Curriculum 2011 – SHP12KA (in English)

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LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Nursing (Laurea Porvoo, sote), SHP12KA

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

Operating environment

In the Degree Programme in Nursing, learning takes place in research and development projects in cooperation with
the working life. Health and welfare services are provided by public or private organisations, and the third sector.
The operating environment consists of primary care clinics, specialised medical services, the client's home, private
companies, associations, organisations as well as information and communication technology networks or other
welfare networks. Electronic information systems, guidance and counselling services, service processes and best
practices and approaches are prerequisites for customer-oriented service chains. The health care operating
environments face a challenge in developing information and communication technology which uses interactive
welfare expertise. Cooperation between the University of Applied Sciences and actors in the various operating
environments promotes network partnership which develops, promotes and produces customer-oriented service and
expertise.

Expertise

Knowledge-based professional expertise includes knowledge-based and skill-based competence for operating in
health sector specialist positions. The development of health and welfare services is an integral part of expertise in
the sector. Nursing and health care experts understand the position and importance of the sector in society as well
as in the national and international working life. The expert is experienced in the key practical tasks of nursing and
health care and able to work independently in specialist positions in the sector. A future challenge in nursing is the
need for changing competence caused by the ageing population. Nurses’ professional qualifications and the general
nursing training are governed by the European Parliament and Council Directive 2005/36/EC.

Competences

The curriculum includes the common nationwide set of competences as part of the objectives of themes or study
units. Mastering the general competences ensures the achievement of vocational education at the University of
Applied Sciences level, and mastering the themes ensures the achievement of working life competence. The
competences are divided into general and degree programme based competences.

General competences

- Learning competence
- Ethical competence
- Work community competence
- Innovation competence
- Internationalization competence

Increased expertise created by the competences runs in parallel with the degree programme based competence
throughout the studies and is evaluated in connection with the competence evaluation.

Nursing and health care competence

Degree programme competencies form a basis for the development of a student's professional expertise. Nurses
and public health nurses possess solid competence in intervention methods, health promotion, ethics, as well as
communication and interaction. It is important for them to understand the development activities and the service
structures in the health care operating environment in order to be able to participate in the development of key
activities and processes. The nurses and public health nurses master the basic skills in wellness entrepreneurship.

Professional Growth and Annual Themes

Growing to become an expert is part of the process of lifelong learning, in which an individual’s knowledge, skills,
attitudes and beliefs evolve and change. Professional growth should be deliberate. Professional growth and
development are a result of a multitude of factors, and the students themselves can impact those most. Successful
professional growth process contains the key factors of self-directedness, initiative, motivation, attitude and personal
factors. The professional growth of the nurse / public health nurse keeps evolving throughout the studies. This
process is supported by tutoring throughout the studies.

In the Degree Programme in Nursing, the stages of professional growth can be characterised as follows:
1. A health professional in training
2. A specialising health professional
3. A developing skilled health care professional
4. A skilled health care professional becoming a health care expert

Description of the Degree Programme

The profile of the Laurea Porvoo unit is characterised by the development of health care and welfare services. The
student can complete study modules in accordance with the profile throughout their studies, but the profile has
special focus during the optional professional studies.

The Degree Programme in Nursing at Laurea Porvoo consists of two specialisation options: Nursing and Public
Health Nursing.

The Degree Programme in Nursing includes “must know” type core competences in nursing, which contain both
basic and professional studies. The themes included in the core competence are: development activities,
communication and interpersonal skills, health care operating environment, nursing interventions as well as medical
and scientific competence. The student completes the core competence studies during the first two years of study.

The profile of Laurea Porvoo consists of wellness entrepreneurship and the development of services in the public
sector. Health care services as private service provision focuses on entrepreneurial and business competence in the
welfare sector, leadership and service innovations as well as productisation. The development of health care
services in the public sector includes studies in the social services and health care decision-making system,
leadership as well as services and product development.

The public health nurse training is based on the nurse training and provides skills to work both as a nurse and public
health nurse. The degree of a Public Health Nurse degree (240 cr) consists of both nursing and public health care
studies. The studies leading to a public health nurse degree are 60 credits in scope, of which 30 credits is
completed as professional studies included in the nurse training. The public health nurse studies must meet the
requirements set for the Bachelor of Health Care. The graduates will be licensed to work both as nurses and public
health nurses.

The curriculum of the Degree Programme in Nursing sets a target to gradually increase the proportion of studies
offered in Swedish and English to meet the level set by the Ministry of Education (30 cr) to promote
internationalisation.

Clinical practice within the degree programme (90 cr) is in accordance with EU directives. Clinical practice consists
of, in accordance with the student’s personal learning plan, learning taking place in the University of Applied
Sciences learning environments, workshops and various social services and health care operating environments, as
well as of a thesis. The student has the option to complete clinical practice promoting professional skills through
international work placement. In Laurea Porvoo, clinical practice promoting professional skills has been designed to
support the student’s professional growth and development.

Structure of the curriculum

The Degree Programme in Nursing consists of basic and professional studies, elective studies, clinical practice
promoting professional skills, and a thesis. Core competence includes 45 credits of basic studies, 40 credits of
professional studies, and 45 credits of clinical practice. Optional studies include 20 credits of professional studies,
30 credits of clinical practice and a 15-credit thesis. Elective studies constitute 15 credits. The studies in the Public
Health Nursing specialisation option consist of 20 credits of professional studies and 10 credits of clinical practice.

Quality assurance process

Quality assurance in the degree programme is based on Laurea’s quality assurance system. The basis of the
assessment information is the evaluation of the degree programme, regular student feedback and data collection in
accordance with the strategy development plan.

Quality assurance in the degree programme is carried out systematically in accordance with Laurea's quality
assurance system which the student feedback system is a part of. Students are asked to provide feedback on the
instruction, learning environments, tutoring and the progress of learning. The results of the feedback collected in the
beginning, middle and graduation stage of the studies are discussed with the personnel and students of the local
unit. The processing of the results focuses on the content of the feedback and selection of development areas and
measures. These are recorded within the local unit and their implementation is monitored.

During the studies, feedback is collected on the study units, clinical practice and international mobility. The feedback
is used for the development of the curriculum, study implementation and counselling. The feedback is processed
with the personnel and students of the local unit. Development areas are entered in the self-evaluation form used in
the study unit as well as in the record book. The curriculum and its execution are regularly assessed in groups
formed by working life partners as well as in the evaluations of LbD and R&D&I activities.

The quantitative evaluation of the curriculum is carried out in connection with the yearly AMKOTA statistics which
monitors the students' completion times, LbD credits, credits produced by the R&D&I activities as well as the
quantity of workplace-based commissioned theses.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
P001 DEVELOPMENT ACTIVITIES
P0033 Basics of development activities 5
P0034 Project competence 5
P0035 Research method competence 5
P002 COMMUNICATION AND INTERACTION
COMPETENCE
P0036 Oral and written communication 5
P0037 Interaction and teamwork competence 5
P0038 Swedish 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
P0039 English 5
P003 HEALTH CARE OPERATING ENVIRONMENT
P0040 Health care service system 5
P0041 Health promotion 5
P0042 Ethics and values in health care 5
P004 NURSING INTERVENTIONS
P0043 Basic nursing interventions 10
P0044 Customer oriented systematic nursing 10
P0045 Encountering customers in transitions 10
P0046 Professional development in practice I 10
P0047 Professional development in practice II 10
P0048 Professional development in practice III 15
P005 MEDICAL AND SCIENTIFIC COMPETENCE
P0049 Scientific competence 5
P0050 Medical competence I 5
P0051 Medical competence II 5
P006 HEALTH CARE SERVICES AS PRIVATE
SERVICE PROVISION
P0052 Entrepreneurship and business competence 10
P0053 Developing service innovations 10
P0054 Thesis 15
P0055 Professional development in practice IV 10
P0056 Professional development in practice V 10
P0057 Professional development in practice VI 10
P007 DEVELOPING HEALTH CARE SERVICES IN
THE PUBLIC SECTOR
P0058 Services offered in the social services and health 10
care sector and management
P0059 Developing service Innovations 10
P0060 Thesis 15
P0061 Professional development in practice IV 10
P0062 Professional development in practice V 10
P0063 Professional development in practice VI 10
P008 ELECTIVE STUDIES
00202 Initial Test in English Skills 0
00203 Initial Test in Swedish Skills 0
00453 Initial Test in Finnish language 0
00397 Initial Test in Mathematics 0
00194 Preparatory Studies in English 3
00195 Preparatory Studies in Swedish 3
00522 Preparatory Studies in Finnish 3
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
00189 Preparatory Studies in Mathematics 3
30 60 60 60
P001 DEVELOPMENT ACTIVITIES, 15 cr

Description:
Development activities are goal-oriented measures that develop the operations of the organisation. Development
activities are based on critical thinking and research-oriented way of working.

P0033 Basics of development activities, 5 cr

The student is able to:
Students are able to draw up a personal study plan.
Students are able to assess their own competence and to give and receive feedback and to develop their own
knowledge based on the feedback.
Students learn to understand the importance of professional growth in the process of growing into a nursing expert.

Contents of the study unit:
Learning by Developing (LbD)
Diverse learning environments
Professional growth process
Systematic tutoring

P0034 Project competence, 5 cr

The student is able to:
Students are able to act as responsible project team members.
Students are able to acquire information and plan a project.
Students are able to carry out the project and monitor its progress.

Contents of the study unit:
What does the project means?
How is the project designed, implemented and evaluated?

P0035 Research method competence, 5 cr

The student is able to:
Students understand the key elements of the process.
Students master the basics of qualitative and quantitative research.
Students are able to read and produce reports on researched information.

Contents of the study unit:
What is the research and development process?
What are the main research methods?

P002 COMMUNICATION AND INTERACTION COMPETENCE, 20 cr

Description:
In the health care sector, communication and interaction mean encountering individuals and groups, and working
together in national and international settings for health promotion objectives.

P0036 Oral and written communication, 5 cr

The student is able to:
Students are able to deliver written, oral and visual presentations using different communication styles.
Students are able to make use of information and communication technologies in their own work.
Contents of the study unit:
Written communication in the workplace
Presentation skills
Using communication tools

P0037 Interaction and teamwork competence, 5 cr

The student is able to:
Students are able to interact professionally with clients, groups and communities.
Students are able to develop their skills in work community and health communication.
Students are able to analyse the interaction and cooperation skills.

Contents of the study unit:
Professional interaction
Key communication and interaction methods, and teamwork skills

P0038 Swedish, 5 cr

The student is able to:
Students are able to communicate orally and in writing in Swedish in their workplaces.
Students are able to apply information gathered from Swedish-language sources.
Students attain at least skill level B1.2 as defined in the European Qualifications Framework. In addition, students
are graded as having Good or Satisfactory oral and written language skills in accordance with the language skill
requirements for civil servants.

00634 Oral skills in Swedish, 0 cr

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

00635 Written skills in Swedish, 0 cr

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

P0039 English, 5 cr

The student is able to:
Students are able to communicate orally and in writing in English in their workplaces.
Students are able to apply information gathered from English–language sources.
Students attain at least skill level B-2 as defined in the European Qualifications Framework.

P003 HEALTH CARE OPERATING ENVIRONMENT, 15 cr

Description:
The health care operating environment is a combination of those services and functions which promote and
maintain the health and well-being of the population.

P0040 Health care service system, 5 cr
The student is able to:
Students know the service structure and system.
Students know the most important health care laws and regulations.
Students have entrepreneurial skills.

Contents of the study unit:
Service structure and system of public health care
Historical development of nursing
Entrepreneurial education and welfare entrepreneurship

P0041 Health promotion, 5 cr

The student is able to:
Students identify health promotion as an integral part of their own work.
Students identify the health promotion needs of target groups.
Students are able to apply health promotion methods in their own work.
Students are able to evaluate the significance of the surroundings in the promotion of well-being and health.

Contents of the study unit:

What does health promotion mean?
What are the target groups and targets of health promotion?
What methods are there for health promotion?
A social perspective to health promotion
National and international health programmes

P0042 Ethics and values in health care, 5 cr

The student is able to:
Students recognise their own ethical thinking and are able to analyse it.
Students recognise ethical issues and know how to find ethically sustainable solutions.
Students are able to examine ethical issues from the perspective of the organisation and society.

Contents of the study unit:
Ethical foundation of nursing
Ethical problem-solving and decision-making
Ethical issues in nursing
Cultural issues in nursing

P004 NURSING INTERVENTIONS, 65 cr

Description:
Customer-centric nursing interventions promote the customer’s health and help customers cope with the different
stages of illness.

P0043 Basic nursing interventions, 10 cr

The student is able to:
Students are able to plan, implement and evaluate nursing care in a customer-oriented manner.
Students are able to document nursing interventions.
Students are able to provide first aid and know the system of emergency health care.

Contents of the study unit:
Key concepts of nursing
Basics of medical therapy and medication mathematics
Systematic nursing
Ergonomics
Nursing interventions in different operating environments
First aid and health care in emergencies

P0044 Customer oriented systematic nursing, 10 cr

The student is able to:
Students are able to plan, implement and evaluate nursing in a customer-oriented manner.
Students are able to plan, implement and evaluate pharmaceutical care professionally.

Contents of the study unit:
Nursing of an acutely ill, chronically ill, and surgical patients
Diagnosis and monitoring
Medications
Pain relief
Customer-oriented rehabilitation

P0045 Encountering customers in transitions, 10 cr

The student is able to:
Students are able to plan, implement and evaluate customer-oriented family nursing, as well as mental health, crisis
and substance abuse nursing.
Students are able to encounter and support patients in terminal care and their families.

Contents of the study unit:
Promoting the health of pregnant and new mothers
Child growth and development
Nursing of the elderly
Mental health, crisis and substance abuse nursing
Terminal care

P0046 Professional development in practice I, 10 cr

The student is able to:
Student learns about the nursing environment.
Student is able to plan, implement and evaluate nursing.
Student masters the basic nursing interventions.

Contents of the study unit:
- Encountering the customer
- Working in a work community
- Nursing skills

P0047 Professional development in practice II, 10 cr

The student is able to:
Student is able to plan, implement and evaluate customer-oriented nursing.

Contents of the study unit:
In addition to the content of the previous clinical practice period:
- Ethics and values in nursing
- Nursing relationship work
- Medications
- Planning nursing
P0048 Professional development in practice III, 15 cr

The student is able to:
Student is able to plan, implement and evaluate customer-oriented nursing.
Student knows the role of culture in health promotion and nursing, and is able to work in international and
multicultural work communities.

Contents of the study unit:
In addition to the content of the previous clinical practice periods:
- Counselling
- Multicultural nursing

P005 MEDICAL AND SCIENTIFIC COMPETENCE, 15 cr

Description:
Medical and scientific competence comprise information about the structure and functioning of the human body, the
generation and symptoms of illnesses, the impact of illness on one’s ability to function as well as about the research
and treatment methods of illnesses.

P0049 Scientific competence, 5 cr

The student is able to:
Students are familiar with the basic structure of the organ systems in the human body, their basic functioning and
regulation.
Students are able to apply their knowledge of microbiology in various work situations.
Students understand the onset of diseases and the body's reactions to diseases.

Contents of the study unit:
Anatomy and physiology
Microbiology
Pathology

P0050 Medical competence I, 5 cr

The student is able to:
Students obtain basic knowledge of different fields of medicine applicable in different contexts.

Contents of the study unit:
Internal medicine
Geriatrics
Surgery
Imaging techniques and the health care technology
Anaesthesiology
Psychiatry

P0051 Medical competence II, 5 cr

The student is able to:
Students obtain basic knowledge of different fields of medicine applicable in different contexts.

Contents of the study unit:
Pharmacology
Gynaecology
Paediatrics
Nutrition
P006 HEALTH CARE SERVICES AS PRIVATE SERVICE PROVISION, 65 cr

Description:
Development and productisation of health and welfare services based on entrepreneurial orientation.

P0052 Entrepreneurship and business competence, 10 cr

The student is able to:
Students recognise their own strengths as entrepreneurs in the welfare sector.
Students are able to anticipate opportunities opening up in the operating environment.
Students are able to create a realistic and customer-oriented business plan.
Students master the principles of modern human resources management and develop their own work.

Contents of the study unit:
Business environment analysis
Business idea
Business plan
Planning the start-up company's finances and funding
Standards and legislation governing business operations
Management

P0053 Developing service innovations, 10 cr

The student is able to:
Students are able to describe development objectives from the perspectives of the labour market and regional
development.
Students are able to participate in a partnership network.
Students are able to act as opinion leaders in a community of experts.
Students are able to define, plan, develop, describe, and provide the service offered to the customer.
Students know the basics of productisation and commercialisation.

Contents of the study unit:
Determining development needs
Development process
Productisation

P0054 Thesis, 15 cr

The student is able to:
Students are able to present well-justified work development proposals.
Students are able to conceptualise workplace phenomena with a basis in research data.
Students are able to use appropriate research and development methods for generating new data.
Students are able to evaluate their own work and solutions critically.
Students are able to manage the big picture, presenting their ideas logically and with justifications.

Contents of the study unit:

How to present justified workplace development proposals?
How can phenomena be conceptualised?
What is researched knowledge?
How to select suitable research and development methods?
How to work in a collaborative manner?
What does critical evaluation of one’s own actions mean?
How to communicate the results of development activities?
P0055 Professional development in practice IV, 10 cr

The student is able to:

The student acts responsibly in nursing.

Contents of the study unit:

In addition to the content of the previous clinical practice periods:
- Evidence based nursing
- Decision-making

P0056 Professional development in practice V, 10 cr

The student is able to:
Student is able to work as developers of activities in a community of experts.

Contents of the study unit:
In addition to the content of the previous clinical practice periods:
- Influencing in society
- Leadership
- Development of activities

P0057 Professional development in practice VI, 10 cr

The student is able to:

Student gains in-depth competence in a selected operating environment.

Contents of the study unit:

The content of the previous clinical practice periods: Encountering the customer, working in a work community,
nursing skills, ethics and values in nursing, nursing relationship work, medications, planning nursing, counselling,
multicultural nursing, evidence-based nursing, decision-making, influencing in society, leadership, development of
activities.

P007 DEVELOPING HEALTH CARE SERVICES IN THE PUBLIC SECTOR, 65 cr

Description:
Development of the public sector health care services, productisation of services and development of service types.

P0058 Services offered in the social services and health care sector and management, 10 cr

The student is able to:
Student knows the service and decision-making system of the public sector social services and health care.
Student masters the principles of modern HR management and develop their own work.

Contents of the study unit:
Service structures and system of social services and health care
Operating environment analysis
Decision-making system in the public sector health care
Legislation
Networking in the public sector
Public funding
Management

P0059 Developing service Innovations, 10 cr

The student is able to:
Students are able to describe development objectives from the perspectives of the labour market and regional
development.
Students are able to participate in a partnership network.
Students are able to act as opinion leaders in a community of experts.
Students are able to define, plan, develop, describe and provide the service offered to the customer.
Students master the basics of productisation.

Contents of the study unit:
Determining development needs
Development process
Productisation

P0060 Thesis, 15 cr

Contents of the study unit:
How to present justified workplace development proposals?
How can phenomena be conceptualised?
What is researched knowledge?
How to select suitable research and development methods?
How to work in a collaborative manner?
What does critical evaluation of one’s own actions mean?
How to communicate the results of development activities?

P0061 Professional development in practice IV, 10 cr

The student is able to:
The student acts responsibly in nursing.

Contents of the study unit:
In addition to the content of the previous clinical practice periods:
- Evidence-based nursing
- Decision-making

P0062 Professional development in practice V, 10 cr

The student is able to:
Students are able to work as developers of activities in a community of experts.
Contents of the study unit:
In addition to the content of the previous clinical practice periods:
- Influencing in society
- Leadership
- Development of activities

P0063 Professional development in practice VI, 10 cr

The student is able to:

Students gain in-depth competence in a selected operating environment.

Contents of the study unit:

P008 ELECTIVE STUDIES, 15 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.

Content:
Each curriculum contains a theme consisting of elective studies. In the students’ personal study plans, the theme
should be made up of the study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another higher education institution
(university of applied sciences, university, Online University of Applied Sciences, foreign institution) that cannot be
recognised for the degree programme but that the student wishes to include in the degree should be classified
under this theme. The number of credits from elective studies can be set separately for each degree programme,
taking into account recommendations for the field of study. The aim is to have at least 15 cr of elective studies in
each degree programme.

00202 Initial Test in English Skills, 0 cr

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

00203 Initial Test in Swedish Skills, 0 cr

00453 Initial Test in Finnish language, 0 cr

00397 Initial Test in Mathematics, 0 cr

Study unit description:
Opintojen alkaessa kaikki opiskelijat osallistuvat matematiikan lähtötasotestiin. Lähtötasotestin voi suorittaa vain
kerran. Testin avulla varmennetaan opiskelijan valmiudet koulutusalansa matemaattisten sovellutusten
aloittamiseksi. Ellei opiskelija selviydy lähtötasotestistä, hän osallistuu matematiikan valmentavalle opintojaksolle
opintojen alkuvaiheessa. Suoritettuaan valmentavat opinnot hyväksyttävästi opiskelija saa opintopisteitä luettavaksi
vapaasti valittaviin opintoihin.

00194 Preparatory Studies in English, 3 cr

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

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

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

00195 Preparatory Studies in Swedish, 3 cr

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

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

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

00522 Preparatory Studies in Finnish, 3 cr

Study unit description:
Students who fail an initial test must take
preparatory studies in the language at the
start of their studies. The preparatory studies
count as credits for elective studies, if the student’s language skills are not sufficient and s/he has been guided to
complete these studies.
00637 Oral skills in Finnish, 0 cr

00636 Written skills in Finnish, 0 cr

00189 Preparatory Studies in Mathematics, 3 cr

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

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

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