Opetussuunnitelma
2013
Sosiaali-, terveys- ja liikunta-ala
Laurea Otaniemi
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2013
Social Services, Health and Sports
Laurea Otaniemi
Bachelor's degree programmes
Opetussuunnitelma · Degree Programme in Nursing, in English (SNG), Laurea Otaniemi · Ryhmä SNG13SN
Opetussuunnitelma 2013 – SNG13SN (englanniksi)
Curriculum · Degree Programme in Nursing, in English (SNG), Laurea Otaniemi · Group SNG13SN
Curriculum 2013 – SNG13SN (in English)
Curriculum 2013 – SNG13SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Nursing, in English (Laurea Otaniemi, sote), SNG13SN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through communities and
the networks that they form. Students use projects to learn the basics of networking, social skills and communication
with experts in the field. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, comparable degrees, the process has created a system
based on two main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its
degree structure to align it with this European objective. In universities of applied sciences, the two-cycle degree is
implemented in a way that students obtain a first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
mobility, curricula must be internationally understandable. The aim of standardising the structures and learning
targets of degrees is to improve the conditions for mobility within and between higher education institutions during
the studies, and also in the workplace after graduation. In terms of the recognition and comparability of degrees
taken in different countries, it is important to link learning targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
G037 INVESTIGATIVE ACTOR IN LEARNING
NURSING
G0260 Basic Finnish 1 5
G0237 Learning by developing 10
G0259 English in nursing 3 0 2
G0239 Tools for investigative process 5
G0011 Swedish in Nursing 5
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
G038 ENCOUNTERING THE NURSING CLIENT
G0240 Person as a holistic being 10
G0241 Nursing environment 5
G0243 Nursing interventions 10
G0242 Health 10
G0244 Medical assessment and therapeutic methods 5
G0245 1st Professional development in practise, 10
gerontological nursing
G039 HEALTH PROMOTION OF NURSING CLIENTS
IN MULTICULTURAL ENVIRONMENTS
G0246 Strengthening patient resources 5
G0247 Clinical assessment and therapeutic methods 5
G0248 2nd Professional development in practise, 15
medical-surgical nursing
G0249 Health promotion of individuals and communities 5
G0250 3rd Professional development in practise, mental 10
health/home care
G0251 Family nursing and family therapeutic methods 4 1
G0252 4th Professional development in practise, 10
children, learning disabilities, women
G0253 Ethical desicion making 10
G0254 5th Professional development in practise, student 15
´s own path
G040 EMPOWERING LEADERSHIP AND SERVICE
MANAGEMENT
G0258 Thesis 15
G8273 Leadership and Management 5
G0256 6th Professional development in practise, service 5
innovations, student´s own path
G0257 7th Professional development in practise, student 15
´s own path
G041 ELECTIVE STUDIES
G0236 Basic Finnish 2 5
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
G0261 Intermediate Finnish 5
00203 Initial Test in Swedish Skills 0
00195 Preparatory Studies in Swedish 3
60 60 60 30
G037 INVESTIGATIVE ACTOR IN LEARNING NURSING, 25 cr
Description:
How to investigate nursing and why to develop nursing?
What kind of processes and methods can be applied in research and development?
How to get started with the thesis project?
How to develop professional communication skills?
How to get started with the thesis project?
The student will be able to:
apply the tools of Learning by Developing in his/her learning and projects
apply academic writing skills
acquire and apply evidence based knowledge in her/his actions
communicate using different languages
plan his/her thesis process and actively implements the thesis plan
Content:
Developing own learning strategies and professional language. Active participation and developing skills in projects
and production of research, development and innovation (R&D&I) competencies.
G0260 Basic Finnish 1, 5 cr
The student is able to:
learn the main principles of the Finnish language and some main things of Finnish culture,
understand and use the most common expressions in Finnish in everyday situations
Contents of the study unit:
How to communicate in everyday situations?
How to discuss everyday subjects related ourselves?
How to recognise basic grammar & vocabulary and practise pronunciation?
How to learn to speak, understand and write Finnish?
Study unit description:
The study unit provides an introduction to Finnish language and culture. Students will reach level A1 in accordance
with the Common European Framework.
Previous studies:
No previous knowledge of Finnish.
G0237 Learning by developing, 10 cr
The student is able to:
plan, implement and evaluate her/his own learning process,
apply academic writing skills and tools of information technology,
acquire and applies evidence based knowledge in her/his actions,
apply the tools of Learning by Developing in his/her learning
Contents of the study unit:
How to plan one’s own personal curriculum (PC) and how to use learning contracts (LC) and create a professional
portfolio?
How to implement academic writing and how to use information technology?
What does learning by developing in projects mean
Study unit description:
The study unit includes learning environments and the learning models (LbD) of the University of Laurea applied
sciences. Individual learning strategies are supported by using different learning methods and theories. Portfolio is
used in self-evaluation and assessment.
G0259 English in nursing, 5 cr
The student is able to:
communicate and use different communication methods in his/her work and in a multicultural working environment,
communicate regarding his/her field of expertise,
apply information based on references,
understand the importance of analysing linguistic structures and vocabulary
Contents of the study unit:
What kind of communicative competence does a nursing professional need?
What kind of linguistic analysing skills does a nursing professional need?
What kind of competence does a nursing professional need in academic writing?
Study unit description:
During the study unit the student develops his/her communicative competence. He/she develops his/her command
of the vocabulary and grammatical structures in English, meta-linguistic skills and skills in academic writing.
Previous studies:
A pass in the reflection and language skills test in the entrance examination
G0239 Tools for investigative process, 5 cr
The student is able to:
identify the need for research and development in nursing
apply research and development methods
acquire and apply evidence based knowledge in projects and interventions of nursing
Contents of the study unit:
What kind of processes and methods can be used in research and development project?
How to apply information based on references?
How the principles of research ethics and trustworthiness are applied during the research process?
Study unit description:
The process of research, development and innovation
Previous studies:
Learning by Developing
G0011 Swedish in Nursing, 5 cr
The student is able to:
• Use oral and written Swedish in their work environment
• Communicate in the Swedish language in their work using different communication channels
• Apply information acquired from sources in the Swedish language
• Attain skill level B1.2 in the Swedish language as defined in the Common European Framework.
• Pass the civil service language proficiency certificate in oral and written Swedish with a Good or Satisfactory
grade.
Contents of the study unit:
What types of communication skills are necessary in nursing?
What types of situations require nursing staff to communicate in Swedish?
How do students make use of their Swedish language skills in the work community?
Study unit description:
Communication skills, analysis skills of linguistic structure, core content in nursing in the Swedish language
Previous studies:
Pass in the Initial Swedish Language Test or completed preparatory studies in the Swedish language.
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.
G038 ENCOUNTERING THE NURSING CLIENT, 50 cr
Description:
How to encounter the client in nursing?
Why is encountering the client important in nursing?
How do the theories describe the core concepts of nursing?
How decisions are made and documented during the nursing process?
The student will be able to:
use the central concepts of nursing,
encounter the nursing client as a holistic being,
act responsibly and reflect on his/her own performance and it’s ethical meaning,
use nursing process as a tool of decision making,
empower clients’ resources of health
Content:
Person in his/her environment is a holistic being consisting of organic, conscious and situational dimensions. The
goal of nursing is empowering client resources. Health is the basic value when encountering clients in nursing.
G0240 Person as a holistic being, 10 cr
The student is able to:
encounter people as unique, valuable and equal persons,
assess client’s health from a holistic perspective,
describe biological, psychological, cultural, societal and environmental factors affecting people’s health
Contents of the study unit:
How do the philosophical and theoretical foundations support holistic approach in nursing?
What are the core concepts in nursing?
How do the related sciences support the student’s understanding of holistic approach in nursing?
Study unit description:
The philosophical and theoretical foundations in nursing.
Person as a holistic being consisting of organic, conscious and situational dimensions.
.
G0241 Nursing environment, 5 cr
The student is able to:
describe various nursing environments considering different dimensions and ethical aspects from the client’s
perspective,
create a safe nursing environment and take responsibility for sustainable development,
describe local and global health risks
Contents of the study unit:
How to describe nursing environments?
How do microbes and infectious diseases influence in the healthy environment?
How sustainable development is supported in nursing?
Study unit description:
Describing various nursing environments in health and social services and in voluntary organisations.
G0243 Nursing interventions, 10 cr
The student is able to:
assess changes in client’s/patient’s health status,
plan, implement and evaluate nursing care taking into account the client and his /her family,
implement nursing therapeutics to promote client empowerment,
provide safe medication,
provide palliative care to dying patients and support family and significant others in encountering death,
take action in first aid and health care disaster situations
Contents of the study unit:
How are nursing decisions made?
How is nursing care plan made and documented?
What are nursing therapeutics?
How to administer medication in an accurate and safe way?
How to perform in first aid and health care disaster situations?
Study unit description:
Nursing decision making and documentation
Assessing, planning, implementing and evaluation of nursing interventions
Previous studies:
Person as a holistic being
Nursing environment
G0242 Health, 10 cr
The student is able to:
assess and support resources of health,
assess and support growth and development of clients in different ages,
describe public health and welfare service provision in Finland
Contents of the study unit:
How can health be defined as a concept?
How client’s and family’s health can be described in various life transitions?
How welfare services are provided in Finland?
How health is supported in communities and societies?
Study unit description:
Health as the value and status in life transitions
Structure and functions of Finnish welfare services
Previous studies:
Person as a holistic being
Nursing environment
G0244 Medical assessment and therapeutic methods, 5 cr
The student is able to:
integrate knowledge of anatomy and physiology, clinical physiology, internal medicine and pharmacology to nursing,
apply his/her knowledge of gerontology and different diseases in nursing,
identify information acquired by medical examinations and therapeutic methods in nursing,
provide safe pharmacotherapy
Contents of the study unit:
What are the fundamentals of pharmacology?
How do related sciences support medical assessment and therapeutic methods in nursing?
Study unit description:
Application of medical assessment and therapeutic methods in nursing
Previous studies:
Person as a holistic being
Nursing interventions
G0245 1st Professional development in practise, gerontological nursing, 10 cr
The student is able to:
encounter elderly clients in respectful, sincere and equal ways,
empower strengths and resources of clients and families in nursing care,
promote healthy and safe environment for elderly clients,
assess, plan, implement and evaluate nursing care,
document nursing care,
reflect his/her own professional growth
Contents of the study unit:
How to encounter an elderly client and the family in holistic way?
What are health resources of the elderly clients and how to empower them?
How to plan nursing care of elderly clients and how to document it?
What is a healthy and safe environment for elderly clients?
How to evaluate one’s own professional growth in a multiprofessional team?
Study unit description:
Nursing process in encountering elderly nursing clients and their families
Healthy and safe environment in gerontological nursing
Evaluation of one’s own professional growth
Previous studies:
Person as a holistic being
Nursing interventions
G039 HEALTH PROMOTION OF NURSING CLIENTS IN MULTICULTURAL ENVIRONMENTS, 80 cr
Description:
How can client’s resources during health transitions in nursing be strengthened?
How to provide good nursing care in multicultural environments?
How to use the methods of health promotion?
What are nurse’s roles and responsibilities in multidisciplinary teams?
The student will be able to:
empower her/his clients and patients in multicultural environments,
promote client's self-care and rehabilitation,
act as an empowered nurse in the multidisciplinary team,
present professional ethical performance in multicultural environment
Content:
Nursing clients are individuals, families and communities from different cultures. Empowerment, health promotion
and rehabilitation of the nursing clients and patients are the goals of nursing care. Nursing is based on ethical
decision making in multidisciplinary care. Multicultural environment deepens the student’s cultural and ethical
competence in his/her ability to empower working communities.
G0246 Strengthening patient resources, 5 cr
The student is able to:
evaluate his/her own feelings and values in patient relationships in culturally different environments,
plan, implement and evaluate client-centred nursing care in medical, surgical/perioperative environments,
promote client’s empowerment in rehabilitation,
use cooperation and decision-making skills in multidisciplinary nursing team
Contents of the study unit:
How to apply rehabilitation and guidance in medical, surgical/perioperative nursing?
How to diagnose and support the clients / patients in surgery?
How to administer fluid therapy, intravenous medication and blood transfusion?
How to act as a member of a multidisciplinary team in medical, surgical/perioperative nursing?
Study unit description:
The study unit includes medical, surgical/perioperative nursing where rehabilitative approach and guidance are used
to enhance patient’s autonomy
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
G0247 Clinical assessment and therapeutic methods, 5 cr
The student is able to:
apply the knowledge of anaesthesiology, surgery and psychiatry in nursing,
support the patient with balanced nutrition and diet therapy
Contents of the study unit:
How to apply anesthesiological and surgical knowledge in nursing care?
What are the methods of pain management?
How does knowledge of nutrition and dietetics support patient’s care?
Why psychiatric knowledge is needed in the care of patients?
Study unit description:
The study unit includes assessment of changes in health and the basis of examination and therapeutic methods in
acute and long-term illnesses and diseases.
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
G0248 2nd Professional development in practise, medical-surgical nursing, 15 cr
The student is able to:
plan, implement and evaluate nursing care of medical/surgical patients in a multiprofessional team
communicate and interact with acutely ill patients,
acquire and manage patient information and documents accurately the nursing care plan,
act responsibly in the care unit and reflect critically on his/her own actions, emotions, attitudes as a team member,
set own learning objectives and evaluate his/her own learning process (learning contract)
Contents of the study unit:
How does various acute nursing environments influence on nursing process and decision making in a
multiprofessional team?
Why accurate documentation and reporting is essential?
How to encounter an acutely ill patient?
What kind of communication methods are needed in acute medical/surgical/perioperative nursing?
Why safe medication, pain management and aseptic performance are emphasized in acute nursing care?
How to apply the knowledge of internal medicine, surgery and anaesthesiology in nursing?
Study unit description:
Medical-surgical nursing consists of assessment, planning, implementation and evaluation of nursing care for clients
and patients. Guidance in rehabilitation is an essential approach in nursing care of acute and long-term medical-
surgical patients in transition. The students work as members of multiprofessional team
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
1st Professional development in practise, gerontological nursing
G0249 Health promotion of individuals and communities, 5 cr
The student is able to:
assess health resources and health risks of individuals, families and communities, and select evidence-based
nursing interventions when planning health promotion,
examine the client’s health status in an accurate and safe way in home care,
promote and support client health and well-being in a client-centred way
Contents of the study unit:
How clients get empowered through primary nursing and community nursing?
How to use health education strategies and models in home care?
Why is it important to understand phenomena of mental health?
What kind of support and therapeutic methods are used in health promotion of mental health clients?
Study unit description:
Assessment of the health resources and health risks of individuals, families and communities, and selection of
health strategies and models in health promotion.
Empowering the clients living at home and the clients with mental health problems.
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
1st and 2nd Professional development in practise
G0250 3rd Professional development in practise, mental health/home care, 10 cr
The student is able to:
create a collaborative relationship with the client,
plan, implement and evaluate client-centred nursing care of mental health, crisis and substance abuse clients,
plan, implement and evaluate client-centred nursing in home care,
support patients and their families and significant others,
evaluate continuity of care,
set own learning objectives and evaluate his/her own learning process (learning contract)
Contents of the study unit:
How to plan, implement and evaluate the nursing care of mental health, crisis and substance abuse clients?
Why rehabilitative approach is used in nursing care of mental health and home care clients?
How to plan, implement and evaluate palliative nursing in home care?
Why co-operation in a multiprofessional team is needed in care of mentally ill clients and in care of clients at home?
Study unit description:
The study unit includes clinical studies in mental health units and home care
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
1st and 2nd Professional development in practise
G0251 Family nursing and family therapeutic methods, 5 cr
The student is able to:
deepen his/her decision-making in family nursing,
apply ethical nursing care in family nursing,
apply the knowledge of paediatrics, gynaecology and obstetrics in multiprofessional care of children and women and
significant others
Contents of the study unit:
How are families empowered in various transitions of health?
Why children’s specific features are important to consider in nursing process?
What influences on the professional decision-making do women`s health issues have in the nursing care of
individuals and communities with different cultural backgrounds?
Why ethical decision-making is an integral part of family nursing in a multiprofessional team?
How to promote reproductive health in different environments?
How to apply the knowledge of paediatrics and gynaecology/ obstetrics in nursing?
Study unit description:
Assessment of resources and stress factors of individuals, families and communities with different cultural
backgrounds
Planning, implementing and evaluating family nursing in different transitions of health
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
1st ,2nd ,3rd Professional development in practise
Health promotion of individuals and communities
G0252 4th Professional development in practise, children, learning disabilities, women, 10 cr
The student is able to:
encounter children and families in different transitions of health and take into account their cultural backgrounds,
plan, implement and evaluate the culture conscious nursing care of children, women and clients with learning
disabilities together with their families,
support clients and their families and significant others during health transitions,
develop his/her ethical decision-making
participate in networks in promoting family health,
set own learning objectives and evaluate his/her own learning process (learning contract)
Contents of the study unit:
Why encountering the child and the family is the core issue in family nursing?
How to plan, implement and evaluate family nursing at different transitions of health?
Why culture-conscious nursing care is needed in family nursing?
How to promote reproductive health in different environments?
Study unit description:
The study unit includes clinical studies in children’s nursing, in the care of learning disabilities and in women’s health
nursing
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
1st ,2nd ,3rd Professional development in practise
Health promotion of individuals and communities
Family nursing and family therapeutic methods
G0253 Ethical desicion making, 10 cr
The student is able to:
assess clients’ needs, rights and obligations embedded in the different situations,
apply various ethical approaches, theories and concepts in real life situations,
discuss the relationship between law and ethics in the context of modern welfare provision,
argue for social and societal changes in order to improve the position of oppressed groups,
develop debating and negotiation skills in order to implement ethical actions,
deepen his/her perceptions about ethical decision making together with the nurse alumni
Contents of the study unit:
What are the relevant ethical theories and concepts which underpin work in health care and social services and why
is evidence-base needed?
How can ethical problem-solving and decision-making skills be applied in practical situations?
What are some shared ethical questions in health care and social work?
How can ethical decision making and problem solving be supported through debating, negotiation, and role-playing
exercises?
Why the support and mentoring of the alumni and their professional experience is needed in ethical decision
making?
Study unit description:
Ethical Decision Making in nursing is a multi-professional course of studies taken together with students from the
Degree Programme of Social Service which develops students’ ability to discuss multifaceted ethical questions
taken from their own practical experiences and analysing them from various viewpoints. In the analysis of ethical
problems, personal and community interpretations are juxtaposed with societal and global ones and a student’s
skills of critical analysis are emphasised. Nursing expertise is reflected by discussing topics from various clinical
fields together with nurse experts (the alumni of Laurea).
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
Clinical assessment and therapeutic methods
1st ,2nd ,3rd , 4th Professional development in practise
Health promotion of individuals and communities
Family nursing and family therapeutic methods
G0254 5th Professional development in practise, student´s own path, 15 cr
The student is able to:
develop his/her ethical decision-making methods and skills in multidisciplinary team,
present skills of implementing ethical decision-making in dialogue with others,
reflect on the relationship between his/her own values and the ethical performance in nursing,
act in cooperation in multi-professional working groups and networks and advocates his/her clients in a professional
way,
appreciate the benefits of work counselling and peer support
Contents of the study unit:
Why ethical sensitivity is needed in every day nursing practice?
How can ethical problem-solving and decision-making skills be applied in clinical situations?
How to influence on ethical performance of individuals, groups and communities?
How and why client advocacy is emphasized in nurse`s performance?
Study unit description:
Ethical decision making consists of investigating ethical questions, theories and concepts in nursing care of clients
and patients and applying them in the field the student has chosen.
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
Clinical assessment and therapeutic methods
1st ,2nd ,3rd , 4th Professional development in practise
Health promotion of individuals and communities
Family nursing and family therapeutic methods
Ethical decision making
G040 EMPOWERING LEADERSHIP AND SERVICE MANAGEMENT, 40 cr
Description:
How do leadership and service management promote good nursing care?
How can welfare services be developed?
How does the thesis process contribute to work life and student`s own professional development?
The student will be able to:
describe the prerequisites of good leadership and management,
apply methods and tools of management in nursing,
produce innovative operating models for the nursing service sector,
develop personal expertise as a member of work team or community,
complete a developmental thesis work in cooperation with working life
Content:
The goal in leadership and management is to empower professionals in nursing.
The student gains further competence to act as a proactive member of a team and work com-munity. The student’s
professional expertise and innovation is evidenced in work life develop-ment projects, where they investigate
phenomena, generate new data, and develop innovative ways of working.
G0258 Thesis, 15 cr
The student is able to:
plan, and implement an innovative research aimed at work life development,
participate in a project partnership network,
apply methods of research and development in order to produce new knowledge,
publish and disseminate the thesis,
complete the maturity test
Contents of the study unit:
How is thesis planned, implemented and disseminated?
How can the thesis process and evaluation contribute to professional development?
Why is the thesis process designed for work life development?
How to write a maturity test?
Why to utilize the findings of research and development project?
Study unit description:
The thesis process is based on the students’ activities in work life development projects, where they investigate
phenomena, generate new data, and develop innovative ways of working. The study unit consists of the thesis
planning process, the publishing of the thesis and the completion of the maturity test. The student’s professional
expertise and innovation is evidenced by the thesis process.
Previous studies:
Learning by developing
Tools for investigative process
Nursing English
G8273 Leadership and Management, 5 cr
The student is able to:
The student is able to
• evaluate and develop his/her own actions as a member of a work community and as a manager
• apply labour law and collective agreements
• evaluate the work community and well-being at work
G0256 6th Professional development in practise, service innovations, student´s own path, 5 cr
The student is able to:
contribute to the innovative development of a nursing organisation,
take active responsibility of developing an innovative self-managed project,
actively participate in building and utilizing networks of various welfare service providers,
develop skills in career planning and entrepreneurship as a basis for professional development
Contents of the study unit:
Why to develop innovative services?
How to create innovative services?
How to plan, implement and disseminate health and social service innovations?
How does career planning act as a basis for professional development?
Study unit description:
This study unit enables students to critically analyse health and social service structures and their development.
Developing welfare services includes the development work and creating operating models in working life.
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
Clinical assessment and therapeutic methods
1st ,2nd ,3rd , 4th , 5th Professional development in practise
Health promotion of individuals and communities
Family nursing and family therapeutic methods
Ethical decision making
G0257 7th Professional development in practise, student´s own path, 15 cr
The student is able to:
develop his/her interaction and negotiation skills,
function as a reliable member of the work community and network in different contexts,
implement the norms of work legislation and bargaining agreement in the changing work situations as an employee
and/or superior,
plan, implement and disseminate a health and social service innovation,
act in cooperation and critically defend professional knowledge in multi-professional working groups and networks
Contents of the study unit:
Why is it important to manage and lead nursing practice?
What kind of leadership and management skills are needed in the health care unit?
Study unit description:
The study unit consist of leadership and management clinical studies in the field the student has chosen. The
student manages an innovative project in the selected organization.
Previous studies:
Person as a holistic being
Nursing interventions
Medical assessment and therapeutic methods
Strengthening patient recourses
Clinical asessment and therapeutic methods
1st ,2nd ,3rd , 4th , 5th Professional development in practise
Health promotion of individuals and communities
Family nursing and family therapeutic methods
Ethical decision making
Leadership and management in nursing
G041 ELECTIVE STUDIES, 15 cr
Content:
The theme offers the student an opportunity to supplement his/her personal learning plan by participating in courses
and project work within Laurea, as well as in other fields and other institutions of higher education in order to
develop and empower his/her professional expertise.
G0236 Basic Finnish 2, 5 cr
The student is able to:
· Communicate in simple situations and routine tasks
· Write simple texts
· Understand the meaning of messages and Finnish speech related to various subjects
Contents of the study unit:
How can everyday situations be managed using Finnish language?
How can you use correct grammar in written and oral communication?
Study unit description:
Deepening the knowledge of the basics of the Finnish language and culture in order to reach level A2 in accordance
with the Common European Framework
Previous studies:
Basic level of Finnish language 5 CR.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr
G0261 Intermediate Finnish, 5 cr
The student is able to:
communicate in more formal situations,
develop her/his Finnish skills for work-related purposes
Contents of the study unit:
How can my Finnish vocabulary and grammar related to studying and working life be developed?
Study unit description:
The course will develop the students’ Finnish language skills for professional purposes in order to reach level B1
according to the Common European Framework
Previous studies:
Intermediate level of Finnish language
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
00195 Preparatory Studies in Swedish, 3 cr
The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills
Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary
Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.