Opetussuunnitelma
2011
Laurean yhteiset opinnot
Laurea Hyvinkää
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2011
Laurea common studies
Laurea Hyvinkää
Complementary competence and common studies
Opetussuunnitelma · Yhteiset ja vapaasti valittavat opinnot (LYB), Laurea Hyvinkää · Ryhmä LYB11SY
Opetussuunnitelma 2011 – LYB11SY (englanniksi)
Curriculum · Common and elective studies (LYB), Laurea Hyvinkää · Group LYB11SY
Curriculum 2011 – LYB11SY (in English)
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Curriculum 2011 – LYB11SY (in English)
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LAUREA UNIVERSITY OF APPLIED SCIENCES
Common and elective studies, Laurea Hyvinkää, LYB11SY
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through 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. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, 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 first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
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 targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
1. year
OP STUDIES
080 ELECTIVE LANGUAGE STUDIES
01257 Preparatory studies in Swedish 3
01258 Preparatory Studies in English 3
00524 Basic Spanish 1 5
00525 Basic Spanish 2 5
00532 Basic German 1 5
00533 Basic German 2 5
00207 Working German 1 5
00212 Working German 2 5
00526 Basic Italian 1 5
00527 Basic Italian 2 5
B0116 Finnish course, beginners level 3
00708 Business Russian I, basic level 10
0070801 Business Russian I, basic level part 1 5
0070802 Business Russian I, basic level part 2 5
00709 Business Russian I, intermediate level 10
0070901 Business Russian I, intermediate level , part 1 5
0070902 Business Russian I, intermediate level , part 2 5
00710 Business Russian I, native speakers´ level 10
01356 Language and Culture Tandem 3
B0113 Elective project 5
B0114 Elective Practical Work 5
01357 Organizing events 5
01358 Simulation for clinical skills 3
01091 Self-expression through Visual Art as a Form of Therapy 5
01106 Social Service Worker as a Pedagogical Expert 5
B0111 Crises and Work Communities 5
01159 Evaluation and development in early childhood education 5
01108 Supporting young people to work in diversified teams, theory 5
01364 Empowering families and neigbourhood 5
B0136 Advanced Studies in Perioperative Nursing 5
B0117 Advancing Clinical Practice in Nursing 5
01359 Substance abuse work 5
B0112 Encountering Violence 5
B0076 Graphic Design 5
B0077 Challenges in Sustainable Development 5
B0069 Occupational and Business Services as a Part of Labour and 5
Industrial Policy
B0074 Conversation in English 5
B0075 På tal om ekonomi 5
00018 Developing Service Innovations 10
00019 Service Innovations in Business Development 10
B0071 From Idea to Business 5
B0137 Social and Family Law 5
YY7138 Tutoring 3
00884 International Student Tutoring 3
0
080 ELECTIVE LANGUAGE STUDIES, 0 cr
01257 Preparatory studies in Swedish, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
01258 Preparatory Studies in English, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
00524 Basic Spanish 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00525 Basic Spanish 2, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A2 as defined in the Common European Framework.
Previous studies:
Study unit Basics I of the language in question or equivalent language skills acquired elsewhere.
00532 Basic German 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
rituntemus
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
Previous studies:
None.
00533 Basic German 2, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A2 as defined in the Common European Framework.
Previous studies:
Study unit Basics I of the language in question or equivalent language skills acquired elsewhere. .
00207 Working German 1, 5 cr
The student is able to:
• communicate in common workplace situations
• write clear general texts using tools
• recognise typical cultural characteristics of the areas where the language is spoken
• know the main professional vocabulary related to their fields
• use and deepen basic language skills acquired earlier
Contents of the study unit:
• workplace communication events, service events
• small talk
• strengthening and deepening basic grammar skills
• cultural differences
Study unit description:
Students attain skill level B1 as defined in the Common European Framework.
00212 Working German 2, 5 cr
The student is able to:
• use the terminology of their fields verbally and in writing
• deepen their cultural knowledge, particularly in workplace situations
• make use of various information sources related to the language in their own fields
Contents of the study unit:
• terminology of the field
• producing and making presentations
• looking for work, recruitment
• negotiations related to the field and reporting on these
• cultural differences at work
Study unit description:
Students attain skill level B1 as defined in the Common European Framework, with an emphasis on professional
communication.
Previous studies:
Working language 1 or good skills in the language acquired elsewhere.
00526 Basic Italian 1, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A1 as defined in the Common European Framework.
.
Previous studies:
None.
00527 Basic Italian 2, 5 cr
The student is able to:
• learn the basic structures and vocabulary of the language
• communicate in the target language in fairly simple situations
• write simple, targeted messages
• recognise typical cultural characteristics of the areas where the language is spoken
Contents of the study unit:
• simple communication events
• main structures
• cultural knowledge of the areas where the language is spoken
Study unit description:
Students attain skill level A2 as defined in the Common European Framework.
Previous studies:
Study unit Basics I of the language in question or equivalent language skills acquired elsewhere. .
B0116 Finnish course, beginners level, 3 cr
The student is able to:
After completing the course students know vocabulary and phraseology concerning easy everyday situations.
Students are for example able to ask simple questions and tell about themselves and their families in Finnish. After
the course students know vocabulary related to time expressions and food. They are also familiar with the
characteristics and pronunciation of Finnish.
Contents of the study unit:
The course contents:
– telling about himself/herself and family
– asking questions
– time: telling the time, days of the week, months, seasons, times of day
– food vocabulary
– weather
Study unit description:
(30 h contact teaching + assignments + test)
Previous studies:
None.
00708 Business Russian I, basic level, 10 cr
The student is able to:
* toimia yksinkertaisissa liike-elämän tilanteissa venäjän kielen ja kulttuurin mukaisesti
* venäläisen ”korkeakulttuurin” perusteet
* käyttäytyä venäläisen tapakulttuurin mukaisesti
* tervehtiä kohteliaasti eri tilanteissa
* ilmaista mielipiteensä eri asioista
* hoitaa helppoja puhelinkeskusteluja
* ottaa venäläisiä vieraita vastaan tai olla itse vieraana
* pitää maljapuheita
* olla venäläisittäin kohtelias eri arkipäivän ja työelämän tilanteissa
Contents of the study unit:
• kirjainten opettelu
• arjen ja liike-elämän kielenkäyttötilanteiden harjoittelu
Study unit description:
Opintojakson jälkeen opiskelija pärjää tavallisissa arki- ja työelämän tilanteissa: osaa keskustella arkipäivän asioista
(small-talk) ja kirjoittaa lyhyitä sähköpostiviestejä ja muita helppoja tekstejä tietokoneella venäjäksi.
Previous studies:
Ei aiempia venäjän opintoja.
0070801 Business Russian I, basic level part 1, 5 cr
0070802 Business Russian I, basic level part 2, 5 cr
00709 Business Russian I, intermediate level, 10 cr
The student is able to:
• toimia erilaisissa liike-elämän tilanteissa venäjän kielen ja kulttuurin mukaisesti
• venäläisen ”korkeakulttuurin” perusteet
• käyttäytyä liike-elämän tilanteissa venäläisen tapakulttuurin mukaisesti
• ilmaista ja perustella mielipiteensä eri asioista
• hoitaa helppoja työelämän puhelinkeskusteluja
• ottaa venäläisiä vieraita vastaan tai olla itse vieraana
• pitää maljapuheita
• olla venäläisittäin kohtelias eri arkipäivän ja työelämän tilanteissa
Contents of the study unit:
• liike-elämän kielenkäyttötilanteiden harjoittelu
Study unit description:
Opiskelija syventää aiemmin hankkimaansa venäjän peruskielitaitoa työelämän vaatimusten mukaan ja harjaantuu
erityisesti liike-elämän erilaisissa viestintätilanteissa.
Previous studies:
• perustiedot venäjän kielestä
tavoitteet luodaan lähtötason mukaan (konsultoi vastuuopettajaa)
0070901 Business Russian I, intermediate level , part 1, 5 cr
0070902 Business Russian I, intermediate level , part 2, 5 cr
00710 Business Russian I, native speakers´ level, 10 cr
The student is able to:
• käyttää äidinkieltään venäjää tarkoituksenmukaisesti liike-elämän erilaisissa suullisissa ja kirjallisissa
viestintätilanteissa
• ohjata suomalaista venäjänopiskelijaa venäjän kielen ja kulttuurin omaksumiseen
Contents of the study unit:
• venäjänopiskelijoiden tuutoreina toimiminen
• työelämässä tarvittavien venäjän kielen viestintätaitojen vahvistaminen (esimerkiksi tietokonevenäjä
Study unit description:
Äidinkielen taso on tarkoitettu venäjää äidinkielenään puhuville opiskelijoille. Ilmoittautuminen ja tarkemmat
tiedustelut suorituksesta suoraan vastuuopettajalta.
Previous studies:
• venäjä äidinkielenä
01356 Language and Culture Tandem, 3 cr
The student is able to:
By the end of the course student will
- be able to communicate in different everyday situations
- have a wide vocabulary on the topics discussed in the course
- be able to understand the significance of intercultural communication
Contents of the study unit:
Working and assignments (3 cr = about 80 hours work)
1. Make a plan for your work. Send your plan to the teacher per e-mail within a week of the first meeting with your
pair. The plan should be done together with your pair and in both tandem languages.
2. Regular meetings (preferably about 1 meeting / week)
Choose your own ways of meeting and learning languages, cultures and professional life (personal interests, family,
hobbies, studying, sports, cooking, travelling, movies, clubs, sightseeing, newspapers, cultural differences etc.)
3. Write an essay in Finnish / in English (4-5 text pages, Trebuchet 11) about your tandem experiences and your
learning process. What have you done during the tandem course? What have you learned about the language?
What about the cultural aspects and the working life? What was your opinion on this kind of a learning process?
What would you have wished more? What are your future plans concerning the language and the culture you have
studied in tandem?
Study unit description:
Language learning in tandem takes place when native speakers of two different languages work together in order to
learn each other´s language and develop a knowledge of the target culture and community. Partners have the
opportunity to give each other help through friendly corrections, advice, questions etc. Tandem learning is
underpinned by principles of reciprocity - both partners should benefit equally from the exchange - and autonomy -
each partner is responsible for their own language learning, establishing learning goals and deciding on methods
and materials.
Every tandem pair has own, more specific goals, which have to be approved by the teacher in the beginning of the
working process.
Tandem is intended to complement other language studies. This course cannot be included in the obligatory
language and communication studies.
Previous studies:
-
B0113 Elective project, 5 cr
The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in a partnership network
• work effectively in a team and act as opinion leaders in a community of experts
• evaluate their own and others’ competence, work and results in accordance with development ob-jectives
• use the tools and methods of applied R&D in development work
• carry out and report on an objective-oriented development project
Contents of the study unit:
• What development needs have been identified?
• How does one create a context and knowledge base?
• How does one plan, implement and evaluate a development process?
• How does one act responsibly within a development team?
Study unit description:
Students carry out a target-oriented development project, which can take place in Laurea's learning environments,
an authentic workplace or in a work placement.
Previous studies:
Theme 1
B0114 Elective Practical Work, 5 cr
The student is able to:
• apply and deepen their competence in nursing or public health nursing in the chosen operating en-vironment
• carry out safe nursing or public health nursing, choosing the right methods
• encounter and support patients or customers and their families in the chosen operating environment
Contents of the study unit:
• How does one apply and deepen one's competence in nursing or public health nursing in the chosen operating
environment?
• What methods can be used to carry out safe nursing or public health nursing in the chosen operating environment?
• How should one encounter and support patients or customers and their families in the chosen operating
environment?
Study unit description:
Students apply and deepen their knowledge and skills in an authentic care or public health care environment,
integrating their previously acquired theoretical and experience-based competence.
Previous studies:
Themes 1-4
01357 Organizing events, 5 cr
The student is able to:
• Plan and organize different types of events.
• Co-ordinate and organize event from planning to post-event monitoring.
• Work in customer-oriented way during the event.
Contents of the study unit:
• How to organize a successful event?
• How to gather participants?
• How event should be marketed?
• How event can be funded?
Study unit description:
The course will include one or few organized events that student will plan from start to finish. This includes
planning, executing the event and post-event monitoring.
Previous studies:
None.
01358 Simulation for clinical skills, 3 cr
The student is able to:
• osoittaa toiminnallaan perustietämyksensä sisätauti-kirurgisen hoitotyön hallinnasta ja eri tieteenalojen
soveltamisesta.
• toteuttaa turvallista kivunhoitoa, nestehoitoa ja lääkehoitoa.
• hyödyntää kliinisiä taitoja kriittisesti sairaan potilaan hoitotyössä
• hyödyntää teoriatietoja ja toteuttaa turvallista hengityspotilaan hoitoa
Contents of the study unit:
Opintojaksot toteutetaan neljänä eri päivänä. Jokaisella kerralla käsitellään eri asioita. Teemat käsittelevät
hengitystä, verenkiertoa, nestehoitoa ja kivunhoitoa. TOIMINNALLINEN LOPPUKOE ( viimeisellä opetuskerralla)
Kaikkia aiheita käsitellään hoitotyön näkökulmasta ja miten sairaanhoitajan tulee osata hoitaa potilasta
vuodeosastolla tai päivystyspoliklinikalla. Työpajassa voidaan aihetta syventää niin, että katsotaan asiaa esimerkiksi
anestesiahoitajan tai tehohoitajan näkökulmasta.
Study unit description:
Opintojakson tarkoituksena on syventää aikaisemmin opittuja asioita sekä kehittää käden taitoja. Jaksoon kuuluu
teoriaosuus sekä opittujen asioiden harjoittelu käytännössä erilaisissa työpajoissa. Opintojakson pääpaino on
toiminnallisessa osaamisessa ja käden taitojen kehittämisessä.
Previous studies:
Teemat 1-2, Sisätauti-kirurginen hoitotyö 10 op
01091 Self-expression through Visual Art as a Form of Therapy, 5 cr
01106 Social Service Worker as a Pedagogical Expert, 5 cr
The student is able to:
Opiskelija osaa:
- syventää pedagogista ja didaktista osaamistaan
- vaihtoehtopedagogiikoiden peruspiirteet
- rakentaa uusia ajatusmalleja kasvatusnäkemysten ja kasvatustietoisuuden työstämiseen
- opiskelijan pedagogisen ja didaktisen tietoisuuden selkiyttäminen
Contents of the study unit:
Opintojakso toteutetaan pääasiassa verkko-opetuksena. Lisäksi jaksoon kuuluu neljä luentoa, seminaari ja kaksi
opintokäyntiä vaihtoehtopedagogiikkaa toteuttaviin toimintayksiköihin.
Study unit description:
Opintojaksoon kuuluu kolme tehtävää.
Tehtävä 1:
Opintojakson aikana tutustutaan erilaisiin pedagogisiin lähestymistapoihin. Tarkastelun kohteena ovat erilaiset
vaihtoehtoiset pedagogiikat, poliittiset ja epäpoliittiset varhaisnuorisojärjestöt.
Opiskelija/opiskelijapari tutustuu sovittuun pedagogiseen malliin ja tekevät siitä esityksen Optimaan. Opiskelijat
myös kommentoivat ja esittävät kysymyksiä toistensa esityksistä ja rakentavat näiden esitysten pohjalta omaa
pedagogista ajatteluaan.
Tehtävä 2.
Luennoilla käydään läpi lapsien ja nuorten toimintaan soveltuvia jakso- ja tuntisuunnittelun malleja. Tunneilla
tutustutaan myös didaktiikan perusperiaatteisiin. Näitä apuna käyttäen opiskelija/opiskelijapari suunnittelee jakson,
joka olisi mahdollista toteuttaa lasten ja nuorten toimintaympäristössä. Suunnitelmat esitellään ja jätetään
kommentoitavaksi Optimaan.
Tehtävä 3:
Opiskelija laatii opitun pohjalta lyhyen oppimispäiväkirjan, johon hän rakentaa omaa pedagogista ajattelumalliaan
etukäteen sovittujen teemojen pohjalta.
B0111 Crises and Work Communities, 5 cr
The student is able to:
• familiarise themselves with diverse workplace crises in line with their learning profiles
• know the principles of crisis assistance in relation to workplace crises
• acquire new information and research data on the subject
Contents of the study unit:
• What is a crisis?
• How can one prepare for a crisis?
• What responsibilities does an employer have in the safety and well-being of staff?
• How do crises affect people and communities?
• How can people be supported and assisted in a workplace post-crisis?
• What responsibilities does an employer have regarding crisis preparedness and crisis assistance?
• What do proper crisis communications entail?
Study unit description:
Students learn about crisis management from the point of view of diverse work communities: schools, workplaces
under the threat of layoffs, crisis preparedness at work, and the significance of occupational health care.
01159 Evaluation and development in early childhood education, 5 cr
The student is able to:
• jäsentää keskeisiä varhaiskasvatuksen arvioinnin ja kehittämisen lähtökohtia ja käsitteitä
• hankkia ja soveltaa tutkivalla otteella ajankohtaista tietoa ja muodostaa ammatillista näkemystä
varhaiskasvatuksen arvioinnista ja kehittämisestä lasten ja vanhempien osallistumisen näkökulmasta
• antaa ja vastaanottaa arviointia ja vertaispalautetta opiskelijakollegoiltaan omaa että toisen ammatillista osaamista
vahvistaen.
Contents of the study unit:
• Varhaiskasvatuksen arvioinnin ja kehittämisen keskeisiä lähtökohtia ja käsitteitä
• Arvioinnin eettisiä periaatteita
• Lasten ja vanhempien osallisuus varhaiskasvatuksen arvioinnissa ja kehittämisessä
01108 Supporting young people to work in diversified teams, theory, 5 cr
The student is able to:
- monialaisen ja moniammatillisen yhteistyön
- ns. matalan kynnyksen palveluiden kehittämisen esimerkiksi yhteisöllisyyden ja kouluturvallisuuden muodossa
- alueellisen verkostoitumisen mm. tulevien yhteistyökumppaneiden toimintaan tutustumalla
- kehittää ja mallintaa hyviä käytänteitä
- tiedostaa nuoruusiän eri siirtymä- ja nivelvaiheiden problematiikan
- ymmärtää nuoruuden elämänvaiheena sen haasteineen.
Contents of the study unit:
Opintojakson sisältö koostuu nuoruudesta elämänvaiheena (n. 10-18v). Opintookonaisuus on 10 op ja se koostuu
kahdesta vapaasti valittavasta opintojaksosta, ensimmäinen osuus (5 op) koostuu teoriaopinnoista ja toinen osuus
(5 op) hanketyöskentelystä.
Opiskelija ei voi valita toista, eli hanketyöskentelyosuutta, ennen kuin on suorittanut ensimmäisen osuuden.
Study unit description:
Opintojakson ensimmäinen osuus (5op) koostuu opintokäynneistä, luennoista sekä verkkoympäristössä
työskentelystä. Luennot koostuvat muun muassa kehitys- ja sosiaalipsykologiasta, päihdetyöstä, nuoruuden
kriiseistä ja turvallisuudesta. Yhteensä luentoja on 7x2h, jotka on mahdollista opiskella verkko-opintoina tai
perinteisinä luento-opintoina. Mahdollisia opintokäyntipaikkoja ovat esimerkiksi Keravan päihdepysäkki, Hyvinkään
nuorisopaja, Hyvinkään seudun mielenterveysseura, erityyppiset koulut, Hyvinkään kriisikeskus, Helsingissä nuorten
kriisipajat sekä oppilashuolto. Ensimmäisen osuuden luennoista kirjoitetaan oppimispäiväkirjaa, johon liitetään myös
muuta kirjallisuutta. Lisäksi opintokäynneistä kirjoitetaan erillinen raportti.
01364 Empowering families and neigbourhood, 5 cr
The student is able to:
The studentis able to
• analyse the challenges related to the well-being of the family in today’s society
• analyse the family’s diversity and its internal relations
• appreciate the needs for support of the child and family in an early phase, and to talk about the cares of the
family while using the resources of the network of people close to the child and offering support
• take into account in their work the significance of preventive child protection for the well-being of the child and
the family
• to use the network- and resource-centred work methods to support the family
B0136 Advanced Studies in Perioperative Nursing, 5 cr
The student is able to:
• Central fields of perioperative nursing where expertise is deepened in pre-, intra- and postoperative nursing in
an operating ward from the perspective of an anaestheticor instrument nurse. The goal is a concrete
competence in nursing, criticalness and inclination to independent decision making where one can justify
choosing different nursing options. In decision making considering professional ethics comes forward in
contextual thinking.
• Progression of an operation in the most common operations
• Operation diagnoses
• Instruments used in the operation
• Washing and covering a patient
• Aseptic working in an operating ward
• Guiding and counselling a patient from a perioperative perspective
Contents of the study unit:
• What is perioperative nursing in operating ward executed by a different expert working group?
• What is nursing plan (according to need and function classifications) of a patient arriving to an operation at the
operating ward?
1. preoperative
2. intraoperative
3. postoperative
• What is supporting an operating patient from a perioperative perspective?
• How are patient’s own resources used in perioperative nursing?
• How does one help a patient to become rehabilitated after an operation from a perioperative perspective?
• How are other disciplines made use of in nursing?
Study unit description:
During the study unit expertise in treating a perioperative patient will be deepened in either operating theatre or
FHTO..
Previous studies:
Themes 1-3 completed as a whole with a passing grade.
B0117 Advancing Clinical Practice in Nursing, 5 cr
The student is able to:
- Opiskelija osaa arvioida erilaisten erityispotilasryhmien hoitotyön tarpeita.
- Opiskelija osaa arvioida eri auttamismenetelmien tehokkuutta ja vaikuttavuutta.
- Opiskelija osaa soveltaa näyttöön perustuvan hoitotyön toimintaperiaatteita.
Contents of the study unit:
- Millaista hoitotyön erityisosaamista syöpää sairastavien potilaiden hoitotyö edellyttää?
- Millaista sisätauti-kirurgisen hoitotyön osaamista päivystyspotilaan hoitoprosessi edellyttää?
- Millaista hoitotyön erityisosaamista tehostettu hoitotyö edellyttää?
- Miten suunnitella ja toteuttaa vaativaa lääkehoitoa sekä neste- ja elektrolyyttikorvaushoitoa turvallisesti?
Study unit description:
Opintojaksolla opiskelija syventää hoitotyön asiantuntijuuttaan sisätauti-kirurgisen potilaan vaativissa akuuttihoidon
tilanteissa ja auttamismenetelmissä.
01359 Substance abuse work, 5 cr
The student is able to:
• reflektoida asenteitaan päihteiden käyttöä kohtaan sekä suhtautumistaan niihin
• syventää tietojaan päihteistä, niiden vaikutusmekanismeista ja terveysvaikutuksista sekä tietää päihteenkäytön
tasot.
• lähestyä asiakkaiden päihdeongelmia avoimesti ja ammatillisesti ymmärtäen päihdetyön asiakkuuden
monimuotoisuuden ja riippuvuuden problematiikkaa
• herättää, havahduttaa ja haastaa ihmisen päihteidenkäyttötottumusten muuttamiseen ja tuntee muutosprosessin
vaihemallin
• käyttää varhaisen puuttumisen menetelmiä sekä tukea ja auttaa asiakkaita oman ammattikuvansa puitteissa.
• ohjata asiakasta tarvittaessa eteenpäin päihdetyön palvelujärjestelmässä ja perehtyy oman asuinpaikkakuntansa
päihdetyön palvelujärjestelmään sekä verkostotyöhön.
Contents of the study unit:
• päihdeongelman luonne ja riippuvuuskäyttäytyminen
• Päihteiden riski- ja ongelmakäyttäjän ja hänen läheistensä kohtaaminen
• Varhaisen puuttumisen menetelmät; tilanteen määrittely, puheeksiottaminen, riskien arviointi, palveluihin
ohjaaminen
• Ehkäisevää ja korjaavaa päihdetyötä koskevat kriteerit ja laatusuositukset ja niiden soveltaminen omaan työhön
• Näyttöön perustuvat menetelmät ja niiden soveltaminen
Study unit description:
Opintojakson opiskelu tapahtuu Optima verkko-oppimisympäristössä.
Previous studies:
Perustiedot päihteistä, niiden käytöstä ja niiden käyttöön liittyvistä riskeistä ja haitoista. Opintojakson tavoitteena on
syventää tai laajentaa sosiaali- ja terveysalan opiskelijoiden päihdetyön osaamista.
B0112 Encountering Violence, 5 cr
The student is able to:
• familiarise themselves with preventive methods against aggression and violent behaviour, developing ways of
responding to aggressive or violent behaviour without causing pain or injury to the customer, and always
maintaining a safe care environment whose aim is a positive attitude towards care and the achievement of
cooperation between the patient and the carer
• examine the appearance of possible domestic violence in customer contacts and know their re-sponsibilities as
social service and health care professionals in preventing and addressing domestic violence
Contents of the study unit:
Key questions:
• How does one act in a customer situation where the employee is subjected to aggression or the threat of violence?
• How can one maintain a safe and caring atmosphere and control verbal aggression?
• What methods are there for holding fast or letting go in active situations?
• What is domestic violence and how can it be addressed in customer contacts?
• How can domestic violence be prevented?
Parts of study unit:
Part I: MAPA (Management of Actual or Potential Aggression) 2 cr
Part 2: Domestic Violence and Spousal Abuse 3 cr
Study unit description:
Students become familiar with customer-oriented, resource-supporting guidance in challenging and demanding
customer situations. The study unit is divided into two parts. One part covers prevention and safe care practice in
situations where employees are subjected to aggression or violence. The focus is on maintaining a safe, caring
environment and on verbal aggression control. Students also hone their skills in holding fast and letting go in active
situations. The second part involves improving skills in professionally recognising domestic violence and intervening
in the situation, with in-depth familiarisation with preventing and addressing domestic violence.
B0076 Graphic Design, 5 cr
B0077 Challenges in Sustainable Development, 5 cr
B0069 Occupational and Business Services as a Part of Labour and Industrial Policy, 5 cr
B0074 Conversation in English, 5 cr
B0075 På tal om ekonomi, 5 cr
The student is able to:
• discuss topical business subjects and back up their views in Swedish
• increase their Swedish business vocabulary and practise using it in diverse (especially verbal) business
communication situations
Contents of the study unit:
Key questions:
• What verbal Swedish skills are needed in various business tasks and environments?
• What is going on in the Nordic business world?
Study unit description:
The study unit improves skills in Swedish, particularly in terms of verbal business communications, based on
analyses of language needs in the business world and focusing on topical economic subjects.
00018 Developing Service Innovations, 10 cr
The student is able to:
• describe development objectives from the perspectives of the labour market and regional development
• participate in a partnership network
• work effectively in a team and act as opinion leaders in a community of experts
• evaluate their 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
Contents of the study unit:
• determining development needs
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• working in a shared expertise group
Study unit description:
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.
Previous studies:
Main professional competences minimum of 120 cr or equivalent knowledge.
00019 Service Innovations in Business Development, 10 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
• assess their usefulness in terms of the profitability of either a start-up company or an existing business
• understand the effects of their own actions in an open network for the sector
• promote creativity with their actions
Contents of the study unit:
• familiarisation with major regional and national development strategies
• creating a context and knowledge base
• planning, implementing and evaluating the development process
• working in a shared expertise group as part of an innovation network
• analysing development and information needs
• evaluating the usefulness of generated solutions, services, products or systems
• copyright issues
Study unit description:
The competence gained in this study unit forms the basis of target-oriented developmental competence in promoting
business operations. The framework is the promotion of innovations and related entrepreneurship. A development
project is carried out to produce new competence for cluster interfaces and evaluate the added value generated by
the competence for a network. Multidisciplinary teams are formed on the basis of the competence needs of each
development project.
Previous studies:
Developing Service Innovations or equivalent knowledge.
B0071 From Idea to Business, 5 cr
The student is able to:
• evaluate their capacity for entrepreneurship as well as entrepreneurship as a career choice
• design and commercialise products and services
• create a business plan
• create preliminary budgets and cost calculations for a start-up
Contents of the study unit:
Key questions:
• How does one evaluate one's chances in entrepreneurship?
• How are business opportunities imagined and evaluated?
• How does one draw up a business plan?
• What kinds of calculations are needed to support decision-making when starting up a business?
• What legal aspects must be taken into account when starting up a business or developing products and services?
• How does one start up business operations?
• How are customer relationships and networks created and developed?
Study unit description:
Innovative business operations refers to investigating,
productising and commercialising new ideas and opportunities, and starting up business operations.
B0137 Social and Family Law, 5 cr
The student is able to:
- To act as social legislation and social secure legislation and their social significance requires.
- To manage social security benefits, and the essential conditions of social service, health care rights as well as to
perform the duties of responsible parties.
- Apply the key concepts of child, family and guardianship legislation.
- To act as a child, family and guardianship legislation and related social regulation requires.
Contents of the study unit:
- Central content of social legislation: income security, health and social services
- Family law and its links to social legislation
- Child rights and child position in the legal court processes.
- The substance on guardianship legislation from the child´s view.
Study unit description:
Students are able to work with social welfare authorities as required by legislation and government activities and to
apply the course contents of the legislation.
YY7138 Tutoring, 3 cr
The student is able to:
• hahmottaa oman ammattikorkeakoulunsa ja koulutusohjelmansa tavoitteet ja toimintatavat
• suunnitella uusien opiskelijoiden sitoutumiseen liittyviä toimintatapoja
• perehdyttää uusia opiskelijoita yhteisönsä oppimisympäristöön ja –kulttuuriin
• markkinoida Laurea-ammattikorkeakoulua ja sen opiskelumahdollisuuksia
• toimia aktiivisena työyhteisön hyvinvoinnin edistäjänä
Contents of the study unit:
• Laurean yhteinen opiskelijatuutoreiden intensiivijakson toukokuussa
• toimipisteissä tapahtuva tuutoroinnin suunnittelu keväällä ja syksyllä
• uusien opiskelijoiden perehdyttämistä syksyllä ja keväällä
• Laurean opiskelumahdollisuuksien markkinoimista tarpeen mukaan(aktiivisesta markkinoinnista on mahdollista
saada lisäpisteitä projektiopintoina)
• henkilökohtainen ohjaamisen osaamisen kehittämistä
Study unit description:
Opintojaksossa syntyvä osaaminen ilmenee uusien opiskelijoiden perehdyttämisenä ja vastuullisena käyttämisenä
oman toimipisteen tai Laurean kannalta tyypillisissä opiskelijatuutorointia vaativissa tilanteissa. Osaaminen perustuu
ammattikorkeakoulun tavoitteiden ja toimintakulttuurin peruskysymysten ymmärtämiseen.
Previous studies:
Ei ole.
00884 International Student Tutoring, 3 cr
The student is able to:
• acknowledge the aims and policies of the university of applied sciences and of one´s own degree programme
• plan actions related to the team building of the new students
• act as a mentor for the students
• familiarize new students with the study environment and culture in Laurea as well as the Finnish culture in general
• act as an active promoter for the well being of the working environment
• market Laurea University of Applied Sciences
Contents of the study unit:
• taking part in the intensive training of the international tutor students
• planning and implementing tutoring in the units
• introducing the new international students to the study culture and working environment in Laurea and culture and
life in general in Finland
• tutoring and guidance of the new students during their whole stay
• development of personal guidance skills and team work
Study unit description:
The knowledge gained in this study unit concentrates on the familiarization of the new students with Laurea
processes and learning methods as well as the working environment and culture. Knowledge is based on the goals
and study culture of the university of applied sciences and its working habits and the understanding of the Finnish
culture in general.
Students act individually and as team members. Individual work mainly takes place with the planning of one´s own
tutoring and getting personally acquainted with the new students, especially with the appointed own exchange
student or students. The student tutors need to familiarize themselves with the working culture and environments of
Laurea in order to be able to guide the international students in these same practices. Students develop their skills
in multicultural understanding and organizational skills .