Opetussuunnitelma
2012
Sosiaali-, terveys- ja liikunta-ala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2012
Social Services, Health and Sports
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Sairaanhoitajakoulutus (SHB), Laurea Hyvinkää · Ryhmä SHB13KN
Opetussuunnitelma 2012 – SHB13KN (englanniksi)
Curriculum · Degree Programme in Nursing (SHB), Laurea Hyvinkää · Group SHB13KN
Curriculum 2012 – SHB13KN (in English)
Curriculum 2012 – SHB13KN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Nursing (Laurea Hyvinkää, sote), SHB13KN
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
Hyvinkään Laureassa oppimisen lähtökohtana on osallistuminen työelämän autenttisiin kehittämishankkeisiin.
Oppiminen pohjautuu opettajien, opiskelijoiden ja työelämäosaajien kumppanuuteen. Kehittämishankkeet
työpajoineen mahdollistavat yksilöllistä ja yhteisöllistä oppimista, uuden osaamistiedon rakentumista sekä uusia
innovaatioita tuotteina, toimintamalleina ja toimintakulttuurina. Opiskelijat oppivat tutkimus- ja kehittämistoiminnan ja
projektityön menetelmiä sekä toimintatapoja kehittämishankkeissa koko koulutuksen ajan. Ohjauksella ja
itsearvioinnilla tuetaan alan vaatimaa persoonallista, eettistä ja ammatillista kasvua.
Kansainvälinen toiminta on tärkeä osa hoitotyön koulutusohjelmaa. Hyvinkään Laurea tarjoaa opiskelijoille
pakollisten kieliopintojen lisäksi vieraskielisiä ammattiopintoja ja vapaasti valittavia kielten opintojaksoja,
mahdollisuuden kansainväliseen opiskelijavaihtoon tai - työharjoitteluun sekä tukee kotikansainvälistymistä monin
eri tavoin.
Hoitotyön koulutusohjelmassa on panostettu hoitotyön toimintojen harjoittelutiloihin ja -välineisiin. Hoitotyön
simulaatio-oppimisympäristö ”Medical and Care Simulation Center” on kuin oikea sairaala: siihen kuuluu poliklinikka,
shokkihuone, tehohoitotila sekä vuodeosasto. Simulaatiot tapahtuvat potilassimulaattorien avulla.
Potilassimulaattoreiden avulla harjoitellaan hoidon kriittisiä vaiheita potilaan tulosta ambulanssilla sairaalaan aina
kotiutukseen saakka. Potilassimulaattorit sisältävät todenmukaiset peruselintoiminnot, jotka reagoivat erilaisiin
hoitotoimenpiteisiin. Niiden avulla voidaan harjoitella mm. sydäninfarktin, intoksikaation, astman sekä vammojen
hoitoa. Jälkipuintia varten on oma debriefing-tila, jossa voidaan analysoida tapahtumien kulkua nauhoitteiden avulla.
Debriefing-tilassa osa opiskelijoista voi seurata simulaatiota videon välityksellä. Hoidollisten taitojen lisäksi voidaan
tilassa harjoitella vuorovaikutustaitoja, johtamista ja tiimityöskentelyä sekä päätöksentekoa.
(http://hyvinkaa.laurea.fi/hoitotyo.html)
Expertise
Sairaanhoitajan asiantuntijuus ja osaamisalueet ovat kuvattu Opetusministeriön julkaisun Ammattikorkea-koulusta
terveydenhuoltoon - koulutuksesta valmistuvien ammatillinen osaaminen, keskeiset opinnot ja
vähimmäisopintopisteet, työryhmämuistioita ja selvityksiä 2006:24 mukaisesti.
Sairaanhoitaja on hoitotyön asiantuntija, jonka tehtävä yhteiskunnassa on potilaiden hoitaminen. Työssään
sairaanhoitaja tukee yksilöitä, perheitä ja yhteisöjä määrittämään, saavuttamaan ja ylläpitämään terveyttä
muuttuvissa olosuhteissa ja eri toimintaympäristöissä kuten perusterveydenhuollossa, erikoissairaanhoidossa,
sosiaalihuollossa sekä yksityisen ja kolmannen sektorin alueilla. Hän toteuttaa ja kehittää hoitotyötä, joka on
samanaikaisesti terveyttä edistävää ja ylläpitävää, sairauksia ehkäisevää ja parantavaa sekä kuntouttavaa.
Sairaanhoitaja tukee eri elämänvaiheissa olevien ihmisten ja yhteisöjen voimavaroja. Hän auttaa ihmistä
kohtaamaan sairastumisen, vammautumisen ja kuoleman. Sairaanhoitaja tuo hoitotyön asiantuntemuksen
yhteiskunnalliseen päätöksentekoon. Sairaanhoitaja toimii itsenäisesti hoitotyön asiantuntijana hoitaessaan potilaita
ja toteuttaessaan potilaan kokonaishoidossa lääkärin ohjeiden mukaista lääketieteellistä hoitoa.
Sairaanhoitaja tuo asiantuntemuksensa moniammatilliseen yhteistyöhön, mikä edellyttää vastuunottoa ja selkeää
näkemystä omasta vastuualueesta sekä toisten asiantuntemuksen tuntemista ja kunnioittamista. Sairaanhoitajan
toimintaa ohjaavat hoitotyön arvot, eettiset periaatteet, säädökset ja ohjeet. Hänen ammatillisen toimintansa
lähtökohtana ovat kulloinkin voimassa oleva lainsäädäntö ja Suomen terveyspoliittiset linjaukset.
Sairaanhoitaja käyttää näyttöön perustuvassa hoitotyössä hyväksi ammatillista asiantuntemustaan, potilaan
tarpeisiin ja kokemuksiin perustuvaa tietoa sekä hoitosuosituksia ja tutkimustietoa. Sairaanhoitajan työ perustuu
hoitotieteeseen. Hoitotyön ammatillisessa päätöksenteossa käytetään monitieteistä tietoperustaa. Hoitotyön
osaaminen edellyttää sairaanhoitajalta ajantasaista hoitotieteen, lääketieteen ja farmakologian sekä yhteiskunta- ja
käyttäytymistieteiden tuottamaan tutkimustietoon perustuvaa teoreettista osaamista. Sairaanhoitajan ammatissa
toimiminen edellyttää vahvaa eettistä ja ammatillista päätöksentekotaitoa. Sairaanhoitaja osaa hankkia ja arvioida
kriittisesti tietoa ja käyttää sitä toimintansa perusteena sekä työyhteisönsä kehittämisessä ja arvioinnissa.
Sairaanhoitaja on vastuussa ammattitaitonsa ja ammattinsa kehittämisestä. Hän toteuttaa, johtaa ja arvioi näyttöön
perustuvaa hoitotyötä ja vastaa tutkimukseen perustuvasta hoitotyön laadusta ja sen kehittämisestä.
Competences
Professional Growth and Annual Themes
Opintojen alkuvaiheessa opiskelija omaksuu erilaisia välineellisiä tietoja ja taitoja, joita tarvitaan sekä oppimisessa
että työelämässä. Tutkivaan oppimiseen liittyvien menetelmällisten taitojen lisäksi opiskelija saavuttaa valmiuden
projektimaiseen työskentelytapaan sekä monipuoliset viestintätaidot. Samaan aikaan opiskelija perehtyy
terveysalaan toimintaympäristönä. Ammatillistiedolliset ja -taidolliset haasteet keskittyvät opintojen alkuvaiheessa
hoitotyön ja terveydenhoitotyön perusteisiin. Kaikille pakollisten yhteisten opintojen edetessä toisena
opiskeluvuotena ammatillistiedollinen ja ammatillistaidollinen osaaminen painottuu sisätauti-kirurgiseen hoitotyöhön,
perhe-, mielenterveys- kriisi- ja päihdehoitotyöhön sekä hoitotyöhön vastaanotoilla ja kodeissa.
Opintojen loppuvaiheessa opiskelija suuntaa osaamistaan valitsemissaan vaihtoehtoisissa syventävissä opinnoissa.
Opiskelijaa rohkaistaan uuden innovatiivisen ja ennakoivan ymmärryksen, tiedon ja työskentelyteorioiden
kehittämiseen. Opinnäytetyö palvelee tätä samaa tavoitetta, minkä lisäksi se antaa opiskelijalle mahdollisuuden
edelleen syventää omaa yksilöllistä opintopolkuaan. Sairaanhoitaja (AMK) ja terveydenhoitaja (AMK) ymmärtävät
jatkuvan uudistumisen mahdollisuudet ja näkevät hoitotyön ja terveydenhoitotyön opinnot osana elinikäisen
oppimisen prosessia. Ammatillisen kasvun tukeminen perustuu holistiseen ihmiskäsitykseen, monialaisiin
oppimisympäristöihin sekä autenttisissa työelämän hankkeissa tapahtuvaan tutkivaan oppimiseen (LbD).
• Ensimmäisen opiskeluvuoden vuositeema on käynnistää opiskelijan ammatillinen kasvu monialaiseksi alansa
osaajaksi ja kumppaniksi paikallisissa verkostoissa.
• Toisen opiskeluvuoden teemana on kehittää opiskelijan oman alan osaamista kansallisissa
kumppanuusverkostoissa.
• Kolmannen opiskeluvuoden vuositeema on syventää opiskelijan oman alan osaamista kansainvälisissä
verkostoissa.
• Neljännen opiskeluvuoden teemana on valmistua oman alansa kehittäjäksi ja uudistavaksi asiantuntijaksi
monipuolisissa paikallisissa, kansallisissa ja kansainvälisissä verkostoissa.
Description of the Degree Programme
Hoitotyön koulutuksen laajuus on 210 opintopistettä. Yksi opintopiste (op) on 27 tuntia opiskelijan työtä. Koulutus
koostuu perus- ja ammattiopinnoista, ammattitaitoa edistävästä harjoittelusta, opinnäytetyöstä ja kypsyysnäytteestä
sekä vapaasti valittavista opinnoista. Opinnoista toteutetaan 90 op ammattitaitoa edistävänä harjoitteluna, joka
vastaa Euroopan parlamentin ja neuvoston ammattipätevyyden tunnustamisesta antaman direktiivin 2005/36/EY
kliinistä opetusta. Harjoittelusta toteutetaan 65 op ohjattuna harjoitteluna terveysalan eri toimintaympäristöissä ja 10
op ammattikorkeakoulun harjoitustiloissa ja – tilanteissa. Harjoitteluun sisältyy myös opinnäytetyö 15 op.
• Ammattitaitoa edistävä harjoittelu I (10 op): perusterveydenhuolto
• Ammattitaitoa edistävä harjoittelu II (15 op): sisätauti-kirurginen hoitotyö
• Ammattitaitoa edistävä harjoittelu III (10 op): mielenterveyshoitotyö
• Ammattitaitoa edistävä harjoittelu IV (10 op): kotihoito ja vastaanottotoiminta
• Ammattitaitoa edistävä harjoittelu V (10 op): hoitotyön syventävä harjoittelu
• Ammattitaitoa edistävä harjoittelu VI (10 op): hoitotyön kehittäminen
Hyvinkään Laurean hoitotyön opiskelija vahvistaa hoitotyön asiantuntemustaan vaihtoehtoisten syventävien
opintojen, opinnäytetyön, vapaasti valittavien opintojen ja erilaisten hankkeiden kautta. Hoitotyön vaihtoehtoiset
syventävät opinnot ovat:
• Mielenterveys-, kriisi- ja päihdetyön syventävät opinnot 25op
• Akuutti- ja sisätauti-kirurgisen hoitotyön syventävät opinnot 25 op
Vapaasti valittavat opinnot (15 op) voivat syventää tai laajentaa opiskelijan osaamista. Opiskelija voi valita niitä joko
oman koulutusohjelmansa tai muiden koulutusohjelmien tarjonnasta. Vapaasti valittaviin opintoihin soveltuvat hyvin
myös avoimessa ammattikorkeakoulussa tai muissa korkeakouluissa suoritetut terveysalaa tukevat opinnot.
Opiskelija voi suorittaa vapaasti valittavina opintoina myös vaihtoehtoisia hoitotyön tai terveydenhoitotyön
syventäviä opintoja. Opinnäytetyön (15 op) lähtökohtana on työelämän kehittämishaaste. Sen tarkoituksena on
tukea opiskelijan ammatillista kehittymistä ja kehittää työtä sekä työelämän käytänteitä. Opinnäytetyössä painottuu
vuorovaikutus työelämän kanssa sekä tutkiva ja kehittävä työote.
Quality assurance process
Quality assurance takes place according to plan, in line with Laurea's Quality Control System. The results provided
by the student feedback system at the beginning, mid-stage and graduation stage of the studies are processed
together by staff and students. On the basis of feedback, development areas are chosen and measures are
scheduled and delegated. The measures are recorded in a maintenance log and their fulfilment is regularly
monitored.
Evaluation of the curriculum and the instruction takes place on the basis of feedback on individual study units. The
feedback is processed together by staff and students. Development areas are recorded as a basis for
implementation planning and curriculum work. Items are also recorded on staff self-evaluation forms and in a
maintenance log. The curriculum and its implementation are regularly evaluated by multidisciplinary teams involving
workplace partners, and in LbD and R&D&I evaluations directed at staff.
Quantitative evaluations are carried out annually in conjunction with gathering of statistics for the AMKOTA
database, focusing on degree completion times, LbD credits, credits from R&D&I and the number of workplace-
oriented development theses. Qualitative monitoring also takes place each semester, when the credit performance
of students is followed up on.
1. year 2. year 3. year 4. year
OP STUDIES 30 60 60 60
B037 HEALTH AND SAFETY PROMOTION IN
NURSING
B038 CLINICAL NURSING
B0166 Surgical and Perioperative Nursing 10
B0167 Emergency and Critical Nursing 5
B0168 Medical Nursing 5
B0169 Oncology Nursing 5
B0170 Mental Health, Crisis and Substance Abuse 10
Nursing
B0171 Children, Youth and Women's Nursing 5
B0172 Professional Development in Practice II: Medical 10
Nursing, Specialist Medical Care
B0173 Professional Development in Practice III: Surgical 10
Nursing, Specialist Medical Care
B0174 Professional Development in Practice IV: Mental 10
Health Nursing
B039 DEVELOPMENT AND LEADERSHIP
COMPETENCE
B0199 Asiantuntijatyön, yrittäjyyden ja - organisaation 5
kehittäminen I
B0200 Asiantuntijatyön, yrittäjyyden ja - organisaation 5
kehittäminen II
B0079 Thesis 15
00474 Nursing English 5
00057 Nursing in Swedish 5
B0176 Professional Development in Practice VII: 5
Development of Nursing Practice
B040 NURSING SPECIALISATION OPTION
B0177 Advanced Practice in Acute and Medical-Surgical 10
Nursing
B0178 Advanced Practice in Mental Health, Crisis and 10
Substance Abuse Nursing
B0179 Advanced Studies in Public Health Nursing 10
B0180 Security and Social Responsibility 10
B0181 Professional Development in Practice VI: 10
Advanced Practice in Acute and Medical-Surgical
Nursing
B0182 Professional Development in Practice VI: 10
B027 ELECTIVE STUDIES
00202 Initial Test in English Skills 0
01258 Preparatory Studies in English 3
00203 Initial Test in Swedish Skills 0
01257 Preparatory studies in Swedish 3
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
00397 Initial Test in Mathematics 0
01259 Preparatory Studies in Mathematics 3
B0160 Evidence-Based and Ethical Nursing 15
B0161 Public Health Promotion For Different Life Stages 15
B0162 Customer-Oriented and Multidisciplinary Practice 10
B0163 Nursing Practice in Outpatient Services and 10
Home Settings
B0164 Professional Development in Practice I: Basic 10
Nursing, Health Care and Social Services
B0165 Professional Development in Practice V: Nursing 10
in Outpatient and Home Settings, Basic Health
Care
30 60 60 60
B037 HEALTH AND SAFETY PROMOTION IN NURSING , 70 cr
The student will be able to:
• design, implement and evaluate health promotion in nursing for customers of different ages, customers with
multiple disorders, and customers needing special support and their families
• design, implement and evaluate multidisciplinary nursing practice to promote environmental safety and health
• design, implement and evaluate patient guidance for different customer groups and use evidence-based guidance
methods
• design, implement and evaluate basic assistance methods and pharmacotherapy in an evidence-based way and
taking into account patient safety
• practice in a multidisciplinary workplace with a customer-oriented approach
• participate in development projects, working responsibly in a team with employers and other partners
• research, evaluate and develop nursing practice to promote health and safety, report and publish development
activities
• use health sciences knowledge, especially nursing science and other relevant disciplines, in their practice
B038 CLINICAL NURSING , 70 cr
The student will be able to:
• follow the principles of evidence-based nursing in a professional care relationship
• follow the principles of patient safety
• design, implement and evaluate customer care together with patients and their families:
• in surgical and perioperative nursing
• in emergency and critical nursing
• in medical and oncology nursing
• in mental health, crisis and substance abuse nursing
• in nursing care for children, young people and women
B0166 Surgical and Perioperative Nursing, 10 cr
The student is able to:
• design, implement and evaluate surgical nursing practice
• design, implement and evaluate perioperative nursing practice
• apply a health-promoting and rehabilitative approach in their personal practice
• design, implement and evaluate safe pharmacotherapy
• design, implement and evaluate safe fluid therapy
• design, implement and evaluate safe pain therapy
• apply knowledge from other sciences as part of the nursing care process
B0167 Emergency and Critical Nursing, 5 cr
The student is able to:
• design, implement and evaluate emergency nursing practice
• design, implement and evaluate critical nursing practice
• secure the patient's vital functions and carry out resuscitation measures as part of a multidisciplinary team
• encounter and support critically ill patients and their families
• apply knowledge from other sciences as part of the nursing care process
B0168 Medical Nursing, 5 cr
The student is able to:
• design, implement and evaluate nursing practice for medical patients
• apply a health-promoting and rehabilitative approach in their personal practice
• design, implement and evaluate safe pharmacotherapy
• design, implement and evaluate safe fluid therapy
• design, implement and evaluate different tests and investigations on patients
• identify the characteristics of health and safety promotion for aging customers
• apply knowledge from other sciences as part of the nursing care process
B0169 Oncology Nursing, 5 cr
The student is able to:
•suunnitella, toteuttaa ja arvioida syöpähoitotyötä
•kohdata ja tukea kriittisesti sairaita potilaita ja heidän läheisiään
•suunnitella, toteuttaa ja arvioida turvallista kivun hoitoa
•suunnitella, toteuttaa ja arvioida turvallista lääkehoitoa
•suunnitella, toteuttaa ja arvioida turvallista nestehoitoa ja verensiirtoja
•suunnitella, toteuttaa ja arvioida ennaltaehkäisevää syöpähoitotyötä ja seulontoja
•suunnitella, toteuttaa ja arvioida kuntouttavaa syöpähoitotyötä
•soveltaa hoitotyössä muiden tieteenalojen tietoja osana hoitotyön prosessia
B0170 Mental Health, Crisis and Substance Abuse Nursing, 10 cr
The student is able to:
• design, implement and evaluate mental health, crisis and substance abuse nursing practice
• apply a health-promoting and rehabilitative approach in their personal practice
• identify and encounter people in a crisis and support their functioning ability
• implement a resource-enhancing, interactive relationship with individuals and their personal networks
• design, implement and evaluate safe pharmacotherapy
• identify psychological and social problems in families and their support needs as part of a multi-disciplinary team
(e.g. social support, children's services, domestic violence)
• adopt an ethical and reflective approach to their personal practice
• apply knowledge from other sciences as part of the nursing care process
B0171 Children, Youth and Women's Nursing, 5 cr
The student is able to:
• design, implement and evaluate nursing care for children and young people in cooperation with their families
• design, implement and evaluate gynaecological nursing practice for different life stages
• design, implement and evaluate nursing practice to promote sexual health in different life stages
• design, implement and evaluate clinical nursing and health promotion methods for children, young people and
women in a safe, evidence-based manner
• identify common disorders in children, young people, pregnancy, birth and gynaecological practice and use this
knowledge in their nursing practice
B0172 Professional Development in Practice II: Medical Nursing, Specialist Medical Care, 10 cr
The student is able to:
• design, implement and evaluate their medical nursing practice in authentic care settings
• design, implement and evaluate preventive, curative and rehabilitative nursing practice in authentic care settings
• design, implement and evaluate safe pharmacotherapy, fluid therapy and pain therapy
• design, implement and evaluate different tests and investigations on patients
• encounter, support and guide critically ill patients and their families
B0173 Professional Development in Practice III: Surgical Nursing, Specialist Medical Care, 10 cr
The student is able to:
• design, implement and evaluate their surgical nursing practice in authentic care settings
• design, implement and evaluate safe pharmacotherapy, fluid therapy and pain therapy
• design, implement and evaluate nursing care in acute changes in a patient's health status
• encounter, support and guide critically ill patients and their families
B0174 Professional Development in Practice IV: Mental Health Nursing, 10 cr
The student is able to:
• design, implement and evaluate mental health, crisis and substance abuse nursing practice in au-thentic care
settings
• design, implement and evaluate safe pharmacotherapy
• develop their ability to assist, support and guide individuals, families and communities in em-powerment,
independent functioning and meaningful life
• explore their personal and ethical nursing practice, improving their ability to reflect on and con-structively express
their observations, feelings and thoughts when working in teams
B039 DEVELOPMENT AND LEADERSHIP COMPETENCE, 40 cr
The student will be able to:
• reflect on their professional development and act independently in expert roles in the field
• carry out applied and innovative research and development to support regional development programmes
• operate, develop and lead service processes and their quality in the chosen field
• communicate verbally and in writing in Finnish, Swedish and a third language
B0199 Asiantuntijatyön, yrittäjyyden ja - organisaation kehittäminen I, 5 cr
The student is able to:
Plan, design and use appropriate research methods.
Use within their own theoretical field key concepts as well as research information based on concrete solutions.
Produce new knowledge, solutions, policies and development methods and work within a research cultural
environment.
Evaluate the development process and results of working in partnership.
B0200 Asiantuntijatyön, yrittäjyyden ja - organisaation kehittäminen II, 5 cr
The student is able to:
• develop public and private service processes in their chosen field in a socially responsible way
• develop their expertise and intrapreneurship
• turn their expertise into business concepts
• work in multidisciplinary leadership roles in their chosen field
B0079 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
Key questions:
• How are the thesis process and development project initiated?
• How does one draw up a thesis plan?
• How is a development project conducted in the form of a thesis?
• How does one report on and publish a thesis?
• How is the maturity test completed?
00474 Nursing English, 5 cr
The student is able to:
• communicate in English in their work communities and in a multicultural environment
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of their fields of expertise using various channels
• apply information gathered from foreign–language sources
Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• job searching; introducing oneself and one’s educational background and work experience
Study unit description:
The competence gained in the study unit is that of an opinion leader who can use different communication methods.
The framework for competence development is formed by organisations that use Finnish and English as their
working languages. Students attain at least skill level B2 as defined in the Common European Framework.
00057 Nursing in Swedish, 5 cr
The student is able to:
• able to communicate in Swedish in his/her work community
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his /her field of expertise using various channels
• apply information gathered from sources in a foreign language
Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• jog searching, introducing oneself, one´s educational background and work experience
Study unit description:
Students attein at lesast skill level B1.2, as defined in the Commmon European Framework.In addition, students
receive grades of good or satisfactory in oral and written language skills in accordance with the languge skill
requirements of civil servants.
B0176 Professional Development in Practice VII: Development of Nursing Practice, 5 cr
The student is able to:
• plan, develop and evaluate their competence in nursing or public health nursing practice
• lead different types of teams and take responsibility for their own practice as part of workplace leadership culture,
and evaluate their personal leadership skills
• apply evidence-based knowledge to ensure good care and quality for customers
B040 NURSING SPECIALISATION OPTION, 20 cr
The student will be able to:
• advance their nursing competence in a chosen specialisation:
o Advanced Studies in Mental Health, Crisis and Substance Abuse Nursing
o Advanced Studies in Acute and Medical-Surgical Nursing
o Advanced Studies in Public Health Nursing (for public health nursing students only)
o Security and Social Responsibility
• deepen their expertise and ability in professional decision-making in their chosen nursing field
• design, implement and evaluate their work methods based on latest guidelines, recommendations and evidence
• practice as a nursing and public health expert in multidisciplinary partnership networks
• practice in nursing and public health roles, promoting the safety of individuals, families, communities and the
environment
• base their practice on scientific knowledge in nursing and other relevant disciplines
• develop a deepened social approach to nursing and public health care, anticipating service devel-opment needs
and global challenges
B0177 Advanced Practice in Acute and Medical-Surgical Nursing, 10 cr
The student is able to:
• advance their expertise in typical practice situations in acute and medical-surgical nursing
• participate in multidisciplinary care teams as experts of their chosen field
• assess the functionality and impact of different assistance methods in acute and medical-surgical nursing
• work as nursing experts in pharmacotherapy
• identify development needs in acute and medical-surgical nursing, and design, implement and evaluate
development measures
• act as nursing experts in crises and disasters
B0178 Advanced Practice in Mental Health, Crisis and Substance Abuse Nursing, 10 cr
The student is able to:
• advance their expertise in mental health, crisis and substance abuse nursing
• work as nursing experts in pharmacotherapy
• reflect on the principles and justification of their personal practice and maintain personal resources
• identify the control and management mechanisms of the service system and find development needs to secure a
customer-oriented approach
• act as nursing experts in crises and disasters
B0179 Advanced Studies in Public Health Nursing, 10 cr
B0180 Security and Social Responsibility, 10 cr
The student is able to:
• promote the health, social, economic and judicial welfare and security of individuals, communities and the
environment
• engage in social, political and citizen participation activities
• apply their multicultural competence and the principles of global responsibility in personal practice
• act as experts of their field in crises, emergencies and natural disasters
• anticipate social, societal and global change
• analyse social structures and processes that cause and maintain deprivation and ways of influencing them
• choose a setting for participation, such as the third sector, international development, etc., and design, implement
and evaluate a development project
B0181 Professional Development in Practice VI: Advanced Practice in Acute and Medical-Surgical Nursing,
10 cr
The student is able to:
• advance their practice in acute and medical-surgical nursing in authentic care settings
B0182 Professional Development in Practice VI: , 10 cr
The student is able to:
• advance their practice in mental health, crisis and substance abuse nursing in authentic care settings
B027 ELECTIVE STUDIES, 10 cr
Description:
Students choose elective studies according to their own interests. They make use of Laurea's comprehensive
selection of Master's studies. The studies may also include courses offered by other universities of applied sciences
or universities. Studies offered at four universities of applied sciences - HAMK, LAMK, Laurea and Metropolia - are
available for students. As a guideline, the elective studies must support the students' profile and career
advancement. Also previous studies can constitute elective studies according to the principles of recognition of prior
learning.
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.
01258 Preparatory Studies in English, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
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.
01257 Preparatory studies in Swedish, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
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.
01259 Preparatory Studies in Mathematics, 3 cr
The student is able to:
• apply basic mathematical skills to their nursing studies
Contents of the study unit:
• What are the basic skills required by the mathematical applications used within nursing?
Study unit description:
Students practise and develop their mathematical skills in order to complete the studies in mathematical applications
included in the actual professional studies.
B0160 Evidence-Based and Ethical Nursing, 15 cr
The student is able to:
• plan and evaluate their professional development during the degree programme
• identify the scientific and ethical knowledge base of nursing and apply it in their practice in different care settings
• follow the principles of evidence-based nursing
• identify the characteristics of a professional care relationship and interaction and apply them in their nursing
practice
• identify the principles of team work and workplace community and develop their cooperation skills
• design, implement and evaluate basic assistance methods in nursing, taking into account patient safety
• design, implement and evaluate safe pharmacotherapy
• promote their personal occupational health and safety and that of othersapply their knowledge of anatomy and
physiology in their nursing practice
B0161 Public Health Promotion For Different Life Stages, 15 cr
The student is able to:
• develop their understanding of public health as a concept
• practice in accordance with the scientific and ethical knowledge base of health promotion, national development
programmes, guidelines and legislation
• identify main types of common diseases, variations in health based on socio-economic status, and prevention
methods
• identify characteristics of the health status, work capacity and functioning ability of different age groups, and the
health care and social service system
• use evidence-based knowledge of main areas of health promotion (e.g. nutrition, physical activity, sleep,
accidents, substance use) in their practice with different age groups
• design, implement and evaluate evidence-based lifestyle guidance and early support methods with different age
groups
• recognise the role of social decisions and structures in public health promotion
• develop nursing practice to promote the health and safety of different age groups
• apply multidisciplinary and evidence-based knowledge in behaviour and practice and knowledge of psychological
and social development in health promotion
B0162 Customer-Oriented and Multidisciplinary Practice, 10 cr
The student is able to:
• research, evaluate and develop nursing practice to promote health and safety, report and publish development
activities
• identify the quality attributes of customer-oriented services and evaluate their attainment in nursing practice to
promote health and safety
• identify and highlight research and development needs related to health and safety promotion arising from nursing
practices or service structures
• use nursing science knowledge and other relevant disciplines in their practice
• identify the characteristics of health and safety promotion for multicultural customers
• identify different aspects of multidisciplinary interaction and work in cooperation with different professional groups
• work with customers and partners in a cooperative and responsible manner
• practise in accordance with the principles of multidisciplinary and structured documentation
• comply with data security and privacy regulations in nursing practice
B0163 Nursing Practice in Outpatient Services and Home Settings, 10 cr
The student is able to:
• design, implement and evaluate nursing practice in home settings and outpatient services
• assess individual medical care needs in outpatient and telephone services and refer customers to further care
• support and guide customers with long-term illnesses and their families in self-directed health promotion
• identify the guidance needs of different customer groups and use different guidance methods
• identify population groups needing special support, promote their health, work capacity and functioning ability
• coordinate nursing care and services for patients with multiple disorders or requiring a high volume of services,
and home nursing customers
• assess the personal resources and deficiencies of functioning ability in elderly people, and promote their health
and functioning ability as part of advisory services, home visits and in multidisciplinary service systems
• work in the prevention of national and international infectious diseases and follow the national immunisation
programme
• design, implement and evaluate safe pharmacotherapy
• prevent accidents among different age groups and life stages
• assess the health and safety impacts of the living environment and wider surroundings on an individual's health,
work capacity and functioning ability, and use best practices
• apply multidisciplinary and evidence-based knowledge in the promotion of health, work capacity and functioning
ability
B0164 Professional Development in Practice I: Basic Nursing, Health Care and Social Services, 10 cr
The student is able to:
• design, implement, evaluate and document health and safety promotion measures in nursing in authentic care
settings
• design, implement and evaluate evidence-based assistance methods in nursing care to promote health
• design, implement and evaluate safe pharmacotherapy
• practice in accordance with the guidelines, legislation and ethical code of nursing
• work in multidisciplinary teams to support customers' personal resources
B0165 Professional Development in Practice V: Nursing in Outpatient and Home Settings, Basic Health
Care, 10 cr
The student is able to:
• design, implement and evaluate nursing practice in outpatient or home settings
• demonstrate good interaction and guidance skills in encountering customers
• formulate needs-based care and service plans together with customers, their families and a care team
• analyse care needs in cooperation with other professionals
• design, implement and evaluate pharmacotherapy
• utilise local neighbourhood services in supporting and developing their personal practice