Opetussuunnitelma
2013
Laurean yhteiset opinnot
Laurea Tikkurila
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2013
Laurea common studies
Laurea Tikkurila
Complementary competence and common studies
Opetussuunnitelma · Yhteiset ja vapaasti valittavat opinnot (LYV), Laurea Tikkurila · Ryhmä LYV13SY
Opetussuunnitelma 2013 – LYV13SY (englanniksi)
Curriculum · Common and elective studies (LYV), Laurea Tikkurila · Group LYV13SY
Curriculum 2013 – LYV13SY (in English)
Curriculum 2013 – LYV13SY (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Common and elective studies, Laurea Tikkurila, LYV13SY
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through communities and
the networks that they form. Students use projects to learn the basics of networking, social skills and communication
with experts in the field. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, comparable degrees, the process has created a system
based on two main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its
degree structure to align it with this European objective. In universities of applied sciences, the two-cycle degree is
implemented in a way that students obtain a first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
mobility, curricula must be internationally understandable. The aim of standardising the structures and learning
targets of degrees is to improve the conditions for mobility within and between higher education institutions during
the studies, and also in the workplace after graduation. In terms of the recognition and comparability of degrees
taken in different countries, it is important to link learning targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
1. year
OP STUDIES
01294 Development of Quidance and Teaching Skills 5
V1421 Microbiology and Pathology 2
V1420 Geriatrics 1
V1255 Ethical questions in nursing practice 5
V1419 Master Sales Assistant 3
V0147 Multicultural Aspects of Social Work and Health Care in 5
Russia
V1304 Basic French 2 5
V0148 Finnish as a second language 5
01095 Developing Care of Older Adults 5
V1398 Inside consuming. Many perspectives to approach 5
consumerism
01422 Nursing and Physiotherapy Professional Information Retrieval 3
01423 Lukikurssi 3
V1362 Wellness at Work 5
V0074 Responsible Leadership 10
01280 Social Influence and Social Ethics 10
V1235 Child Protection 5
V1279 NLP Basic Course 5
01159 Evaluation and development in early childhood education 5
V1300 Tikkurila International Week event planning 3
01303 Family and Domestic Violence -seminar 2
V1360 Directive of Maternity Care 1,5
V1309 Growth in groups 3
V1296 Free from performance anxiety 3
00843 Health-Promoting Environment 6
V1359 Leisure time and sports tutoring for young immigrants 5
V1358 Perioperative nursing 5
V1356 Working Globally 5
V1355 Ups and downs in a relationship 3
V1261 First Aid 1
V0146 Medical Treatment in Social Care 3
V1282 "Development Project on Street Violence Offenders" 3
V1240 Supporting early interaction 3
V1280 Idea and Innovation 5
V0155 Psychodrama Growth Group 5
V0152 Family and Domestic Violence - projectgroup 2
V1242 Tandem Project, English-Finnish 3
V1239 Basic French 1 5
00798 Introduction to worklife English 5
00800 Introduction to worklife Swedish 5
00189 Preparatory Studies in Mathematics 3
00194 Preparatory Studies in English 3
00195 Preparatory Studies in Swedish 3
00305 Basic Finnish 5
01096 Health Assessment 5
V1302 HRM Basics for Everyone 5
00845 Social and Health Care in Finland 5
00844 Social and Health Care in Cultural Perspective 5
V1353 Encountering Sexuality in Customer Service 3
0
01294 Development of Quidance and Teaching Skills, 5 cr
The student is able to:
- suunnitella, toteuttaa, analysoida ja arvioida valitsemaansa ohjaus- tai koulutustapahtumaa.
- hyödyntää oppimiskäsityksiä ja opetussuuntauksia ja teorioita
- ottaa huomioon asiakkaan tarpeet ohjausta ja koulutusta suunnitellessaan ja toteuttaessaan.
- kehittävän ja uudistavan asenteen ohjauksen ja koulutuksen suunnittelussa ja koulutusmateriaalin tuottamisessa.
- itsensä jatkuvan ja monipuolisen ammatillisen kehittämisen
Contents of the study unit:
- ohjaustilanne yksilö/ryhmä
- koulutustapahtuma
- oppimiskäsitykset
- opetussuuntaukset –teoriat
V1421 Microbiology and Pathology, 2 cr
V1420 Geriatrics, 1 cr
V1255 Ethical questions in nursing practice , 5 cr
The student is able to:
Opiskelija hahmottaa omia arvojaan, päämääriään ja tavoitteitaan sairaanhoitajan eettisen osaamisen sisällöistä
käsin. Opiskelija kehittää omaa eettistä ajatteluaan ja pyrkii etsimään aktiivisesti perusteltuja ratkaisuja
käytännöllisiin eettisiin ongelmatilanteisiin eri asiakasryhmien kanssa. Opiskelija harjoittelee eettistä ajattelutapaa
laajentaen sitä työyhteisön tasolle sairaanhoitajan eettisten ohjeiden hengessä.
Contents of the study unit:
Sairaanhoitajan eettiset ohjeet käytännössä. Keskeiset etiikan teoriat: seurausetiikka, velvollisuusetiikka ja hyve-
etiikka. Eettisesti hyvä hoitotyö. Eettinen ongelmanratkaisu käytännön hoitotyössä. Hoitotyön etiikka eri
toimintaympäristöissä: mielenterveys- ja päihdetyö, lasten- ja nuorten hoitotyö, lasta odottavan perheen hoitotyö,
aikuisten hoitotyö, työyhteisön eettiset ongelmat.
Opintojakson sisältö rakentuu käytännön eettisten ongelmatilanteiden ympärille sekä opintojaksolle osallistuvien
opiskelijoiden esille tuomien näkökohtien pohtimiseen ja tarkasteluun.
V1419 Master Sales Assistant, 3 cr
The student is able to:
Opiskelija osaa hahmottaa kaupan alan ja vähittäiskaupan toimintakokonaisuuden sekä ymmärtää tuotetietouden ja
asiakaspalvelun merkityksen myyjän työssä. Opiskelija osaa huomioida vastuullisuuteen liittyviä tekijöitä niin kaupan
toiminnassa kuin kuluttajanakin.
Contents of the study unit:
K-ryhmän Mestarimyyjäkoulutus tarjoaa ajankohtaista tietoa kaupan alasta ja vähittäiskaupan toiminnasta.
Opiskeltavissa on K-kauppojen henkilökunnan koulutustarjonnasta laaja valikoima verkkokoulutuksia ja
tuotekoulutuksia, joista opiskelija voi valita parhaiten omaan tarpeeseensa soveltuvan opintokokonaisuuden. Kaikille
yhteiset koulutukset ovat: Keskon käyntikortti, Vastuullisia valintoja, Sähköiset palvelut ja Ylläty yrittämällä! Lisäksi
opiskelija suorittaa verkkotentin, ja kirjoittaa tiivistelmän valitsemastaan vastuullisuusaiheisesta teoksesta.
K-ryhmän Mestarimyyjäkoulutus tarjoaa ajankohtaista tietoa kaupan alasta ja vähittäiskaupan toiminnasta.
Opiskeltavissa on K-kauppojen henkilökunnan koulutustarjonnasta laaja valikoima verkkokoulutuksia ja
tuotekoulutuksia, joista opiskelija voi valita parhaiten omaan tarpeeseensa soveltuvan opintokokonaisuuden. Kaikille
yhteiset koulutukset ovat: Keskon käyntikortti, Vastuullisia valintoja, Sähköiset palvelut ja Ylläty yrittämällä! Lisäksi
opiskelija suorittaa verkkotentin, ja kirjoittaa tiivistelmän valitsemastaan vastuullisuusaiheisesta teoksesta.
Previous studies:
ei vaadita
V0147 Multicultural Aspects of Social Work and Health Care in Russia, 5 cr
Contents of the study unit:
Opiskelija
- tutustuu Venäjän kulttuuriin ja sosiaali- ja terveydenhuoltoon
-osaa toimia ja soveltaa ammatillista osaamistaan Venäjällä osallistumalla työhön omassa tiimissä mentorin johdolla
-saa tukea persoonalliseen ja ammatilliseen kasvuunsa mentoreiden ohjauksen ja oman tiimin avulla
-osaa tunnistaa ja käsitellä kulttuurieroavaisuuksia ja niiden herättämiä tunteita ja ristiriitoja muiden kanssa
-ymmärtää paremmin erilaisia kulttuureja ja erilaisuutta sekä osaa toimia monikulttuuristen asiakkaiden kanssa.
Study unit description:
Toiminta Venäjällä tukee Kikkerin kylän ja Volosovan alueen perheiden arjesta selviytymistä yhdessä paikallisten
toimijoiden kanssa.
Toiminnan tavoitteina ovat
-perheiden ja vanhusten selviämisen tukeminen heidän omissa kodeissaan Kotipartion avulla
-Kikkerin palvelutalon toiminnan kehittäminen
-Kikkerin kylässä asuvien yksinhuoltajien perheiden arjesta selviytymisen tukeminen
-yhteistyön ja toiminnan kehittäminen Volosovan toimintakeskuksen ja lastenkodin kanssa
-yhteistyön mahdollisuuksien selvittäminen Volosovan sairaalan ja Sairaanhoito-opiston kanssa.
V1304 Basic French 2, 5 cr
V0148 Finnish as a second language, 5 cr
The student is able to:
· kirjoittaa opinnoissa ja työssä tarvittavia tekstejä (mm. essee, raportti, opinnäytetyö, työsähköposti)
harjaantumalla kirjoitetun, norminmukaisen yleiskielen käyttäjänä
· tunnistaa kehittämistarpeet omassa kirjallisessa ilmaisussaan
· hakea ohjausta kehittyäkseen kirjoittajana
· havainnoida ammatti- ja tietotekstien kieltä, tekstilajeja ja tyyliä
· lukea, analysoida ja selostaa oman koulutusalan tekstejä
Contents of the study unit:
· puhutun ja kirjoitetun kielen erot
· keskeiset oikeakielisyysohjeet
· tilastojen pohjalta kirjoittaminen
· referointi suullisesti ja kirjallisesti
· kieltä koskevan palautteen antaminen ja vastaanottaminen
· kielenkäytön oppaiden ja muiden apuneuvojen hyödyntäminen tekstin laadinnassa ja kieliasun
viimeistelyssä
Study unit description:
Opintojakso on tarkoitettu opiskelijoille, joiden äidinkieli ei ole suomi. Hyväksytysti suoritettu opintojakso
korvaa ruotsin kielen opinnot (5op) opiskelijoilla, jotka eivät ole aikaisemmin lukeneet ruotsin kieltä.
01095 Developing Care of Older Adults, 5 cr
V1398 Inside consuming. Many perspectives to approach consumerism, 5 cr
01422 Nursing and Physiotherapy Professional Information Retrieval, 3 cr
01423 Lukikurssi, 3 cr
V1362 Wellness at Work, 5 cr
The student is able to:
The student isable to
• broadly perceive different local and global factors that promote wellness at work in different fields
• identify different local and global programs, plans and good practices for wellness at work
• recognize and practice different ways and methods (such as multisensory methods, art, relaxation, NLP and
other cognitive methods, narrativity, solution-oriented and supervisory methods etc.) of reducing work-related
stress factors and health and wellness risks, both in their own student lives and future working lives
• identify and acknowledge the best practices from employee to manager to impact wellness at work
V0074 Responsible Leadership, 10 cr
The student is able to:
• act responsibly and in a target-oriented way in working in or leading an organisation
• participate as members or leaders of the work community, and promote its welfare as well as their own
• identify an organisation's ethical values and work accordingly in multicultural communities, and critically evaluate
their own and an organisation's actions
• use the tools and methods of applied R&D and creative methods in an organisation's development and quality work
• apply labour legislation to practical situations at work
• understand the basic principles of the financial management of organisations
• assess their own skills as employees and entrepreneurial characteristics
• develop as professionals and responsible members of a work community
Professional growth path and annual theme:
Students are able to:
• work responsibly in the role of employees, taking responsibility for their own and for the community's well-being
Contents of the study unit:
• organisational culture and values
• strategic management, organisational development and quality work
• HR management and well-being at work
• self-management, employee skills
• mentoring
• financial administration, labour legislation, contracts and health and safety
Professional growth path and annual theme:
• career planning
• mentoring
• the profession of the Bachelor of Social Services, and work in social services
Study unit description:
The competence gained in this study unit relates to participating in a work community and to the mastery and
responsible use of the main management tools in diverse workplace situations. Competence is based on an
understanding of the major issues in the operating structures, targets and profitability of work groups and
organisations. The perspective is ethical responsibility in being an employee or a manager. The study unit covers
the possibilities of mentoring as a support for professional growth.
Professional growth path and annual theme:
The annual professional growth theme is Deepening Competence and it is linked in the third year to the Responsible
Leadership in a Work Community study unit. The professional growth unit is completed using tutoring and small-
group guidance, i.e. tutor group meetings.
01280 Social Influence and Social Ethics, 10 cr
The student is able to:
• discern social and global changes
• analyse social and global structures and processes that cause and maintain deprivation, and learn how to change
them
• take into account sustainable development in their work and act in accordance to its principles
• initiate value debates and be activators in various organisations and networks
• identify some of the ethical issues related to social development and the diversity of welfare services
• promote the fulfilment of equality ideals in social work
• promote social responsibility
Contents of the study unit:
• civic action and information services
• social, regional and community work
• formation of social problems and structural social work, and their global dimensions
• social and political influence
• social ethics, ethical theories and approaches
• justice as a moral and ethical phenomenon
Study unit description:
The study unit covers opportunities for acting as an opinion leader in various interest groups and mastering various
influencing methods and tools. Students receive skills in promoting the fulfilment of equality and social responsibility
through social work.
V1235 Child Protection, 5 cr
V1279 NLP Basic Course, 5 cr
01159 Evaluation and development in early childhood education, 5 cr
The student is able to:
• jäsentää keskeisiä varhaiskasvatuksen arvioinnin ja kehittämisen lähtökohtia ja käsitteitä
• hankkia ja soveltaa tutkivalla otteella ajankohtaista tietoa ja muodostaa ammatillista näkemystä
varhaiskasvatuksen arvioinnista ja kehittämisestä lasten ja vanhempien osallistumisen näkökulmasta
• antaa ja vastaanottaa arviointia ja vertaispalautetta opiskelijakollegoiltaan omaa että toisen ammatillista osaamista
vahvistaen.
Contents of the study unit:
• Varhaiskasvatuksen arvioinnin ja kehittämisen keskeisiä lähtökohtia ja käsitteitä
• Arvioinnin eettisiä periaatteita
• Lasten ja vanhempien osallisuus varhaiskasvatuksen arvioinnissa ja kehittämisessä
V1300 Tikkurila International Week event planning, 3 cr
01303 Family and Domestic Violence -seminar, 2 cr
The student is able to:
- hahmottaa perhe- ja lähisuhdeväkivallan yleisyyden ja ilmenismuodot
- tunnistaa mahdollisuuksia ennaltaehkäistä väkivaltaa
- tunnistaa väkivallan aiheuttamia traumoja ja ensivaiheen auttamismenetelmiä
V1360 Directive of Maternity Care, 1.5 cr
The student is able to:
The Student is able to
• to understand the subsections of Maternity Health directive
• to use evidence-based reference material that is related to Maternity Health
• to work in a small group
• to creat a portfolio describing own skills on the basis of the seminar presentation
Contents of the study unit:
• äitiysneuvola
• perhevalmennus
• äitiyspoliklinikka
• synnytysosasto
• synnytys sektiolla
• synnytysvuodeosasto
• imetys lapsettomuushoidot
V1309 Growth in groups, 3 cr
V1296 Free from performance anxiety, 3 cr
00843 Health-Promoting Environment, 6 cr
The student is able to:
- understand and identify factors affecting health and the environment
- assume responsibility for developing the health and safety of the environment
- to support the health of an individual, family and community
Contents of the study unit:
Maternity care/ Reproductive health 3 cr ECTS
- global challenges to reproductive health
- family nursing / parenthood
- promoting the health of the woman and her family during the pregnancy and postpartum
Community nursing 3 cr ECTS
- environment and community as a concept
- national and international health care action plans promoting well-being and
health of the population (e.g. Health 2015 public health programme)
- environmental health effects and their prevention
- community profile and analysis
Study unit description:
The competence gained in the study unit relates to managing health promotion in various human communities and
environments. It is based on an environment-, community-focused and family-based operating models. The focus is
on influencing the environment’s physical, social and symbolic elements as well as promoting the well-being and
health of the population.
V1359 Leisure time and sports tutoring for young immigrants, 5 cr
The student is able to:
• opiskelija perehtyy vapaaehtoistyöhön
• perehtyy nuoren maahanmuuttajan elämäntilanteeseen
• hahmottaa vapaa-ajan roolin nuoren kotoutumisen välineenä
• perehtyy ohjaukseen ja erityisesti maahanmuuttajan ohjaukseen
• eri tahojen verkostotyö ja kansalaisjärjestöjen rooli hyvinvointipalvelujen tuottajana
• toimii vapaa-aika tuutorina
Contents of the study unit:
• tuutorointi ja ohjauksen taidot
• yksilö- ja ryhmäohjausta
• nuori asiakkaana
• maahanmuuttaja asiakkaansa
• verkostotyönäkökulma: sosiaalitoimi, nuorisotalo, koulu -yhteistyö
• rasismin kohtaaminen
V1358 Perioperative nursing, 5 cr
The student is able to:
• implement valules, principles and ethical codes of perioperative nursing during empowerment of the perioperative
patient and his/her family, and secure the integrity of the perioperative patient
• apply basic concepts of perioperative nursing
• practise as a member of nursing personnel in basic perioperative processes
• perform evidence based education and guidance of the perioperative patient and his/her family
• perform perioperative nursing care according to legal obligations and responsibilities
• perform safe perioperative nursing care from patients’, personnel’s and environment’s point of view (risk
management and aseptic practice)secure vital functions of a perioperative patient and perform resuscitation
• perform documentation in perioperative care
• practice as a member of a multiprofessional perioperative team
• recognize needs and topics for development in perioperative nursing
Contents of the study unit:
• Special questions in Perioperative nursing process
• Ethical thinking in perioperative nursing environment
• Saving the itegrity of the patient´s in perioperative nursing
• Development of quality in perioperative nursing
• Health technology and perioperative nursing
Study unit description:
Students deepen their education, guidance, decision-making, recognition, interaction, leadership skills, and
cooperation in the perioperative care environment. Students develop professional to manage operational entities
and to critically and developmental work approach of perioperative nursing area. The student is able to work in
nursing with ethical principles of the multi-professional team
V1356 Working Globally, 5 cr
The student is able to:
This study unit is desgined for students of all fields of studies, who wish to gain the tools for
successful work in international teams and learn about the ways to communicate and lead
internationalized teams. Students will learn about the important factors in globalized work and
its contermporary issues in a virtual team environment.
Contents of the study unit:
Topics:
1. Teamwork in gobal virtual groups
2. Working internationally
3. Ethnic and cultural diversity
4. Intercultural competence
5. Intercultural leadership
V1355 Ups and downs in a relationship, 3 cr
V1261 First Aid, 1 cr
V0146 Medical Treatment in Social Care, 3 cr
The student is able to:
Opiskelija osaa lääkehuoltoa koskevista säädöksistä sosionomin vastuualueen
Opiskelija osaa toteuttaa asiakkaalle sosionomin työnkuvaan kuuluvaa lääkehoitoa
Contents of the study unit:
Lääkehuoltoa koskevat säädökset
Lääkkeenantomuodot ja lääkkeenantotavat sekä lääkkeiden yleiset vaikutukset elimistössä
Lääkelaskutoimitukset ja hoitomääräyksen mukainen lääkeannostus
Aseptiikka lääkehoidon toteuttamisessa
V1282 "Development Project on Street Violence Offenders", 3 cr
V1240 Supporting early interaction, 3 cr
V1280 Idea and Innovation, 5 cr
V0155 Psychodrama Growth Group, 5 cr
The student is able to:
Students are able
• to identify and control the factors that affect well-being, functional ability and self-knowledge
• find ways to strengthen professional growth and identity
• to find ways to strengthen professional growth and identity in the group and recognise their approach to
interaction and roles within the group
• to understand the basics of the psychodrama method and the principles underlying the work
V0152 Family and Domestic Violence - projectgroup, 2 cr
The student is able to:
Student is able to plan and implement a seminar for theme days
V1242 Tandem Project, English-Finnish, 3 cr
V1239 Basic French 1, 5 cr
00798 Introduction to worklife English, 5 cr
Study unit description:
Introduction to worklife English is a course specially designed for students who want to improve their basic English
skills by attending classes, discussion groups or conferences. It is also suitable for students with more challenging
learning difficulties or for such students, who have previously studied the language on a very basic level.
00800 Introduction to worklife Swedish, 5 cr
Study unit description:
Työelämäruotsiin tutustuminen on tarkoitettu erityisesti niille opiskelijoille, jotka haluavat parantaa ruotsin kielen
alkeistaitoaan osallistumalla kielen opetukseen, keskusteluryhmiin tai luennoille. Kurssi sopii myös sellaisille
opiskelijoille, joilla on todettu vakavampia luki- tai oppimisvaikeuksia samoin kuin sellaisille opiskelijoille, joiden
kielen opiskelusta alkeistasolla on kulunut kauan aikaa.
00189 Preparatory Studies in Mathematics, 3 cr
The student is able to:
• demonstrate the basic skills of mathematical applications required by his / her field of study
Contents of the study unit:
• recapitulation of upper secondary school mathematics
Study unit description:
Student practices his / her mathematic skills and develops preparedness to complete studies in
mathematical applications within the main courses.
00194 Preparatory Studies in English, 3 cr
The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the English language
• basic English vocabulary
Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.
00305 Basic Finnish, 5 cr
The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation
Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.
01096 Health Assessment, 5 cr
V1302 HRM Basics for Everyone, 5 cr
The student is able to:
The student will be able to explain and designate main concepts of human resource management, as well as to
describe their role as part of the organization's activities.
Contents of the study unit:
Employee recruitment and induction, performance reviews and personnel training, employee rewarding, engaging
an employee, HR strategy and it’s impact on the company as a whole.
00845 Social and Health Care in Finland, 5 cr
The student is able to:
- understand the Finnish social and health care system in the context of national and international health policy
- identify and evaluate the social and health needs in individual
and community level in Finland compared to his/ her own country
- recognise differences and similarities in the social and health care
service systems, health care programs, laws and regulations compared to his/ her own country
- recognise differences and similarities in methods of health promotion and health education compared to his/ her
own country
- plan, implement and evaluate individual or family or community –focused guidance.
Contents of the study unit:
- global and national trends in health issues, social and health policy
- social and health problems in Finland and in other countries, prevention of diseases
- health care service systems, service and care chains, regulations, organisations
- evidence based health promotion, community-focused methods of health promotion
- guidance, consulting and networking in nursing, welfare technologies in
guidance.
Study unit description:
Self directed preparatory assignment, lecturers, study visits, group work, seminars, individual tutorial support.
00844 Social and Health Care in Cultural Perspective, 5 cr
The student is able to:
- be aware of his/her cultural and professional knowledge and skills in the multicultural and multidisciplinary issues
- gain more cultural know-how and competence in working in international
environments and society
- evaluate their own value bases from the multicultural and multidisciplinary point of view
- recognise the significance of their professional actions in relation to global interactions and sustainable
development
Contents of the study unit:
- study abroad - learning and living in different culture
- students experiences of cultural differences, living and learning abroad
- social and health education in different countries
- ethical issues and special questions in different cultures, fields of social and health services
- health promotion and mental health issues in different countries
- using the know-how of seniors in different countries
- International week at Tikkurila Laurea in March 2009
Study unit description:
The competence in this study unit focuses strongly to cultural and globalisation issues in social and health care. This
unit includes also every year an International seminar and week which has a specific topic each year as “Joint
activities and learning in the field of Health Care and Social Services”. In this study unit will be presented some of
the latest results and progress in the research and development projects that are on going in cooperation with the
international partners of Tikkurila Laurea. Visiting international exchange students together with Laurea students
have a possibility to present current topics from their own perspective.
V1353 Encountering Sexuality in Customer Service , 3 cr
The student is able to:
• Ymmärtää seksuaalisuuden olevan koko elämän kestävä
• Oman seksuaalisuuden kohtaaminen
• Saada tietoa seksuaalisuudesta ja sen määritelmistä
• Saada valmiuksia kohdata asiakkaan/potilaan seksuaalisuus
• Ymmärtää seksuaalisuuden puheeksi ottamisen olevan osa kokonaisvaltaista hoitotyötä
• Ymmärtää sairauden, vammaisuuden ja muutoksien merkityksen seksuaalisuuteen
Contents of the study unit:
• Seksuaalisuuden määrittelyä ja historiaa
• Seksuaalisuuden kohtaaminen asiakastyössä
• Seksuaalisuuden moninaisuus
• Seksuaalikasvatus
• Seksuaalisuus vammaisena ja sairaana
• Lääkkeet ja seksuaalisuus