Curriculum 2007 – SNG07SN (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Nursing, in English (Laurea Otaniemi, sote), SNG07SN

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

Background factors affecting health are integrated into a society’s activities and development. Investments in health
produce positive results on all levels. The significance of health to a functioning and growing economy is marked
throughout society. The public sector, businesses, work communities and individual employees are all responsible
for health – for developing and creating content and methods to promote health, well-being and safety.

In order for health care operating environments to be cost-effective, efficient and influential, the knowledge and
competence they contain must be reliable, up to date and high in quality. We can promote the health of the
population and of individuals by developing competence and opportunities, carrying out research and improving
operating methods, communications and health literacy. The nursing operating environment and staff competence
are regulated by Finnish and European legislation, which aim to ensure equal opportunities for health and well-
being. Cooperation between universities of applied sciences and various players from the operating environment
promotes networked partnerships, which contribute to client -oriented services and generate innovative service
competence. Learning in the Degree Programme in Nursing takes place through research and development projects
carried out in cooperation with representatives of the employment market as well as other partners and players.

Welfare and health care services are produced by public and private organisations as well as the third sector.
Operating environments include the clients’ homes, health care service communities, primary health care, specialist
medical units, private companies, associations, organisations as well as ICT and other welfare networks. Electronic
data systems, guidance and counselling services, service processes as well as good practices and operating
models are all requirements for seamless client-oriented service chains. A continuing challenge for health care
operating environments is the development of interactive welfare competence using ICT. Networking between
various experts, service providers and clients creates new, proactive kinds of cooperation, welfare services and
products. The integrative learning environments of a university of applied sciences can be used to test, develop and
evaluate various products, service models and practices related to welfare, before they are transferred to real
operating environments. Active participation in real-life projects and operating environments fosters the development
of service expertise.

The internationalisation of the operating environment is evident in meetings with partners from different cultural
backgrounds, in international information searches, in the use of empirical data and in networking based on ICT.
Various players and partners in work communities also deepen internationalisation, its use and its opportunities.
Graduates of the Degree Programme in Nursing can obtain employment as service experts in a changing,
globalised operating environment.

Expertise

The Degree Programme in Nursing is defined in a competence-based curriculum. Each generic competence is
examined in detail in the content of specific themes. The themes of the Degree Programme in Nursing (210 cr) are:
Investigating and Developing Nursing in Projects (30 cr), Holistic Being in Nursing (20 cr), Encountering the Nursing
Client (25 cr), Welfare States and Welfare Professions (20 cr), Empowerment of Nursing Clients (20 cr), Ethical
Problem-Solving and Innovative Teamwork (10 cr), Health Promotion and Family Nursing (25 cr), Leadership and
Service Management in the Welfare State (30 cr), Innovation and Expertise in Welfare Service Provision (30 cr).

The theoretical basis of the Degree Programme in Nursing is multidisciplinary. The knowledge base lies in
information produced in health sciences, particularly nursing science. Health sciences share an interest in human
health, sickness and care. Nursing science focuses on nursing and on the phenomena of nursing education,
administration and management. Other focal points include maintaining and promoting health, well-being and self-
care in different age groups, social groups and cultural groups. Scientific data are produced to explain and, where
possible, to predict states of health and changes in them, which means that they aim to identify causal relationships
and their principles. A development theory approach is applied when examining human health and change periods
from the points of view of the individual, the family and the society. The purpose of scientific data based on a
humanistic conception of knowledge is to understand and interpret the subjective and empirical state of health and
interaction of individuals, groups and communities. A critical conception of knowledge aims to produce, generate
and renew developmental operating models for health promotion.

Phenomena related to nursing in different operating environments and contexts are examined using an investigative
and developmental approach. The knowledge basis used for learning lies in proven scientific data. The starting point
is the Learning by Developing method (LbD).

Competences

Competence in the Degree Programme in Nursing is based on the point of view of health promotion. According to
the 1986 Ottawa Declaration, health promotion is based on the values of health care and municipal policy, which
aim to improve the health of the population and reduce inequalities in the health of different population groups. The
declaration was approved at the WHO Global Conference on Health Promotion, organised in Bangkok in 2005. This
means that health promotion constitutes protecting, maintaining and fostering human health using various
measures. It includes increasing people’s control over their own state of health and its background factors. Health
promotion also involves preventing and treating illness and accidents.

Nursing expertise contains the following areas of competence as defined in the generic competences in Laurea’s
curriculum:

• responsible nursing expertise
• knowledge-based and skill-based professional competence in one’s own field
• ethical nature of operations
• investigative and developmental approach
• innovative service competence
• understanding organisation development processes
• anticipating future trends of the profession and the society

Professional competence comprises broad-based practical knowledge and skills for acting as an expert in the field
of choice (Polytechnics Act 351/2003, Section 4). Nursing experts have a broad understanding of the position and
significance of their field in society, as well as in national and international employment contexts. They know the
most important practical tasks of nursing and are able to work independently in tasks requiring expertise in the field
(Polytechnics Decree 352/2003). Directive 2005/36/EC of the European Parliament and Council regulates the
professional competence of nurses and the training received by nurses in charge of general practice nursing.

The development of a student into a nurse is a professional growth process that begins before the student applies
for training – at the time the career choice is made – and continues throughout the student’s career. The student’s
growth and development into a nurse forms part of his/her growth as a person. Professional growth and
development form a process in which the individual’s skills, knowledge, beliefs and values develop and change.
Through the professional growth process the student learns to act in practical nursing tasks and deepens his/her
knowledge and abilities in relation to the substance of the profession. This development is closely linked to the time,
the nursing culture and the social situation. The knowledge-based and skill-based professional competences
describe the professional growth process in three levels of development: basic competence, intermediate
competence and advanced competence. The levels of competence are examined from the points of view of expert
orientation, method orientation, customer orientation and developer orientation.

Competence development process
Professional development in practice (90 cr) is used in the Degree Programme in Nursing to foster competence in
accordance with EU directives. Professional development in practice consists of learning and a thesis completed in
accordance with each student’s personal study plan in Laurea’s learning environments, workshops and various
kinds of social service and health care operating environments (Figure 4). Innovative learning environments are
used to foster learning by developing in various projects during the degree. In the Degree Programme in Nursing,
job placements are carried out with links to different kinds of welfare operating environments and players. Client
relationships form the core of learning. In nursing, the viewpoints of the individual, the group and the community are
all significant. Skills are acquired in nursing as well as assistance and guidance methods through workshops and
clinical studies in various operating environments. Students complete most of their learning in primary health care,
second and third level hospitals and in voluntary organisations. They study in multidisciplinary networks throughout
the learning process. Clinical studies are also carried out in international student exchanges.

A true basis in the real world of work and network partnership supports the linkage between professional
development in practice, the thesis process and learning. From the start of their studies, students gradually commit
to planning, implementing and evaluating their own learning. Professional development in practice is planned in
relation to the content of the curriculum themes. Learning evaluation is based on the competence level descriptions.

Studying in the Degree Programme

Learning in the Degree Programme in Nursing progresses by themes. In their professional growth, students learn to
apply Learning by Developing and research methods. Each student produces a thesis as part of a development
project. Students prove their professional competence by creating a portfolio in which they demonstrate their
development in nursing expertise in accordance with the objectives of the degree programme. The students’ service
competence lies in customer-oriented, evidence-based and innovative nursing.
                                                           1. year       2. year       3. year       4. year
OP      STUDIES                                                  60            60            60            30
128     INVESTIGATING AND DEVELOPING NURSING
        IN PROJECTS
00356   Learning by Developing                                   10
00357   Tools for the Investigative Process                      10
00333   Professional Development in Practice I, Degree           10
        Programme in Nursing
119     HOLISTIC BEING IN NURSING
00358   Human Development and Life Span                          10
00362   Health Care, Social Welfare and Legislation                  5
00359   Nursing Environment                                          7
00360   Nursing English I                                            3
00795   Swedish for Finnish Students                                 5
120     ENCOUNTERING THE NURSING CLIENT
00361   Nursing Interventions                                    15
121     EMPOWERMENT OF NURSING CLIENTS
00364   Empowerment and Strengthening of Patient                               10
        Resources
00350   Professional Development in Practice II, Degree                        10
        Programme in Nursing
00365   Professional Development in Practice III, Degree                           5
        Programme in Nursing
122     HEALTH PROMOTION
00367   Health Promotion of Individuals and                                        5
        Communities
00354   Professional Development in Practice IV, Degree                        10
        Programme in Nursing
149     FAMILY NURSING
00368   Working with Families                                                                10
00369   Professional Development in Practice V, Degree                                       10
        Programme in Nursing
113     ETHICAL PROBLEM SOLVING AND
        PROFESSIONAL TEAM WORK
00366   Professional Ethics in Multidisciplinary Care                                            5
00343   Professional Team Work                                                                             10
117     LEADERSHIP AND SERVICE MANAGEMENT
        IN THE WELFARE STATE
00353   Leadership and Service Management                                                        5
00370   Professional Development in Practice VI, Degree                                                    15
        Programme in Nursing
114     INNOVATION AND EXPERTISE IN WELFARE
        SERVICE PROVISION
00344   Thesis                                                                                             15
00347   Development of Service Innovations                                                                     5
00372   Professional Development in Projects                                                                   8
00482   Nursing English II                                                                       2
154     ELECTIVE STUDIES
00305      Basic Finnish                                                   5
00310      Intermediate Finnish                                                      5
00352      Advanced Finnish                                                                     5
00341      Elective Studies for Finnish Students                                   10
00521      Initial Test in Finnish                                         0
                                                                          60       60          60            30

Annual themes and competences
Study                                                            Extent        Competences
00356            Learning by Developing                          10            Reflektio-osaamisen kuvaus (H)
00357            Tools for the Investigative Process             10            Reflektio-osaamisen kuvaus (H)
00333            Professional Development in Practice I,         10            Reflektio-osaamisen kuvaus (H)
                 Degree Programme in Nursing
00358            Human Development and Life Span                 10            Globalisaatio-osaamisen
                                                                               kuvaus (H)
00362            Health Care, Social Welfare and Legislation     5             Globalisaatio-osaamisen
                                                                               kuvaus (O)
00359            Nursing Environment                             7             Globalisaatio-osaamisen
                                                                               kuvaus (H)
00360            Nursing English I                               3             Globalisaatio-osaamisen
                                                                               kuvaus (H)
00795            Swedish for Finnish Students                    5             Globalisaatio-osaamisen
                                                                               kuvaus (H)
00361            Nursing Interventions                           15            Eettisen osaamisen kuvaus (H)
00364            Empowerment and Strengthening of Patient        10            Verkosto-osaamisen kuvaus (H)
                 Resources
00350            Professional Development in Practice II,        10            Verkosto-osaamisen kuvaus (H)
                 Degree Programme in Nursing
00365            Professional Development in Practice III,       5             Verkosto-osaamisen kuvaus (H)
                 Degree Programme in Nursing
00367            Health Promotion of Individuals and             5             Reflektio-osaamisen kuvaus (O)
                 Communities
00354            Professional Development in Practice IV,        10            Reflektio-osaamisen kuvaus (O)
                 Degree Programme in Nursing
00368            Working with Families                           10            Reflektio-osaamisen kuvaus (O)
00369            Professional Development in Practice V,         10            Reflektio-osaamisen kuvaus (O)
                 Degree Programme in Nursing
00366            Professional Ethics in Multidisciplinary Care   5             Eettisen osaamisen kuvaus (O)
00343            Professional Team Work                          10            Eettisen osaamisen kuvaus (O)
00353            Leadership and Service Management               5             Verkosto-osaamisen kuvaus (O)
00370            Professional Development in Practice VI,        15            Verkosto-osaamisen kuvaus (O)
                 Degree Programme in Nursing
00344            Thesis                                          15            Innovaatio-osaamisen kuvaus
                                                                               (O)
00347            Development of Service Innovations              5             Innovaatio-osaamisen kuvaus
                                                                               (O)
00372            Professional Development in Projects            8             Innovaatio-osaamisen kuvaus
                                                                               (O)
00482              Nursing English II     2   Innovaatio-osaamisen kuvaus
                                              (O)
00305              Basic Finnish          5   Verkosto-osaamisen kuvaus (H)
00310              Intermediate Finnish   5   Globalisaatio-osaamisen
                                              kuvaus (H), Verkosto-
                                              osaamisen kuvaus (H)
00352              Advanced Finnish       5   Globalisaatio-osaamisen
                                              kuvaus (O)
H - Personal competence level
O - Organisational development level
Y - Social reform level
128 INVESTIGATING AND DEVELOPING NURSING IN PROJECTS, 30 cr

Description:
Students become acculturated to the new learning environment and organisational structure of the university of
applied sciences, and learn to function self-sufficiently and with self-motivation. The study unit is based on
developing skills in investigative thinking, investigative action and problem-solving methods. The most important
characteristic is an ethical and critical approach to work. Students become familiar with higher education and
learning environments. Competence is based on the students’ commitment to planning, implementing and
evaluating their own learning. LbD is used to direct the students’ path to competence and professional growth. The
students also gain skills in group work and group processes and are able to reflect on their own role in this process.


00356 Learning by Developing, 10 cr

The student is able to:
•become acculturated to the new learning environment of the university of applied sciences and work in a self-
directed manner
• internalise higher education and the university of applied science’s learning environment as part of his/her own
learning
• assimilate the principles of Learning by Developing
• apply the tools of Learning by Developing in real work projects
• plan, implement and evaluate his/her learning process and competence
• apply the tools of Learning by Developing to his/her studies


00357 Tools for the Investigative Process, 10 cr

The student is able to:
• recognise philosophical and ethical concepts of research
• define the elements of the research and development process
• identify the qualitative and quantitative approach
• understand the significance of an investigative approach in his/her own field
• acquire and apply information critically from various sources
• follow the guidelines of investigative writing
• to collect and analyse data
• read and report research data
• apply the skills acquired on the course to research and development projects


00333 Professional Development in Practice I, Degree Programme in Nursing, 10 cr

The student is able to:
• act to promote healthy and safe environment for clients/patients
• apply the ethical principles of nursing
• consider the ethical consequences of his/her work
• encounter people in respectful, sincere and equitable ways
• recognise the existence of resources and stress factors affecting individuals and families at different stages of life
• apply information-gathering in order to assess, plan, implement and evaluate nursing care in various environments
• to document nursing
• consider his/her own professional growth


119 HOLISTIC BEING IN NURSING, 25 cr

Description:
TEEMAN KUVAUS PUUTTUU


00358 Human Development and Life Span, 10 cr
The student is able to:
• assess clients’ situations from a holistic perspective
• analyse factors such as race, ethnicity, gender, and spiritual belief, as well as their impact on identity development
and one changes through life spans
• recognise and challenge personal values
• assess health as a concept and value
• combine the significance of social and health care policy and national as well as international health care
programmes to promote the client’s health
• encounter people as unique, valuable and equal personas/individuals
• recognise biological, psychological, cultural, societal and environmental factors affecting people’s health, bodies
and minds
• investigate the resources related to a person and his/her environment
• provide intellectual, emotional and social support to individuals, families and communities as health promoters in
periods of growth and development, and in changes related to life situation and health
• act as a client’s partner, respecting people’s own expertise


00362 Health Care, Social Welfare and Legislation, 5 cr

The student is able to:
• reflect on comparative models of welfare provision in Finland and abroad
• interpret the philosophical foundations of health care and social welfare and their historical development in Finland
in light of current social changes
• explain the history of social policy development and its future challenges, as well as the structure of Finnish social
policy and its impact on the nature and organisation of welfare professions
• connect an understanding of social security and social welfare legislation in Finland, as well as legislation related
to health and health provision, to the structure of the working environments and workplaces of service providers
• recognise the need to develop social service provision to meet the changing needs of clients
• assess health as a concept and value

Contents of the study unit:
• philosophy of welfare and welfare states
• history and future challenges for welfare provision in Finland
• Finnish social security and health legislation
• Health as a value
• Health in different ages


00359 Nursing Environment, 7 cr

The student is able to:
• see the nursing environment as physical, social and symbolic
• recognise cultural, societal and environmental factors affecting people’s health, bodies and minds
• investigate the resources related to a person and his/her environment
• to develop a nursing environment promoting health and well-being
• internalise the meaning of safe environment

• recognise and assume responsibility for factors affecting health and the safety of the environment
• recognise and evaluate changes in individual's, family's or community's health transitions
• to take into consideration different political and financial factors affecting health in different environments and
cultures


00360 Nursing English I, 3 cr

The student is able to:
• communicate in English in his/her work community and in a multicultural environment
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his/her field of expertise using various channels
• apply information gathered from sources in a foreign language
• attain at least skill level B2 as defined in the Common European Framework.

Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• job searching; introducing oneself and one’s educational background and work experience


00795 Swedish for Finnish Students, 5 cr

The student is able to:
• communicate in Swedish in his/her work community
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his /her field of expertise using

Contents of the study unit:
• oral and written professional communication
• main physiotherapy terminology
• job searching, introducing oneself, one´s educational background and work experience

Study unit description:
Students attein at least skill level B1.2, as defined in the Commmon European Framework.In addition, students
receive grades of good or satisfactory in oral and written language skills in accordance with the languge skill
requirements of civil servants.


120 ENCOUNTERING THE NURSING CLIENT, 15 cr

Description:
TEEMAN KUVAUS PUUTTUU


00361 Nursing Interventions, 15 cr

The student is able to:
• recognise central concepts of nursing (human, health, environment, nursing)
* understand the significance of nursing history, future challenges and competence requirements
* recognise philosophical approaches to nursing
* professionally plan, implement and evaluate nursing care taking into account the client and patient and his her own
family
* act responsibly and reflect on his her own work and it’s ethical consequences
* recognise changes in client’s/patient’s vital functions
* use clinical examination methods in measuring client’s vital functions
* select and implement nursing therapeutics in a client oriented way to promote and support client’s and patient’s
health using evidence based nursing
* justify the selection of nursing therapeutics using evidence based nursing
* provide palliative care to dying patients and support family and significant others in encountering death
* make use of welfare technology in selecting appropriate therapeutic methods for each situation
* take action in first aid and health care disaster situations

Contents of the study unit:
• central concepts in nursing,
• nursing philosphy and history
• nursing process, nursing care plan and documentation
• nursing therapeutics,
• palliative care,
• first aid and health care disaster situations
• safe medication
• welfare technology (measuring devices, simulations)
• medication (guidelines provided by Ministry of Social Affairs and Health in 2006), medical calculations


121 EMPOWERMENT OF NURSING CLIENTS, 25 cr

Description:
• plan, implement and evaluate client-centered guidance
• apply guidance and consulting methods in caring for individuals, families and communities
• guide clients in using social and health care services
• promote client's self-care
• reflect on ethical issues related to guidance and consulting provided to clients
• work in a team and state justified views as a nursing expert in multidisciplinary teams
• act as a client’s partner, respecting people’s own expertise

The student will be able to:
• client empowerment; client’s self-determination, responsibility and right to receive information
• client-centerd guidance and consulting competence
• supporting client's self-care


00364 Empowerment and Strengthening of Patient Resources, 10 cr

The student is able to:
• analyse the meaning of client empowerment in nursing
• analyse and describe his/her own feelings and values and the impact of cultural differences in terms of building
patient relationships
• plan, implement and evaluate client-centered nursing care
• promote client self-care and rehabilitation
• use cooperation and networking skills in multidisciplinary nursing teams
• adopt a multidisciplinary approach to work
• recognise the internal and external resources of individuals, groups and communities as well as related stress
factors
• use interaction processes and the basics of interpersonal and intercultural communication
• plan, implement and evaluate client-centred teaching and guidance
• use resource-centred interview and guidance techniques
• to implement measures to correct fluid imbalances such as parenteral replacements and blood transfusions
• support the patient with balanced nutrition
• use welfare technologies and IT networks in the care of the patients

Contents of the study unit:
• empowerment as a concept (client’s self-determination, responsibility and right to receive information)
• nursing process and decision making in the nursing care of medical and surgical patients
• diagnosing and supporting the patients in surgery
• client-centred, multicultural approach in guidance
• interpersonal and intercultural communication
• medications, infusions and blood transfusions
• nutrition and dietics
• primary nursing and community approach in nursing
• welfare technologies and IT networks
• ethical issues related to guidance and consulting
• multidisciplinary approach
• medical subjects; pharmacology, surgery, anesthesiology


00350 Professional Development in Practice II, Degree Programme in Nursing, 10 cr

The student is able to:
• recognise client’s and patient’s nursing/health care needs
• recognise health differences in people of different ages as well as the internal and external resources of
individuals, families and communities
• plan, implement and evaluate nursing together with clients and their significant others and their family, supporting
the client’s and patient’s own resources in order to promote health in different nursing environments
• act responsibly and reflect critically on his/her own actions, emotions, attitudes and stereotypes
• take into account laws, decrees, recommendations and other official documents, and justify his/her actions from
ethical perspectives in different nursing environments

Contents of the study unit:
• assessment, planning, implementation and evaluation of nursing care for clients and patients of different ages in
various nursing environments
• planning, implementation and evaluation of student’s own actions and competence
• client / patient relationship as a concept, and the significance of client’s and patient’s information in a client /
patient -oriented approach
• patient centered guidance in nursing care
• encountering a client / a patient at different stages of life within the functions of organisation’s service system
• acquiring and managing client / patient information, documentation


00365 Professional Development in Practice III, Degree Programme in Nursing, 5 cr

The student is able to:
• deepen his/her knowledge-based and skill-based professional competence and service competence in selected
nursing environments (surgical/perioperative environment)
• plan, implement and evaluate client/patient -centred care and guidance
• investigate and reflect on evidence base of the nursing care
• investigate and reflect on ethical issues and safety related to clients/patients undergoing surgery
• participate in multiprofessional networks by applying consulting methods

Contents of the study unit:
• service competence in various operating environments
• planning, implementing and evaluating client-centred nursing care in surgical/perioperative environment
• ethical issues and advocacy related to client's/patient's health and well-being
• multiprofessional cooperation and consultation in networks


122 HEALTH PROMOTION, 15 cr

Description:
• critical decision-making in nursing
• service competence development environments: various social service and health care organisations to promote
well-being and health, the third sector and the customers’ home environments
• evaluating the internal and external resources of individuals, families and communities as well as related stress
factors
• planning, implementing and evaluating health promotion together with clients/patients and their families and
significant others
•developing nursing interventions in health promotion
• ethical aspects of health promotion
• networking for family health promotion

The student will be able to:
• deepen his/her knowledge-based and skill-based professional competence and service competence in selected
nursing operating environments
• determine the internal and external resources of individuals, families and communities as well as related stress
factors
• apply information from different fields of science in his/her work
• plan, implement and evaluate nursing care together with clients and their family and significant others
• assess nursing interventions in caring for people of different ages
• act responsibly and reflect on his/her own work and its ethical consequences


00367 Health Promotion of Individuals and Communities, 5 cr
The student is able to:
• recognise the internal and external resources of individuals, families and communities as well as related stress
factors, and select suitable nursing interventions in health promotion.
• justify the selection of nursing interventions using evidence based information
• select nursing interventions in a client centred way to promote and support client’s health and well-being
• professionally plan, implement and evaluate nursing care, taking into account the client’s and his/her own safety
• evaluate the effects of nursing interventions on a client’s state of health
• plan, implement and evaluate client centred mental health, crisis and addiction assistance
• apply a rehabilitation-fostering approach in nursing
• support patients and their families and significant others in home care

Contents of the study unit:
• internal and external resources of individuals, families and communities as well as related stress factors
• health education
• effects of stress factors and health problems on people’s lives
• nursing interventions in health promotion
• critical decision-making in the student’s own work
• welfare technology in nursing
• bioanalytics
• encountering mental health patients, patients undergoing crises and people with addictions
• planning, implementing and evaluating mental health, crisis and addiction assistance
• planning, implementing and evaluating rehabilitation-fostering care and its methods home care
• psychiatry


00354 Professional Development in Practice IV, Degree Programme in Nursing, 10 cr

The student is able to:
• recognise the internal and external resources of individuals, families and communities as well as related stress
factors, and select suitable nursing therapeutics
• planning, implementing and evaluating the nursing care of mental health, crisis and addiction clients/patients
• apply a rehabilitation-fostering approach in nursing
• support patients and their families and significant others using palliative nursing care
• support patients and their families and significant others in terminal care

Contents of the study unit:
• internal and external resources of individuals, families and communities as well as related stress factors
• effects of stress factors and health problems on people’s lives
• planning, implementing and evaluating family nursing in different stages of life
• encountering mental health patients, patients undergoing crises and people with addictions
• planning, implementing and evaluating mental health, crisis and addiction nursing
• planning, implementing and evaluating rehabilitative nursing care and its methods
• planning, implementing and evaluating palliative nursing care and terminal care
• recommendations for nursing and evidence-based nursing guidelines
• critical decision-making in the student’s own learning


149 FAMILY NURSING, 0 cr

Description:
TEEMAN KUVAUS PUUTTUU


00368 Working with Families, 10 cr

The student is able to:
• encounter individuals, families and communities at different stages of life and take into account their cultural
backgrounds
• adopt a culture-conscious nursing approach
• deepen his/her knowledge-based and skill-based professional competence and service competence in selected
nursing operating environments
• deepen his/her decision-making in family nursing and critically examine the principles of decision-making in family
nursing
• examine and reflect on ethical issues in family nursing
• participate in networks to promote family health

Contents of the study unit:
• encountering clients and/or families with different cultural backgrounds
• resources of individuals, families and communities, stress factors and their effects on people’s lives and on family
nursing
• planning, implementing and evaluating family nursing and its methods at different stages of life
• ensuring the continuity of nursing and promoting the operation of critical service pathways
• safety, accuracy and sterility of pharmacotherapy (guidelines provided by Ministry of Social Affairs and Health in
2006)
• obstetrics and gynaecology, sexually transmitted diseases, paediatrics , clinical psychology, oncology


00369 Professional Development in Practice V, Degree Programme in Nursing, 10 cr

The student is able to:
• plan, implement and evaluate family nursing
• encounter individuals, families and communities at different stages of life and take into account their cultural
background
• adopt a culture-conscious nursing approach
• consider the consequences of his/her actions to promote family health and well-being
• reflect on the ethical issues related to nursing
• critically evaluate decision-making in promoting family health and well-being
• evaluate his/her own actions with a basis in the scientific principles of nursing and other sciences

Contents of the study unit:
• nursing expertise
• encountering clients/patients and families with different cultural backgrounds
• professional decision-making
• high-quality client centred nursing
• working in networks
• supporting the continuity of care in family nursing
• planning, implementing and evaluating family nursing at different stages of life
• culture-conscious nursing in transitions of health and in different nursing environments


113 ETHICAL PROBLEM SOLVING AND PROFESSIONAL TEAM WORK, 15 cr

Description:
The student deepens his or her ethical competence through a reflective commitment to professional values and
through developing an understanding of ethical problems from a societal and global perspective. She/he develops
her/his ability to critically discuss ethical issues and act as an advocate for clients. She/he learns how to work in
multidisciplinary teams in a goal-oriented and innovative manner

The student will be able to:
• apply ethical reflection and problem solving skills to professional social work
 • critically compare professional ethical codes for social work from an international perspective
 • work innovatively as a member of a work team or community


Content:
The theme broadens the student’s ethical and innovative competence. The student’s understanding of ethical issues
grows beyond knowing ethical codes and values towards understanding the complexity of ethical problems and
commitment to reflected professional values in ethical decision-making. The student gains further competence to act
as a proactive member of a team and work community.
00366 Professional Ethics in Multidisciplinary Care, 5 cr

The student is able to:
• recognise client needs, rights and obligations embedded in different situations
• reflect on the relationship between own values and the ethical values of social work and nursing in dialogue with
others
• analyse ethical conflicts from each party’s perspective by recognising everyone’s needs and rights
• apply various ethical approaches and theories in actual ethical problem-solving and decision-making
• analyse ethical problems from the perspective of the community and society
• discuss the relationship between law and ethics
• develop debating and negotiation skills in order to implement ethical actions
• raise critical discussion on ethical issues related to work environment or the community
• present methods and skills in building multidisciplinary networks and develop his/her professional expertise in a
cooperative manner

Contents of the study unit:
• ethics and morality
• ethical codes and values in nursing
• social justice as a moral and ethical concept
• distributive and procedural justice
• relevant moral and ethical theories in nursing
• typical ethical problems and conflicts in nursing
• professional ethics at team work
• advocacy and consultation
• global ethical problems
• actual ethical problem-solving and decision-making


00343 Professional Team Work, 10 cr

The student is able to:
• stimulate team members to engage in dialogue
• give constructive feedback to team members
• use various idea generating methods
• establish collaborative goals for the team
• motivate team members to achieve the joint goals of the team
• act in cooperation and critically defend professional knowledge in multi-professional working groups and networks
• analyse team work and functioning
• quality assessment and monitoring in organisations
• produce knowledge for an organisation and construct a plan for undertaking an innovation
• appreciate the benefits of work counselling

Contents of the study unit:
• Professional cooperation
• Dialogic methods as tools for team development
• Phases of team development
• generating ideas in teams
• Leading a team (especially enhancing motivation)
• Shared expertise and modelling knowledge
• Analysis of organisation processes and benchmarking
• Work counselling

Study unit description:
Emerging competence is illustrated in student skills of acting as proactive team members and in their ability to lead
development actions of a team in a goal-oriented and innovative way. Central to this competence are active
interaction and leading skills, application of various brain-storming and innovation methods, analysing team actions
and goals, and modelling the expertise and processes within an organisation. Competence is concretised as guiding
and leading the process that aims to develop an idea into an innovation. The viewpoint is to consider a team as a
method of development work. The study unit can be best implemented as a part of a real development project (i.e.
thesis).

Previous studies:
Themes 109 Supporting Identities, 111 Welfare States and Welfare Professions and 112 Empowerment Tools for
Client Work and Care


117 LEADERSHIP AND SERVICE MANAGEMENT IN THE WELFARE STATE, 20 cr

Description:
The objective for the content of the theme is to deepen innovative and network competence in the development of
expertise. Client-centred planning, implementation and evaluation of the nursing are carried out in various learning
and operating environments. Students can deepen their expertise in nursing by reflecting on and critically evaluating
their approaches, methodologies and activities when working with individuals, families or communities. A
developmental project is used to improve students’ innovation, creativity and the generation of new knowledge. The
competence emerging from the study unit is manifested in argumentation, negotiation and
leadership skills.

The student will be able to:
•deepen their expertise in nursing in accordance with their personal study plan, while aligning their professional
decision-making, work, leadership and development with philosophical and scientific principles and knowledge
produced in other fields that support the nursing/social services sector
•find solutions and alternatives for developing the nursing/social service sector
•make ethical arguments related to social and global changes – and their effects – in development projects
•create networks and participate actively in them
•generate new knowledge for developing the labour market
•produce innovative operating models for the nursing/social service sector


00353 Leadership and Service Management, 5 cr

The student is able to:
• recognise the elements of good leadership and their connection to social work best practices
• internalize work legislation and collective labour agreements
• develop competence in accordance with the organisation’s HR strategy (equal opportunities policy)
• develop their own and the work community’s occupational health and welfare in various ways
• assess the predominant culture and values of an organisation (diversity and openness)
• recognise their own strengths as a entrepreneurs
• recognise the potential for clients of an operating environment which uses an investigative, innovative approach
• create a realistic, client-oriented, profitable business plan
• know how to start a business and the special characteristics of entrepreneurship in social services
• learn appropriate professional terminology used in working life in Finland
• communicate in Finnish on the topics of their field of expertise using various channels

Contents of the study unit:
• management and leadership / Diversity Management
• organisational culture and values
• interaction and emotional intelligence in management communications
• labour legislation and managing contract issues
• professional language and terminology in Social Services
• occupational health & welfare and its development
• business ideas and business plans

Study unit description:
Having completed the study unit, students are able to evaluate and apply theories and practices, particularly those
of social service and health care management and service development. They are also aware of the most important
components in labour legislation and can participate actively in various kinds of networks, taking into account the
needs of different client groups. The study unit is completed through project cooperation with representatives from
the labour market. The students who have Finnish as their language of elementary and upper secondary education
and those foreign students seeking professional careers in social work in Finland develop a functional ability in
professional Finnish.

Previous studies:
Themes 109-112, 115


00370 Professional Development in Practice VI, Degree Programme in Nursing, 15 cr

The student is able to:
• deepen his/her knowledge-based and skill-based professional competence and service competence in selected
nursing environments
• plan, implement and evaluate client/patient-oriented nursing
• make use of health-promoting programmes in his/her nursing care
• investigate and reflect on evidence based nursing
• act as a responsible team member
• act as a team leader
• participate in multidisciplinary networks and apply consulting methods

Contents of the study unit:
• service competence in various nursing environments
• planning, implementing and evaluating client/patient -centered guidance and consulting
• evidence based nursing related to client/patient health and well-being
• team leadership
• multidisciplinary team work
• consulting in networks
• electronic business and communications


114 INNOVATION AND EXPERTISE IN WELFARE SERVICE PROVISION, 30 cr

Description:
The objective of the theme’s content is to deepen the student’s service competence and to develop new problem-
solving and operating models. The student becomes familiar with welfare cluster thinking and innovations in the
welfare sector. The theme also increases methodological service expertise and exposes the student to innovative
action models for his/her career development in the nursing/social welfare sector. The thesis work represents a
culmination of the students' professional learning and growth.

The student will be able to:
• participate in developmental projects, applying the methods of Learning by Development and R&D, as well as
producing new competence and innovations
• develop work in the field and his/her own competence through critical evaluation and by generating new
information as a welfare expert
• develop tools for career planning and be capable of identifying, valuing and marketing those competences which
they consider to be important for their future careers.

Content:
The theme encapsulates the student's professional expertise as evidenced by the thesis process and allows for a
final preparation for working life with an emphasis on innovation and creativity as two important cornerstones for
future work development.


00344 Thesis, 15 cr

The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in development projects, applying the methods of Learning by Development and R&D, as well as
producing new competence and innovations
• develop work in the field and his/her own competence through critical evaluation and by generating new
information as a welfare expert
• participate in a partnership network
• work effectively in a team and act as an opinion leader in a community of experts
• evaluate his/her own and others’ competence, work and results in accordance with development objectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
• complete the maturity test

Contents of the study unit:
• determining development needs
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• designing a thesis
• thesis plan
• applying methods to projects
• working in a shared expertise group
• network leadership and development
• generating new data and sharing results
• publishing a thesis
• maturity test

Study unit description:
The study unit concentrates on the students’ activities in work development projects, where they investigate,
develop and generate new data. They also learn to recognise and evaluate achieved competence. The study unit
starts by the student joining a development project where he/she can progress according to the thesis plan and fulfil
his/her personal study plan.
The study unit forms an objective-oriented development project, where the competence gained is that of a developer
using investigative research methods. The object of competence development is determined for each cluster by
Laurea’s research and development policy. The study unit results in the student publishing a thesis and completing
a maturity test.


00347 Development of Service Innovations, 5 cr

The student is able to:
• recognise client potential for an operating environment which uses an investigative, innovative approach
• understand the effect of his/her own actions in an open network for the sector
• promote creativity with his/her actions
• make ethical arguments related to social and global changes – and their effects – in development projects
• use appropriate research and development methods for generating new data

Contents of the study unit:
• operating environment analyses
• internal company analyses
• working in a shared expertise group as part of an innovation network
• copyright issues


00372 Professional Development in Projects, 8 cr

The student is able to:
• analyse the competence of the region and of organisations and set suitable development objectives
• carry out an objective-oriented development project
• generate new solutions, services and service systems
• make ethical arguments related to social and global changes – and their effects – in development projects

Contents of the study unit:
• familiarisation with major regional and national development strategies
• creating a context and knowledge base
• common professional seminars based on intensive studies for Nursing students
00482 Nursing English II, 2 cr

The student is able to:
• construct thoughts and ideas in a relevant and logical manner
• apply guidelines in academic reading and writing
• prepare a comprehensive academic research text

Contents of the study unit:
Academic writing in connection with the writing process of a Bachelor Thesis.
The requirements for a maturity test.

Study unit description:
The study unit involves the completion of a maturity test, in which the student must demonstrate mastery of the
subject and good language skills.

Previous studies:
English I (3 Cr.)


154 ELECTIVE STUDIES, 0 cr

Description:
Students use elective studies to deepen and broaden their competence in various themes and generic
competences. Students should choose study units to align the content of their studies with their own personal
interests and career objectives.
Students learn to analyse and develop their leadership competence and to work as experts. Also students learn to
manage work groups and networks in line with a strategy. They can build and develop competences and skills with
a basis in applied research and development. They will recognise business opportunities in a business operating
environment. They will be able to create a business model suitable for the business idea and to set up a business.
They can design innovative products and/or services and commercialise them.

The student will be able to:
 ethically and productively manage work communities and networks
 manage and develop competence
 evaluate, lead and develop teamwork
 promote creativity in a work community
 manage and develop multicultural work-related communication
 act as developers in data network implementation, processes and management
 responsibly develop their data network competence in diverse operating environments
 determine the performance and service level requirements for a data network
 describe the operation and network structures of a system
 understand the cultural impact in marketing
 assess their own possibilities to become an entrepreneur
 analyse the opportunities in the business operating environment

Content:
The electives are common course pool offered in the degree programme. Students are free to choose any offered
courses to compensate their elective credits required during degree programme. Students use elective studies to
deepen and broaden their competence in professional and generic competences. Students should choose study
units to align the content of their studies with their own personal interests and career objectives.

Learning process:
The learning process is based on Laurea's learning model - Learning by Developing(LbD), action and applied
reseach methods. Laurea's common elective course pool have variety of offering to align the content of students'
studies.


00305 Basic Finnish, 5 cr
The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations

Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation

Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.


00310 Intermediate Finnish, 5 cr

The student is able to:
• communicate in simple situations and routine tasks
• write simple texts
• understand the main points in messages and Finnish speech at normal speed about familiar subjects.

Contents of the study unit:
• everyday life, work, studying, daily and weekly routines
• everyday situations (shopping for food & clothes, going to a restaurant, etc.)
• grammar (e.g. past tense, local cases, question words, words describing time)

Study unit description:
Students will deepen their knowledge of the basics of the Finnish language and culture in order to reach level A2 in
accordance with the Common European Framework.


00352 Advanced Finnish, 5 cr

The student is able to:
• communicate in more formal situations
• develop her/his Finnish skills for work-related purposes

Contents of the study unit:
• vocabulary relating to studying and working life
• grammar (all tenses, adjective comparison etc.)

Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework.

Previous studies:
The course mainly concentrates on developing communication skills (speaking and understanding Finnish). Grading
is based on an oral exam, a written exam, and attendance and activeness during teaching.



00341 Elective Studies for Finnish Students, 10 cr

Contents of the study unit:
Elective studies in accordance with the Personal Study Plan.


00521 Initial Test in Finnish, 0 cr