr

The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications

Contents of the study unit:
• familiarisation with the thesis and development project process, and coming up with a subject
• thesis plan describing the background and objectives of the thesis, main data from previous research on the
subject, the research and development methods used and an implementation plan
• carrying out the work for the thesis
• reporting on and publishing the thesis
• maturity test

Study unit description:
Students learn to develop real work processes through research, producing new solutions in the form of products,
operating models or work cultures.


00728 Expertice in physiotherapy - advanced practical stuides, 8 cr

The student is able to:
KUVAUS PUUTTUU


047 LAUREA'S COMMON STUDIES, 0 cr


00202 Initial Test in English Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


00203 Initial Test in Swedish Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


00195 Preparatory Studies in Swedish, 3 cr

The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills

Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary

Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.


00194 Preparatory Studies in English, 3 cr

The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills

Contents of the study unit:
• main structures of the English language
• basic English vocabulary

Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.


00189 Preparatory Studies in Mathematics, 3 cr

The student is able to:
• demonstrate the basic skills of mathematical applications required by his / her field of study

Contents of the study unit:
• recapitulation of upper secondary school mathematics

Study unit description:
Student practices his / her mathematic skills and develops preparedness to complete studies in
mathematical applications within the main courses.


00190 Student tutoring, 5 cr
The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• plan ways of encouraging and motivating new students
• orientate new students in the local learning environment and culture
• market Laurea and its opportunities for studying
• use the communicating and marketing skills needed in marketing Laurea
• act as mentors for students who need special support
• actively promote well-being in a work community

Contents of the study unit:
• intensive training shared by all Laurea student tutors
• planning of the tutoring process at each unit
• orientation of new students
• marketing Laurea’s studying opportunities
• acting as a student tutor
• developing competence in personal guidance and counselling

Study unit description:
The competence gained in the study unit relates to orientating new students and to behaving responsibly in typical
situations requiring student tutoring at Laurea or one of its units. Competence is based on understanding Laurea’s
objectives and the basic principles of its operating culture.


00191 International Student Tutoring, 5 cr

The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• understand the content of their culture
• plan operating methods related to grouping international students
• familiarise international students with Finnish learning environments and cultures
• actively promote well-being in a work community

Contents of the study unit:
• intensive international student tutor training
• planning of the tutoring process at each unit
• orientation of new international students
• tutoring of exchange students throughout the exchange; participation in exchange student orientation and in
coordinated leisure activities
• developing competence in personal guidance and counselling

Study unit description:
The competence gained in the study unit relates to helping international degree and exchange students become
settled in Finland, and to behaving responsibly in typical international situations at Laurea or one of its units.
Competence is based on understanding Laurea’s objectives, the basic principles of its operating culture, and the
Finnish culture.


00192 Introduction to the Spanish- and Portuguese-Speaking World, 3 cr

The student is able to:
• outline the typical operational characters of the region¡¦s cultures
• analyse the region as an operating environment in their own fields
• integrate their competence in the region into their professional growth process

Contents of the study unit:
• students¡¦ experiences of the Hilu path
• typical operational characters of the region¡¦s cultures
• description and analysis of selected companies/organisation/associations operating in Spain, Portugal or Latin
America
Study unit description:
The study unit consists of contact sessions, written assignments and a book exam.
The study unit is an introduction to Laurea¡¦s ¡§Hilu¡¨ (the Spanish- and Portuguese-speaking world) -studies.
Laurea offers international study modules focused on specific regions for students who wish to expand their
international expertise. The aim is to provide basic knowledge of the target area as an operating environment, to
coach students in working there in their own fields and to aid students in finding jobs. The studies are
multidisciplinary. Students who complete a whole international module receive a separate certificate. Studies can
also be taken as smaller modules. In addition to ¡§Hilu¡¨-studies Laurea offers Baltic Sea Region studies. Asian
competence can be developed in the national East and Southeast Asia cooperation network. (More information at
www.laurea.fi.)

The studies are taken as part of normal degrees. During the introduction students draft a personal study plan with
their responsible tutor, defining the progress of the study path. The scope of the international study paths is 60
credits, with 15 credits each of language and cultural studies, subject-related studies, job placement and thesis.
• The language and cultural studies provide functional competence related to the target region.
• Subject-specific studies are offered with a focus on a specific area, or constructed out of study units and topics that
students would take in their normal studies anyway. The perspective agreed with the tutor helps to focus ¡§normal¡¨
study units in the direction of the target region.
• Job placements must be related to the target region.
• The Bachelor¡¦s thesis is also linked to the target region.

El mundo hispano-lusoparlante means the Spanish- and Portuguese-speaking world. Some of the factors leading to
the implementation of the Hilu study path are the increasing interest of Finnish industry and commerce towards Latin
America and increased cooperation within the EU. Students on the study path focus on the Spanish- and/or
Portuguese-speaking world. The study path offers opportunities to develop specialist competence and expertise in
the target region, particularly with a view to obtaining employment. Studies can be chosen from the study offer of
Laurea¡¦s partner institutions as well.


00193 Introduction to Studies in the Baltic Sea Region, 3 cr

The student is able to:
• sketch the political, economic, social and ecological special features of the Baltic Sea region
• analyze the Baltic Sea region as an operating environment in relation to own field of study
• integrate the competence concerning the Baltic Sea region as a part of own professional growth

Contents of the study unit:
• Orientation to Baltic Sea region studies
• Students’ experiences on the study path
• Cultures in the Baltic Sea region
• Baltic Sea region as a political, economic, social and ecological operating environment

Study unit description:
The study unit consists of contact sessions, a study trip and learning assignments. The study unit consists of contact
sessions, a study trip and learning assignments.
The study unit is an introduction to Laurea’s Baltic Sea Region studies. Laurea offers international study modules
focused on specific regions for students who wish to expand their international expertise. The aim is to provide basic
knowledge of the target area as an operating environment, to coach students in working there in their own fields and
to aid students in finding jobs. The studies are multidisciplinary. Students who complete a whole international
module receive a separate certificate. Studies can also be taken as smaller modules. In addition to Baltic Sea
Region studies Laurea offers “Hilu”-studies (the Spanish- and Portuguese-speaking world). Asian competence can
be developed in the national East and Southeast Asia cooperation network. (More information at www.laurea.fi.)

The studies are taken as part of normal degrees. During the introduction students draft a personal study plan with
their responsible tutor, defining the progress of the study path. The scope of the international study paths is 60
credits, with 15 credits each of language and cultural studies, subject-related studies, job placement and thesis.
The language and cultural studies provide functional competence related to the target region.
Subject-specific studies are offered with a focus on a specific area, or constructed out of study units and topics that
students would take in their normal studies anyway. The perspective agreed with the tutor helps to focus “normal”
study units in the direction of the target region.
Job placements must be related to the target region.
The Bachelor’s thesis is also linked to the target region.

Laurea’s Baltic Sea Region studies are based on the EU’s expansion in the area. Studies are designed so that
students can specialise geographically within their own fields of competence (e.g. Business in Russia, Baltics).
Another option is to select a topic within the Baltic Sea region (e.g. the environment), which allows for cooperation in
different geographical areas and sectors. Studies are partly completed through multidisciplinary projects, partly
online and partly in English. Studies are planned and implemented together with partner institutions from the Baltic
Sea region, and studies can be chosen from the study offer of partner institutions as well. Other study units related
to competence in the Baltic Sea region can be found in different units’ selections of elective studies. For further
information visit the Laurea website and check its implementation plans. Examples:
• Promoting Intercultural Management for Working Life in the Baltic Sea Region
• Introduction to Russian Competence Russian Cultural History
• Russia as an Operating Environment
• “Family in Kikerino” Project
• Inledning till Nordastudier
• Samhället och arbetsmarknaden i Norden
• Lev och må bra


00331 Innoplaza, Study Unit in Entrepreneurship, 15 cr

The student is able to:
• assess their own qualities and their ability to become entrepreneurs
• work in teams of students with diverse backgrounds
• develop business ideas
• evaluate business opportunities
• investigate and analyse markets and target customer groups
• create business models and earnings principles that suit their business ideas
• come up with realistic business plans, including budgets, on the basis of their business ideas
• present their business plans in a concise manner

Contents of the study unit:
• innovation process and systems
• internal and external company analyses and positioning on the market
• business ideas, business models and business plans
• customer orientation, competitiveness, sales and marketing
• planning the finances and funding of a company
• regulations governing business

Study unit description:
Students develop the ability to create a business plan for a start-up, on the basis of an innovative business idea.
Students from different institutions and fields of study work in teams at agreed times over several months, producing
business plans. The study unit consists of three modules. The diversity of the students’ skills in creating a business
plan is supported by the opportunity to attend courses at some of the other participating universities of applied
sciences. Each institution grants 15 cr for completing the unit. The study unit’s coordinators are Jussi Järvi and
Teppo Leppälahti.


00387 Go abroad, 3 cr

The student is able to:
• work successfully in a foreign country’s learning and work environment.

Contents of the study unit:
• process of cultural encounters
• target country and target higher education institution, company or organisation
• Finnish culture and education system
• practical arrangements related to exchanges
Study unit description:
In order to apply for the Erasmus grant awarded by the EU or for a grant awarded by Laurea, students departing for
international exchanges or job placements must generally complete preparatory international studies.

The studies include the online studies, contact sessions and learning exercises, which vary by unit/region.

Previous studies:
Acceptance onto an international exchange or job placement.


00388 Preparatory Studies in Finnish (as Mother tongue), 3 cr

The student is able to:
• compose varied factual and functional texts
• make use of different writer's tools and grammar aid
• take on the communicative responses of team work

Contents of the study unit:
• creating a personal communicative profile
• using dictionaries and other tools for language aid
• providing the student for oral and written challenges of study time

Study unit description:
Students improve their skills in speech communication and writing in order to be able to succesfully complete their
studies in Laurea.


00392 Work and Development in a Community of Experts, 3 cr

Study unit description:
The Work and Development in a Community of Experts study unit is implemented through genuine development
and innovation activities. Students can analyse the core phenomena of development and quality in practice. They
can systematically look for solutions related to functions and problems in the expert organisation on which the
development project is focused.

Students learn the principles of development work and form a development team. The members of the development
team participate in a specific Laurea development work group or project for one academic year.

Thus students receive experience of working as equal experts. They learn to develop their own influencing skills, as
well as to evaluate their work as opinion leaders in diverse innovation environments and as collaborative network
players.

They evaluate their activities as modifiers, developers and influencers of practices.