Opetussuunnitelma
2012
Sosiaali-, terveys- ja liikunta-ala
Laurea Otaniemi
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2012
Social Services, Health and Sports
Laurea Otaniemi
Bachelor's degree programmes
Opetussuunnitelma · Fysioterapeuttikoulutus (SFG), Laurea Otaniemi · Ryhmä SFG12SN
Opetussuunnitelma 2012 – SFG12SN (englanniksi)
Curriculum · Degree Programme in Physiotherapy (SFG), Laurea Otaniemi · Group SFG12SN
Curriculum 2012 – SFG12SN (in English)
Curriculum 2012 – SFG12SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Physiotherapy (Laurea Otaniemi, sote), SFG12SN
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 2. year 3. year 4. year
OP STUDIES 60 60 60 30
G011 ACHIEVING EXPERTISE IN PHYSIOTHERAPY
G0034 Learning and Project Work Methods 5
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
00522 Preparatory Studies in Finnish 3
00453 Initial Test in Finnish language 0
G0036 Foundations of Physiotherapy 5
G0037 Health Promotion and First Aid Skills 5
G0038 Customer Orientation in Physiotherapy 5
G0039 Research and Development Methods 5
G0040 Physiotherapy in English 5
00202 Initial Test in English Skills 0
00194 Preparatory Studies in English 3
G0041 Svenska inom fysioterapi 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00203 Initial Test in Swedish Skills 0
00195 Preparatory Studies in Swedish 3
G012 PHYSIOTHERAPY
G8168 Ihmisen kehon rakenne ja toiminta I 5
G8169 Ihmisen kehon rakenne ja toiminta II 5
G0042 Evaluating Human Movement and Mobility 5
G0043 Physiotherapeutic Customer Examination and 5
Evaluation Workshop
G0044 Clinical Decision-Making in Physiotherapy 5
Workshop
G0045 Customer Disabilities 1 5
G0046 Customer Disabilities 2 5
G0047 Methods in Physiotherapy Workshop placement 5
G0048 Ergonomics and assistive technology Workshop 5
G0049 Customer Guidance and Counselling Workshop 5
Placement
G0050 Therapeutic Practice Workshop Placement 5
G0051 Supporting Musculoskeletal Functions 5
G0052 Supporting Mental Functions 5
G8170 Verenkierto- ja hengitysjärjestelmän toimintojen 5
tukeminen sekä soveltava liikunta
G0054 Supporting Sensory Functions 5
G013 OPERATING CULTURES IN PHYSIOTHERAPY
G0055 Encountering the Customer Work Placement 10
G0056 Customer Guidance Work Placement 10
G0057 National and Global Rehabilitation Challenges 5
G0058 Supporting the Functional Ability of Customers - 10
Work Placement
G0059 Rehabilitation Networks, Work Placement 10
G0060 Optional Work Placement 10
G014 DEVELOPING PHYSIOTHERAPY
G0061 Orientation and Planning of Thesis 15
G0063 Promotion of Workplace Welfare 5
01400 Leadership and management 5
G0065 Service Development and Entrepreneurship 5
G015 ELECTIVE STUDIES
60 60 60 30
G011 ACHIEVING EXPERTISE IN PHYSIOTHERAPY, 35 cr
Description:
•
Core Topics
What type of physiotherapy profession is the aim of Laurea's education?
How to steer individual learning and that of other students, and why?
What type of knowledge forms the basis for research and development projects and other projects?
How to encounter physiotherapy customers?
The student will be able to:
Plan their studies
Describe the science-based philosophical foundation for physiotherapy
Function and support their individual learning and that of other students in research and other projects
Communicate appropriately in their mother tongue and in English and Swedish
Describe a customer-oriented and respectful therapy relationship
Content:
The basic studies provide students with a broad understanding of the status and significance of physiotherapy in
society and the workplace. Students become familiar with the general theoretical principles of physiotherapy and
communication, and gain the necessary language skills. The basic studies provide tools for learning, participation in
research and development projects and communication, so that students can develop into experts in physiotherapy.
Students become equipped to meet the needs of physiotherapy customers.
G0034 Learning and Project Work Methods, 5 cr
The student is able to:
Students are able to:
Steer their own learning
Operate in line with the Learning by Developing Model in development projects
Use a range of project and knowledge work tools in their studies
Previous Studies No previous studies
Contents of the study unit:
Core Questions
What is Learning by Developing?
How to make use of Learning by Developing in individual learning?
What methods are necessary in project work, and how are they used?
How are knowledge work tools implemented in projects and studies?
Study unit description:
Learning and Project Work Methods create an operating model for individuals and communities. The Learning by
Developing model and knowledge work tools are utilised in workplace development projects and in developing
individual competence.
00636 Written skills in Finnish, 0 cr
00637 Oral skills in Finnish, 0 cr
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.
00453 Initial Test in Finnish language, 0 cr
G0036 Foundations of Physiotherapy, 5 cr
The student is able to:
Students are able to:
Describe the field, status and significance of physiotherapy in society, the workplace and internationally
Demonstrate their knowledge in the general theoretical principles of physiotherapy
Contents of the study unit:
What are physiotherapy and rehabilitation?
What type of scientific approaches form the basis of physiotherapy?
How has physiotherapy developed as a field of science, profession and degree programme, and why?
Study unit description:
Physiotherapy is founded on the science-based philosophical knowledge base of physiotherapy, which integrates
several scientific fields. The development of physiotherapy as a scientific field, profession and degree programme is
established on the knowledge base.
Previous studies:
No previous studies.
G0037 Health Promotion and First Aid Skills, 5 cr
The student is able to:
Students are able to
Describe health promotion
Promote national health and environmental safety
Describe the possibilities of physiotherapy in promoting physical activity of the population
Provide first aid
Contents of the study unit:
What is health promotion?
How do physiotherapists promote health?
What is first aid?
How to act in a situations that requires first aid?
Study unit description:
Health promotion constitutes public health work, and the activities are based on the Finnish Primary Health Act.
Health promotion encompasses impacting healthy living habits and the hygiene, safety and accessibility of the living
environment. Immobility constitutes a national health problem. As a specific national health problem, also accidents
are an important prevention target. In the case of an accident, first aid is part of the assistance chain for people with
injures or sickness. The assistance chain includes rescue, first aid, the emergency call, emergency medicine and
further treatment. The first person to arrive on site must take immediate action.
Previous studies:
No previous studies.
G0038 Customer Orientation in Physiotherapy, 5 cr
The student is able to:
Students are able to
Describe customer-oriented and ethical activity in physiotherapy
Construct a pedagogical relationship with physiotherapy customers
Describe the significance of physiotherapeutic guidance and counselling for different customers and customer
groups
Contents of the study unit:
What do customer orientation and ethics mean in physiotherapy?
How and where are different physiotherapy customers encountered?
How to promote dialogue in physiotherapy?
What are physiotherapeutic guidance and counselling?
Study unit description:
Customer orientation refers to planning activities on the basis of the situation and actual service needs of
customers. In physiotherapy, customer orientation is demonstrated as ethical activities, dialogue interaction and
respecting the cultural background of customers in different situations.
Previous studies:
No previous studies.
G0039 Research and Development Methods, 5 cr
The student is able to:
· Describe the principles of research-ethical activity
· Acquire and use information from various sources
· Understand research articles
· Acquire and analyse research data with different tools and methods.
Contents of the study unit:
· What is the significance of the philosophy of science and ethics in research?
· What is the research process like?
· How to acquire information and data?
· How to use different methods for research and analysing?
Study unit description:
Research and development methods refer to the methods which enable students to actively participate in
developing their competence and the field of physiotherapy.
Previous studies:
No previous studies
G0040 Physiotherapy in English, 5 cr
The student is able to:
kesken
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.
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.
G0041 Svenska inom fysioterapi, 5 cr
The student is able to:
kesken
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.
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.
G012 PHYSIOTHERAPY, 75 cr
Description:
· What is the work of a physiotherapist?
· What type of knowledge forms the basis for physiotherapists in their work?
· How do physiotherapists function?
· How do they evaluate and promote the functional ability of customers, and why?
The student will be able to:
· Describe the work of a physiotherapist
· Explain their activities
· Work appropriately and ethically
· Question their activities
· Evaluate the impact of their activities
Content:
Physiotherapy constitutes encountering different customers and researching, planning, implementing and evaluating
physiotherapy. Physiotherapy is founded on multidisciplinary knowledge. It requires an understanding of the
structures and functions of the human body and development of human movement and mobility, as well as
recognising factors that limit functional ability. Physiotherapy aims to impact the functional condition of customers
and the operating environment through guidance and counselling as well as through practicing therapy.
G8168 Ihmisen kehon rakenne ja toiminta I, 5 cr
The student is able to:
Opiskelija
• Osaa kuvata verenkierto- ja hengityselimistön rakenteiden ja toiminnan perusmekanismeja.
• Ymmärtää kuormituksen vaikutuksen verenkierto- ja hengityselimistön toiminnan säätelyyn.
• Osaa mitata ja harjaantuu mittaaman verenkierto- ja hengityselimistön kunnon turvallisesti.
• Ymmärtää kuormittumisen mittaamisen perusteet ja mittaamisen osana fysioterapian perusteita.
• Osaa soveltaa verenkierto ja hengityselimistöntoiminnan kokonaisuuden ja kuormittumisen mittaamisen
ammatillisessa toiminnassaan.
Contents of the study unit:
Ydinkysymykset
• Verenkierto ja hengityselimistön rakenteen ja toiminnan merkitys ihmisen liikkeelle ja liikkumiselle?
• Miten verenkierto ja hengityselimistön toimintaa mitataan kuormituksessa?
• Miten kuormitus vaikuttaa verenkierto ja hengityselimistön toimintaan ja kuntoon lyhyellä ja pitkällä aikavälillä?
• Miten fysioterapeutti soveltaa tietoa verenkierto ja hengityselimistön toiminnasta, mittaamisesta ja kunnosta
toiminnassaan?
Study unit description:
Ihmisen kehon rakenne ja toiminta on ihmisen anatomian ja fysiologian perusteiden tietämistä ihmisen liikkeen,
liikkumisen ja toimintakyvyn arvioimisen ja edistämisen perustana. Biomekaniikan ja liikuntafysiologian tieto auttavat
hahmottamaan ihmisen kehon toimintaa ja käyttäytymistä erilaisissa kuormitustilanteissa.
G8169 Ihmisen kehon rakenne ja toiminta II, 5 cr
The student is able to:
Opiskelija
• Osaa kuvata hermoston ja TULE-rakenteiden ja toiminnan perusmekanismeja.
• Ymmärtää kuormituksen hermoston toimintaan ja TULE-rakenteisiin ja säätelyyn.
• Osaa mitata ja harjaantuu mittaaman biomekaanisia tekijöitä turvallisesti.
• Ymmärtää biomekaanisen mittaamisen perusteet ja mittaamisen osana fysioterapian perusteita.
• Osaa soveltaa hermoston ja TULE-rakenteiden toiminnan kokonaisuuden ja biomekaanisten muuttujien
mittaamisen ammatillisessa toiminnassaan.
Contents of the study unit:
Ydinkysymykset
• Hermoston ja TULE-rakenteiden ja toiminnan merkitys ihmisen liikkeelle ja liikkumiselle?
• Miten biomekaanisia tekijöitä mitataan?
• Miten kuormitus vaikuttaa hermoston ja TULE-rakenteiden toimintaan ja kuntoon lyhyellä ja pitkällä aikavälillä?
• Miten fysioterapeutti soveltaa tietoa hermoston ja TULE-rakenteiden toiminnasta, mittaamisesta ja kunnosta
toiminnassaan?
Study unit description:
Ihmisen kehon rakenne ja toiminta on ihmisen anatomian ja fysiologian perusteiden tietämistä ihmisen liikkeen,
liikkumisen ja toimintakyvyn arvioimisen ja edistämisen perustana. Biomekaniikan ja liikuntafysiologian tieto auttavat
hahmottamaan ihmisen kehon toimintaa ja käyttäytymistä erilaisissa kuormitustilanteissa.
Previous studies:
Ihmisen kehon rakenne ja toiminta I
G0042 Evaluating Human Movement and Mobility, 5 cr
The student is able to:
· Describe the stages of human growth and development
· Observe, examine and analyse human motoric development, movement, mobility and functional preconditions
· Draw conclusions based on their observations and evaluations
· Describe and evaluate the stages of normal walking
Contents of the study unit:
· What is psychomotoric development?
· How is psychomotoric development evaluated, and why?
· How can physiotherapy promote psychomotoric development?
· How do humans move?
Study unit description:
Movement and mobility are key concepts of physiotherapy, and related knowledge is implemented for constructing
the knowledge base of physiotherapy. Movement and mobility are also sub-concepts of the core concept of
functional ability. Functional ability describes the physical, psychological and social preconditions of individuals in
relation to coping in the contexts of home, school and other important areas of life. Functional ability refers to
performing general tasks, mobility and looking after oneself. Mobility includes changing and maintaining posture,
carrying, moving and handling articles, walking and moving as well as controlling and coordinating balance and
intentional movements. Movement contains single movements, such as bending, straightening, extending and
rotating joints necessary for mobility and activity. An awareness of the psychomotoric development of individuals is
of key importance in physiotherapy. Balanced individual development occurs in mutual and reciprocal interaction
between movement and mobility, learning and thinking, as well as the environment.
Previous studies:
Structure and Functions of the Human Body
G0043 Physiotherapeutic Customer Examination and Evaluation Workshop, 5 cr
The student is able to:
· Describe the physiotherapeutic examination and evaluation of customers
· Examine and analyse the movements, mobility and functional ability of customers in an appropriate way,
implementing observation, interviews, palpation and measuring.
· Appropriately document acquired information
· Draw up a physiotherapy diagnosis
· Implement the acquired evidence-based knowledge in planning physiotherapy
Contents of the study unit:
· What is customer examination and evaluation of functional preconditions?
· What type of information do physiotherapists require and receive for examining customers?
· How do physiotherapists examine customers, and why?
· How do physiotherapists draw up a physiotherapy diagnosis and plan based on their evaluation?
Study unit description:
Physiotherapists are independently responsible for planning, implementing and evaluating physiotherapy methods.
Physiotherapy is established on appropriate research and evaluation of the functional preconditions of the customer
and the operating environment. The evaluation focuses primarily on observing and analysing human movement and
mobility. Physiotherapists implement observation, interviews, palpation and measuring in order to evaluate the
functional preconditions/resources of customers.
Previous studies:
Structure and Functions of the Human Body
G0044 Clinical Decision-Making in Physiotherapy Workshop, 5 cr
The student is able to:
· Describe the clinical decision-making process of physiotherapy
· Question their activities and generated evaluation outcomes
· Seek and critically evaluate evidence-based solutions
· Apply acquired information
Contents of the study unit:
· What is clinical decision-making in physiotherapy?
· How does the process of clinical decision-making progress?
· What type of information do physiotherapists require and receive for clinical decision-making?
· How do they use the acquired information? Why?
Study unit description:
Physiotherapists must know how to prioritise and identify essential issues. They require clinical reasoning and
customer-oriented synthesis in observing and evaluating the functional ability of customers, in choosing appropriate,
evidence-based therapeutic methods, and in assessing the effectiveness of the treatment and their own roles in the
rehabilitation process.
Previous studies:
Physiotherapeutic Customer Examination and Evaluation
G0045 Customer Disabilities 1, 5 cr
The student is able to:
· Describe disabilities related to musculoskeletal diseases
· Evaluate the significance of disabilities to the activities and functional ability of individuals
· Describe the effects of aging on the activities and functional ability of individuals
Contents of the study unit:
· What are the musculoskeletal disabilities of customers?
· Which diseases are connected with musculoskeletal disabilities?
· How does aging affect the musculoskeletal system?
· How do disabilities affect the functional ability and mobility of customers?
· How to recognise musculoskeletal disorders?
· How to evaluate musculoskeletal disabilities?
· Which physiotherapy methods are used for supporting musculoskeletal functions?
Study unit description:
Customer disabilities refer to bodily structures and functions which restrict functional ability and mobility.
Musculoskeletal disabilities are often linked to musculoskeletal diseases, disorders and injuries, or diseases that
affect musculoskeletal functions.
Previous studies:
Structure and Function of the Human Body, Development of Human Movement and Mobility
Physiotherapeutic Customer Examination and Evaluation, Clinical Decision-Making Process in Physiotherapy
G0046 Customer Disabilities 2, 5 cr
The student is able to:
· Describe different neurological diseases, which are connected with disabilities related to the functional ability and
mobility of individuals
· Evaluate the effects of neurological diseases on the functional ability of individuals
Contents of the study unit:
· What different types of neurological diseases are there?
· How do neurological diseases affect the functional ability and mobility of individuals?
Study unit description:
Customer disabilities refer to bodily structures, functions and other issues which restrict functional ability and
mobility. Musculoskeletal disabilities are often related to neurological diseases.
Previous studies:
Structure and Function of the Human Body, Development of Human Movement and Mobility
Physiotherapeutic Customer Examination and Evaluation, Clinical Decision-Making Process in Physiotherapy,
Customer Disabilities1
G0047 Methods in Physiotherapy Workshop placement, 5 cr
The student is able to:
· Describe different physiotherapy methods
· Choose and justify the choice of appropriate physiotherapy methods
· Use the methods of manual therapy safely and effectively
· Use and apply the methods of manual therapy, such as massage, mobilising and stabilising soft tissues and joints,
safely and effectively
· Use the methods of therapeutic practice safely and effectively
Contents of the study unit:
· What types of physiotherapy methods are there?
· What is the basis for different physiotherapy methods?
· How are the physiotherapy methods chosen?
· How and why are physiotherapy methods implemented and their impact evaluated?
Study unit description:
The chosen physiotherapy methods are based on physiotherapeutic examination and evaluation as well as
a process of clinical reasoning. Physiotherapists draw up a physiotherapy diagnosis based on their
evaluation. The methods are chosen in a customer-oriented way, established on the physiotherapy
diagnosis and research-based knowledge. Several physiotherapy methods are implemented. Physiotherapy
programmes are drawn up individually with a customer orientation. Evaluation of the use and impact of
the physiotherapy methods is important during the process for physiotherapy to be effective. The range
of physiotherapy methods includes, for example, therapeutic practice, manual therapy, physical
therapy, guidance and counselling.
Previous studies:
Structure and Function of the Human Body, Development of Human Movement and Mobility
Physiotherapeutic Customer Examination and Evaluation, Clinical Decision-Making in Physiotherapy
G0048 Ergonomics and assistive technology Workshop, 5 cr
The student is able to:
· Examine environments from an ergonomic perspective
· Evaluate the accessibility of the environment and plan how accessibility is achieved
· Evaluate, plan and implement the acquisition of tools and guidance in their use in a
customer-oriented way.
Contents of the study unit:
· What do the ergonomic environment and activities mean?
· Why are ergonomic thinking and planning necessary?
· How to create an ergonomic environment?
Study unit description:
Ergonomic environment and activities as well as tools enable health and safety at work and the attainment of
optimal functional ability. Expertise in physiotherapy is of major importance in the multidisciplinary field of
ergonomics. Integrating tools, home improvement and environmental planning with designing an accessible
environment enable equal participation in society.
Previous studies:
Structure and Functions of the Human Body, Physiotherapeutic Customer Examination and Evaluation
G0049 Customer Guidance and Counselling Workshop Placement, 5 cr
The student is able to:
· Describe the physiotherapy guidance and counselling process
· Plan, implement and evaluate target and customer-oriented one-to-one and group physiotherapy situations
· Participate in dialogue with customers
· Draw up guidance and counselling plans for different types of physiotherapy customers
· Plan appropriate written material to support physiotherapeutic counselling
Contents of the study unit:
· What is the physiotherapeutic guidance and counselling process?
· What type of knowledge is required for physiotherapeutic guidance and counselling?
· How to function in an ethical and customer-oriented way in guidance and counselling
situations?
· How to draw up a guidance and counselling plan and material?
· How to support and promote interaction and dialogue in guidance, and why?
Study unit description:
Customer counselling and guidance refers to guiding customers in various exercise, rehabilitation and
physiotherapy groups and in one-to-one situations. For appropriate counselling and guidance,
physiotherapists require pedagogical competence and dialogue with participants. Guidance is a process
that supports change in the the lives of rehabilitees throughout the rehabilitation process. For
guidance to take place successfully, the need for it must be evaluated and the appropriate
target-oriented teaching and counselling skills must be present.
Previous studies:
Foundations of Physiotherapy, Customer Disabilities 1, Physiotherapeutic Customer Examination and Evaluation,
Customer Orientation in Physiotherapy
G0050 Therapeutic Practice Workshop Placement, 5 cr
The student is able to:
· Search and use latest evidence-based knowledge in implementing therapeutic practice methods in physiotherapy
· Use therapeutic practice methods in a justified, customer-oriented and safe way in order to prevent and repair
damage related to bodily function and structures, disabilities and restrictions to participation.
· Plan a form of therapy and practice for customers which makes suitable progression
· Measure and evaluate the benefits of therapeutic practice in a customer-oriented way
Contents of the study unit:
· What do evidence-based methods mean?
· What is therapeutic practice in physiotherapy?
· Why does therapeutic practice have a key role in physiotherapy?
· How to plan, implement and evaluate evidence-based, customer-oriented therapeutic practice in
physiotherapy?
Study unit description:
Therapeutic practice refers to using active and functional methods, which aim to prevent and repair
damage related to bodily function and structures, disabilities and restrictions to participation.
Therapeutic practice is a key method in physiotherapy. Evidence-based methods based on targets that
support customer activities have an important role in therapeutic practice methods.
Previous studies:
Structure and Functions of the Human Body, Development of Human Movement and Mobility
Physiotherapeutic Customer Examination and Evaluation, Clinical Decision-Making in Physiotherapy, Customer
Disabilities I, Customer Counselling and Guidance
G0051 Supporting Musculoskeletal Functions, 5 cr
The student is able to:
· Describe the effects of musculoskeletal diseases on the mobility and functional ability of individuals
· Evaluate their competence in physiotherapeutic research and evaluation of musculoskeletal
diseases
· Apply their skills in clinical reasoning and differential diagnosis
· Apply knowledge of the most common musculoskeletal diseases and pain mechanisms in planning and
implementing physiotherapy
· Plan customer-oriented, progressive physiotherapy implementation and therapeutic practice programmes
Contents of the study unit:
· What is physiotherapy that supports the musculoskeletal functions?
· What type of knowledge forms the basis for physiotherapists to work with customers with musculoskeletal
disabilities?
· What are the special characteristics of customers with musculoskeletal disabilities for planning, implementing and
evaluating physiotherapy?
Study unit description:
Musculoskeletal disabilities stem from a number of causes. They can relate to musculoskeletal
disorders caused by inappropriate overloads or underloads, diseases that affect the musculoskeletal system
causing changes in tissues or structures, as well as accidents, injuries and surgical intervention.
Previous studies:
Structure and Function of the Human Body, Development of Human Movement and Mobility
Physiotherapeutic Customer Examination and Evaluation, Clinical Decision-Making Process in
Physiotherapy, Customer Disabilities 1, Methods in Physiotherapy
G0052 Supporting Mental Functions, 5 cr
The student is able to:
· Describe psychophysical physiotherapy and the related basic concepts
· Evaluate customers using methods of psychophysical physiotherapy
· Support and promote customer activities with the methods of psychophysical physiotherapy
· Evaluate the impact of physiotherapy, and make the necessary changes to the the physiotherapy plan
Contents of the study unit:
· What is psychophysical physiotherapy?
· What type of knowledge forms the basis for psychophysical physiotherapy?
· How are customer resources examined and supported with the methods of psychophysical
physiotherapy?
· How is the impact of physiotherapy evaluated, and why?
Study unit description:
Psychophysical physiotherapy that supports mental functions boosts customer resources and functional ability
through body awareness and relaxation as well as expressive and activating methods of practice. The resources
experienced by customers form the starting point for physiotherapy.
Previous studies:
Structure and Function of the Human Body, Development of Human Movement and Mobility
G8170 Verenkierto- ja hengitysjärjestelmän toimintojen tukeminen sekä soveltava liikunta, 5 cr
The student is able to:
• Osaa kuvata sydän- ja verenkiertoelimistön sekä hengityselimistön sairauksien vaikutuksia asiakkaan
toimintakykyyn
• Osaa soveltaa fysioterapeuttista tutkimista tavallisimmilla sydän- ja hengityselinsairausasiakkailla ja -potilailla.
• Osaa suunnitella, ohjata ja toteuttaa terapeuttisen harjoittelun menetelmiä ko. asiakkailla
• Osaa etsiä näyttöön perustuvaa tutkimustietoa hengitys- ja verenkiertoelimistön kuntoutuksen vaikuttavuudesta
• Osaa tunnistaa asiakasryhmien ja yksilöiden erilaisuutta ja ottaa huomioon näiden erityistarpeet soveltavan
liikunnan suunnittelussa ja toteutuksessa.
Contents of the study unit:
Ydinkysymykset
• Mihin tietoonverenkierto- ja hengitysjärjestelmän toimintoja tukeva fysioterapiaperustuu?
• Miten asiakkaanverenkierto- ja hengitysjärjestelmän toimintoja arvioidaan ja tuetaan?
• Mihin tietoon soveltava liikunta perustuu?
Study unit description:
Opintojakson keskeisenä sisältönä on fysioterapian ja soveltavan liikunnan keinoin edistää toimintakykyä ihmisillä,
joilla on erilaisia toimintarajoitteita.
Previous studies:
Ihmisen kehon rakenne ja toiminta I & II, Asiakkaan fysioterapeuttinen tutkiminen, Kliininen päätöksenteko
fysioterapiassa, Asiakkaan toimintarajoitteet 1 & 2, Terapeuttisen harjoittelun työpaja
G0054 Supporting Sensory Functions, 5 cr
The student is able to:
· Define the deficiencies or defects in the functional ability and mobility as well as the
resources of customers while acknowledging their age, individual situation, close relatives or
friends, rehabilitation stage and operating environment
· Practice functions related to the sensory functions and movements of customers with the aim of controlling and
coordinating posture, balance and intentional movements
· Support and increase the operating preconditions of customers while acknowledging dysfunctions of the central
and peripheral nervous system and available resources
Contents of the study unit:
· What is physiotherapy that supports sensory functions?
· What type of knowledge forms the basis for physiotherapy that supports sensory functions?
· How are the sensory functions of customers evaluated and supported in physiotherapy?
Study unit description:
Sensory functions refer to sight, hearing, balance, posture and touch functions as well as pain
sensitivity. These often result from various disturbances in the central or peripheral nervous system.
In physiotherapy, it is important to acknowledge sensory deficiencies or defects as well as pain and its effects on
functional ability. Physiotherapy can be used to promote independent coping and participation in the local
environment despite disturbances in the central or peripheral nervous system.
Previous studies:
Customer Disabilities I, Physiotherapeutic Customer Examination and Evaluation, Clinical
Decision-Making Process in Physiotherapy
G013 OPERATING CULTURES IN PHYSIOTHERAPY, 55 cr
Description:
§ Where do physiotherapists operate?
§ With whom do physiotherapists operate?
§ How can physiotherapists impact the development of physiotherapy?
§ Which values form the basis of operations? Why?
The student will be able to:
§ Function as physiotherapy experts in various operating environments of physiotherapy and
rehabilitation
§ Possess the necessary language skills for tasks and related development
§ Participate in multicultural cooperation
§ Take into account the effects and opportunities of internationalisation in their operations
§ Apply the principles of sustainable development in activities
Content:
Globalisation, social and cultural change, such as the aging of the population, multiculturalism,
increased socio-economic differences, continuous renewal of information and the growing importance of
environmental issues all bring their challenges to physiotherapy. The operating environment of social services and
health care is changing. The status of physiotherapy is defined by legislation which regulates social services, health
care and rehabilitation. Physiotherapy as a profession and an area of expertise is related to rehabilitation.
Physiotherapists work as employees or entrepreneurs in environments including hospitals, health centres, research
and care institutions, rehabilitation centres, health resorts, occupational health care, public health organisations,
fitness organisations, associations for the disabled, old people’s homes, day-care centres and educational
institutions. The welfare services of health care and rehabilitation are undergoing a shift towards customer-oriented
and network-based services. The significance of immediate communities and private services is growing in welfare
service production. Work cultures are shaped by technology, as virtual operating environments create new meeting
places and operating methods.
G0055 Encountering the Customer Work Placement, 10 cr
The student is able to:
· Function as physiotherapy experts in different operating environments of the field, and justify their activities
· Encounter different types of customers, and create therapy relationships which respect them
· Examine, evaluate and guide customers in accordance with their functional preconditions and the professional role
of the physiotherapist
· Participate in constructive dialogue with customers
· Promote physiotherapy of different groups and individuals in an appropriate and
target-oriented way, in accordance with the operating culture
Contents of the study unit:
· How to function in different operating cultures in physiotherapy?
· Who are physiotherapy customers?
· What is encountering?
· How to guide customers in a customer-oriented and target-oriented way?
· How to acquire and apply information?
Study unit description:
Work placement to foster competence in physiotherapy is implemented in different physiotherapy units in both the
public, private and third sector. The placement encompasses systematic, supervised practical studies, which are
evaluated in light of the objectives of students. Starting points for customer-oriented physiotherapy include
interaction between customer and physiotherapist, evaluating the resources of customers, and respecting their
experiences, values and cultural background.
Previous studies:
First Year
G0056 Customer Guidance Work Placement, 10 cr
The student is able to:
· Function in different operating environments of physiotherapy
· Encounter different types of customers, and create therapy relationships which respect them
· Examine, evaluate and guide customers in accordance with their functional preconditions and the professional role
of the physiotherapist
· Participate in constructive dialogue with customers
· Develop the activities of different groups and individuals in an appropriate and target-oriented way, using
physiotherapy guidance and counselling
Contents of the study unit:
· How to function in different operating cultures in physiotherapy?
· What is physiotherapeutic guidance and counselling in different operating environments?
· How do physiotherapists guide and counsel customers, and why?
Study unit description:
Physiotherapy customers are individuals, communities, companies or organisations seeking a
physiotherapist’s advice and professional assistance. Physiotherapists evaluate, guide, support and promote the
functional ability and mobility of customers. Physiotherapists apply suitable physiotherapeutic methods and strive to
work with customers to improve their capabilities in various situations and environments.
Previous studies:
First year studies, Second year studies under the Physiotherapy theme
G0057 National and Global Rehabilitation Challenges, 5 cr
The student is able to:
· Describe the regulations and values of social services and health care which steer
physiotherapy
· Participate in multidisciplinary and multicultural cooperation
· Take into account the effects and opportunities of internationalisation in their operations
· Apply the principles of sustainable development in activities
Contents of the study unit:
· Which regulations and values of social services and health care steer rehabilitation and
physiotherapy activities?
· How to operate in a multidisciplinary and multicultural work community?
· How to apply the principles of sustainable development in activities?
Study unit description:
The knowledge base of rehabilitation is multidisciplinary. Rehabilitation organisations require
multicultural competence and an understanding of global challenges.
G0058 Supporting the Functional Ability of Customers - Work Placement, 10 cr
The student is able to:
· Ability to justify actions and make an impact in different multidisciplinary operating environments in physiotherapy
· Ability to encounter different types of customers, and create therapy relationships which
respect them
· Ability to examine, evaluate and guide customers in accordance with their functional preconditions and the
professional role of the physiotherapist
· Ability to participate in a constructive dialogue in customer relationships and evaluate their development in
managing the physiotherapy process of customers
· Ability to develop the activities of different groups and individuals using various
physiotherapy methods
Contents of the study unit:
· How do physiotherapists promote the functional ability of individuals?
· How do physiotherapists make use of the opportunities of the environment and promote the
functional ability of individuals?
· How do physiotherapists critically justify their activities and related customer-oriented
development? Why?
Study unit description:
The study unit forms an entity, where students promote the functional ability of physiotherapy
customers while making use of the resources of the environment. Students adopt critical,
evidence-based and investigative operating models, and are able to make an impact as representatives of the
profession. Thus, competence requires synthesis skills that are in line with the knowledge base for research and
development skills for planning, implementing and evaluating the resources of customers.
Previous studies:
Encountering the Customer Work Placement, Customer Guidance Work Placement
G0059 Rehabilitation Networks, Work Placement, 10 cr
The student is able to:
· Describe physiotherapy as part of a multidisciplinary rehabilitation service system
· Evaluate and justify the role of physiotherapists in developing service innovation, as well as create important
partnerships and promote networks that serve the welfare of customers
· Construct expertise in different communities and networks, in cooperation with others
· Guide customers and impact activities in rehabilitation networks in a customer-oriented way
· As an active influence in physiotherapy, acknowledge global interaction relationships and networks
Contents of the study unit:
· What is the operating culture of rehabilitation like?
· What is multidisciplinarity?
· What type of knowledge forms the basis for physiotherapists in their work?
· How do physiotherapists function in different rehabilitation networks?
· How do physiotherapists evaluate their activities, and why?
Study unit description:
In rehabilitation, the representatives of different professions act in a network, aware of the
limitations of their expertise and appreciating and positively influencing the welfare of rehabilitees in all
circumstances, supporting the commitment of rehabilitees and their close family or friends to rehabilitation.
Rehabilitation is characterised by a systematic and process-based approach. For rehabilitees, it is a question of
change processes, which involve growth and learning. In the case the rehabilitation system, the process comprises
various stages and services, where the continuity of the service chain is essential. Rehabilitation constitutes
multidisciplinary activities, which make use of the expertise of different fields.
Previous studies:
Encountering the Customer, Customer Guidance, and Supporting the Functional Ability of Customers Work
Placements
G0060 Optional Work Placement, 10 cr
The student is able to:
· Critically evaluate their professional activities, and develop themselves, their work and
profession actively using an investigative and developmental approach
· Use financial, administrative and leadership skills in their work
· Actively impact multidisciplinary and global networks as representatives of the professional
field
Contents of the study unit:
· How do students align, implement and evaluate their professional development in promoting and developing their
justified targets and the physiotherapy activities of customers?
· How do students acknowledge their own values and those of customers and communal values, which affect
professional targets?
· How do students produce well-founded practices in physiotherapy, and develop the impact and profitability of the
field, and why?
Study unit description:
In terms of professional growth, the study unit takes place at the advanced stage, when students have acquired
some competence in examining functional ability, evaluation, making syntheses and managing a target-oriented
physiotherapy process from the basis of encountering customers. The theme provides an opportunity for students to
develop in line with their own professional choices as well as to evaluate and develop the justified functions of the
physiotherapy customer, organisation and community, and influence these in the dynamic processes of different
networks.
Previous studies:
Prior practical studies in accordance with the curricula mostly completed.
G014 DEVELOPING PHYSIOTHERAPY, 30 cr
Description:
§ How to impact the development of physiotherapy?
§ How to implement a research project?
§ How to manage a physiotherapy company?
The student will be able to:
§ Conceptualise the phenomena of the workplace with a basis in research data
§ Conduct research and development projects, applying the existing knowledge and methods in the ield
§ Solve problems and develop work methods
§ Manage and work independently in expert roles
§ Draw up a business plan
§ Develop customer-oriented, sustainable, economically viable services
Content:
Developing physiotherapy refers to developing physiotherapy services and service systems. Management
challenges include the rapidly changing needs of operational environments, organisational integration and networks,
as well as a shift in age structure. Social change, such as the increased retirement age and organisational shifts,
require a new type of focus on the welfare of the work community and staff. Comprehensive welfare service
provision also requires new innovation and entrepreneurs in the field. Physiotherapists actively develop themselves,
their work and their profession. They follow international and national developments in the field. Research and
development skills in physiotherapy require that physiotherapists strive to find the most mutually beneficial and
innovative solutions for each case, and to critically evaluate and develop their professional actions. Theses are part
of Laurea’s research and development work. They promote the professional growth of students, the employment
sector and regional development.
G0061 Orientation and Planning of Thesis, 15 cr
The student is able to:
· Outline the development task
· Construct the framework
· Search and select theoretical knowledge as a background for the work
· Draw up and present the thesis plan
Contents of the study unit:
· How to choose the subject matter of the thesis?
· How to construct the theoretical basis for the thesis?
· How to draw up the thesis plan?
Study unit description:
Theses are of Laurea’s research and development work. They promote the professional growth of students, the
employment sector and regional development. Theses are used to develop work and work practices, and can
produce widely applicable innovation. They are based on a real-life development challenge. After drawing up the
idea, students prepare a thesis plan through participating in workshops that support the process.
Previous studies:
Research and Development Methods
G0063 Promotion of Workplace Welfare, 5 cr
The student is able to:
· Participate as members of the work community, and promote its welfare
· Function in multicultural and multidisciplinary communication and interaction situations
· Evaluate wellbeing in the workplace
Contents of the study unit:
· How are changes in society demonstrated in the activities of work communities in physiotherapy?
· How can welfare in the workplace be supported?
· How to evaluate welfare and coping at the workplace?
Study unit description:
Welfare in the workplace is of great importance in the changing structures of contemporary society.
Changes in society, such as the increased retirement age and organisational shifts, require a new type of focus on
the welfare of staff.
Previous studies:
First and second year studies, e.g. work placement
01400 Leadership and management, 5 cr
G0065 Service Development and Entrepreneurship, 5 cr
The student is able to:
· Set development objectives from the perspectives of the workplace and regional development
· Find customer-oriented, sustainable, economically viable solutions for services
· Participate in developing innovation environments
· Plan the business activities of physiotherapy companies
Contents of the study unit:
· What do innovation activities mean?
· How to evaluate service requirements?
· How to develop welfare services?
· How to draw up a business plan for a physiotherapy company?
Study unit description:
The aim of innovation activities is to promote the services of the Finnish social service and health care system. The
change in the age structure of the population creates new challenges for services and their arrangement. New
entrepreneurs are required to ensure comprehensive welfare services.
Previous studies:
First and second year studies
G015 ELECTIVE STUDIES, 15 cr
Description:
KESKEN