Opetussuunnitelma
2013
Sosiaali-, terveys- ja liikunta-ala
Laurea Hyvinkää
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2013
Social Services, Health and Sports
Laurea Hyvinkää
Bachelor's degree programmes
Opetussuunnitelma · Hoitotyön koulutusohjelma (STB), Laurea Hyvinkää · Ryhmä STB13SN
Opetussuunnitelma 2013 – STB13SN (englanniksi)
Curriculum · Degree Programme in Nursing (STB), Laurea Hyvinkää · Group STB13SN
Curriculum 2013 – STB13SN (in English)
Curriculum 2013 – STB13SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Nursing (Laurea Hyvinkää, sote), STB13SN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through communities and
the networks that they form. Students use projects to learn the basics of networking, social skills and communication
with experts in the field. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, comparable degrees, the process has created a system
based on two main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its
degree structure to align it with this European objective. In universities of applied sciences, the two-cycle degree is
implemented in a way that students obtain a first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
mobility, curricula must be internationally understandable. The aim of standardising the structures and learning
targets of degrees is to improve the conditions for mobility within and between higher education institutions during
the studies, and also in the workplace after graduation. In terms of the recognition and comparability of degrees
taken in different countries, it is important to link learning targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
Operating environment
Laurea Hyvinkää is located in the centre of a town with 45,000 inhabitants, amid all of its services. The town's vision
for 2017 is: Hyvinkää is an attractive, welcoming and safe urban centre of the Metropolitan Area in Northern
Uusimaa. Hyvinkää promotes its citizens' well-being and the success of business and commerce in the area, and
fosters cooperation between the private sector, the third sector and public service providers. Hyvinkää forms an
active part of the Metropolitan Area. Effective transport connections and the town's excellent position in terms of
logistics support the successful growth of business and industry. As the main centre of Northern Uusimaa, Hyvinkää
works closely with its neighbouring municipalities and the district.
Hyvinkää and the Hyvinkää-Riihimäki economic region contain a significant cluster of educational and development
organisations. Laurea has established network partnerships with the TechVilla technology centre and the Centre of
Expertise in Lifting and Moving that it administers; with the regional operator of the Cohesion and Competitiveness
Programme (COCO); with Palmenia Centre for Continuing Education and Tampere University of Technology; with
the Hyria secondary education operator and the SYKLI Environmental School of Finland; and with all of their
national and international networks. Laurea's network also includes entrepreneurs' associations focused on
promoting business operations, the Riihimäki and Hyvinkää Chamber of Commerce, HyRi Business Services, the
Employment and Economic Development Centre offices and the First Round Center.
Within the Hyvinkää region's economic structure, the top four employers are: 1) social services, 2) industry, 3) retail
and hospitality, and 4) finance, insurance and business services. The multinational corporation Kone has a
production plant but also specialises in services.
The Hyvinkää unit is closely networked with operators in social service and health care education and research,
development and innovation in the KUUMA district. The unit's main partners are HUS/Hyvinkää Hospital Area, the
local municipalities' social service and health offices, Kiljava Hospital, Järvenpään sosiaalisairaala hospital,
Sosiaalitaito and Diaconia University of Applied Sciences.
As a part of its operating environment, Laurea Hyvinkää predicts and caters for the needs of the surrounding
environment and the Metropolitan Area as a whole in its educational activity. Hyvinkää's Degree Programme in
Nursing particularly takes into account the needs for development in health care in the region and the whole country.
These development areas require professional expertise that can respond to the current needs and predict the
future for health care, health promotion and rehabilitation in society. The task of education in Nursing is to train
expert health care personnel that can provide the population with equitable services in which patient safety is
guaranteed. The aim is that the competence gained during the education corresponds to the requirements of the
population's health, the health care profession, national health policy, the health care employment market and its
development, and technology.
Expertise
The expertise and competence of a nurse are described in accordance with a publication of the Finnish Ministry of
Education (Committee Memoranda and Reports 2006:24).
A nurse is a health care expert whose task in society is to care for patients. In their work, nurses support
individuals, families and communities in diagnosing, achieving and maintaining their state of health in changing
circumstances and in diverse environments, including basic health care, specialist care, social care and the private
and third sectors. They carry out and develop the work of a nurse, which is simultaneously health-promoting, illness-
preventing, healing and rehabilitating. Nurses reinforce the resources of people and communities at different stages
of life. They assist people who encounter illness, disability or death. They contribute care expertise to social
decision-making. They work independently as health care experts when caring for patients and when fulfilling the
instructions of doctors in medical care.
Nurses contribute their expertise to multidisciplinary collaboration, which requires responsibility, a clear vision of
one's own duties, and knowledge of and respect for other professionals' expertise. Nursing is steered by the values,
ethical principles, rules and regulations in the field. Nurses' professional activities are based on valid legislation and
the the provisions in health care policy.
In evidence-based nursing, nurses utilise their professional expertise, their knowledge and experience of the
patient's needs, care recommendations and research data. A nurse's work is based on nursing science. Knowledge
and information from a variety of disciplines is used in professional decision-making. Nursing competence requires
theoretical competence related to nursing, medicine, pharmacology, and research in social and behavioural
sciences. Working as a nurse requires strong ethical and professional decision-making skills. Nurses can acquired
and critically evaluate information and use it as a basis for their work and in developing and evaluating their work
community. Nurses are responsible for developing their own skills and professions. They carry out, manage and
evaluate evidence-based nursing and are in charge of maintaining and developing its quality.
Competences
Professional Growth and Annual Themes
Towards the beginning of the degree programme, students acquire skills in using a number of tools needed in
learning and at work. In addition to methodological skills in investigative learning, students receive other necessary
skills in tasks such as project work methods and diverse types of communication. They also become familiar with
the health care operating environment. Initially, professional knowledge and skill challenges relate to the basic
principles of nursing and public health nursing. As the shared compulsory studies progress in the second year, the
knowledge-based and skill-based professional competences acquired focus increasingly on internal surgery, family,
mental health, crisis and substance abuse nursing, and to working in clinics and on house calls.
Towards the end of their studies, students focus their competence with their chosen optional advanced studies.
They are encouraged to adopt the role of experts in developing innovative and predictive understanding, knowledge
and working theories. The thesis works towards these same aims, giving students opportunities for refining their
career paths. Graduates of both specialisations understand the opportunities of continuous renewal and understand
studies in nursing and public health nursing as a part of a lifelong learning process. Support for professional growth
is based on a holistic conception of humanity, on multidisciplinary learning environments and on learning by
developing in authentic workplace projects.
• The first year's annual theme focuses on initiating the students' professional growth into a multidisciplinary
expert in the field and a partner in local networks.
• The theme of the second year is to develop the students' professional competence while working in
international networks.
• The third year's theme is to deepen the students' professional competence while working in international
networks.
• The annual theme of the fourth year is to graduate as a developer and modernising expert in the field who
participates in diverse local, national and international networks.
Description of the Degree Programme
The scope of the degree is 210 credits. One credit (cr) corresponds to approximately 27 hours of work by the
student. The degree programme comprises basic studies, professional studies, practical work that promotes
professional expertise, elective studies, a thesis and a maturity test. 90 credits of the total are completed in work
placements, corresponding to the requirements for clinical instruction of Directive 2005/36/EC on the recognition of
professional qualifications into national law. 65 cr of the practical work is conducted as a guided placement in
various health care environments, and 10 cr take place within Laurea's practical learning environments. The
practical work also includes 15 credits in a thesis.
• Professional Development in Practice I: Basic Nursing, Health Care and Social Services, 10 cr
• Professional Development in Practice II: Medical Nursing, Specialist Medical Care, 10 cr
• Professional Development in Practice III: Surgical Nursing, Specialist Medical Care, 10 cr
• Professional Development in Practice IV: Mental Health, Crisis and Substance Abuse Nursing, Different Care
Settings, 10 cr
• Professional Development in Practice V: Nursing in Outpatient and Home Settings, Basic Health Care, 10 cr
• Option:Professional Development in Practice VI: Advanced Practice in Acute and Medical-Surgical Nursing, 10
cr
• Option:Professional Development in Practice VI: Advanced Practice in Mental Health, Crisis and Substance
Abuse Nursing, 10 cr
• Professional Development in Practice VII: Development of Nursing Practice, 5 cr
Students at Laurea Hyvinkää can strengthen their expertise in nursing through optional advanced studies, the
thesis, elective studies, and various kinds of projects. The optional advanced studies in Nursing are part of the
"Nursing Specialisation Option, 30 cr" module.
• Option: Advanced Practice in Acute and Medical-Surgical Nursing
• Option: Advanced Practice in Mental Health, Crisis and Substance Abuse Nursing
Elective studies (10 cr) can be used to deepen or broaden the students’ competence. Students may complete
elective studies from their own or from external degree programme selections. Also suitable are applicable study
units from the Open University of Applied Sciences or from other institutions. Students may also choose optional
advanced studies in nursing as elective studies. The thesis (15 cr) is based on a real-life development challenge. Its
purpose is to support the students' professional development, and to develop the profession and its workplace
practices. It emphasises interaction with the labour market, and an investigative and developmental approach.
Quality assurance process
Quality assurance takes place according to plan, in line with Laurea's Quality Control System. The results provided
by the student feedback system at the beginning, mid-stage and graduation stage of the studies are processed
together by staff and students. On the basis of feedback, development areas are chosen and measures are
scheduled and delegated. The measures are recorded in a maintenance log and their fulfilment is regularly
monitored.
Evaluation of the curriculum and the instruction takes place on the basis of feedback on individual study units. The
feedback is processed together by staff and students. Development areas are recorded as a basis for
implementation planning and curriculum work. Items are also recorded on staff self-evaluation forms and in a
maintenance log. The curriculum and its implementation are regularly evaluated by multidisciplinary teams involving
workplace partners, and in LbD and R&D&I evaluations directed at staff.
Quantitative evaluations are carried out annually in conjunction with gathering of statistics for the AMKOTA
database, focusing on degree completion times, LbD credits, credits from R&D&I and the number of workplace-
oriented development theses. Qualitative monitoring also takes place each semester, when the credit performance
of students is followed up on.
Expertise and fields of expertise of a Bachelor of Health Care
The expertise and fields of expertise of a Bachelor of Health Careare described according to a publication of the
Ministry of Education, "Ammattikorkeakoulusta terveydenhuoltoon - koulutuksesta valmistuvien ammatillinen
osaaminen, keskeiset opinnot ja vähimmäisopintopisteet työryhmämuistioita ja selvityksiä 2006:24" (From University
of Applied Sciences to Healthcare – professional skills, key studies and minimum credits for graduates: working
group memoranda and reports 2006:24.
Expertise of a Bachelor of Health Care
A Bachelor of Health Careis an expert in nursing, public health nursing, health promotion and public health work in
the different phases of life. Central factors in the work of a public health nurse are activating and encouraging the
participation of the population in the maintenance and promotion of their own health, increasing health equality and
reducing inequality in society. Public health nursing is an activity that builds good health and creates and the
prerequisites for health. Public health nursing affects health, security, and well-being for the individual, the
community and society. Starting points for the activity are the values and ethical principles of health care work,
evidence-based knowledge, valid social and healthcare legislation and national and international health policy lines.
Critical thinking, independent decision-making and responsibility are emphasised in the expertise of a Bachelor of
Health Care. The scientific and theoretical foundation of public health nursing is in nursing science and other health
sciences. In addition, it is supplemented by other branches of science.
A public health nurse works for the promotion of health, security and well-being, both independently and as an
expert in multidisciplinary and multi-professional working groups. The task domain of a public health nurse includes
the promotion of health in the individual, family, communities, and environments, as well as the promotion of the
health of the population. In their work, public health nurses meet people in different phases in the courses of their
lives, and in different life situations. A key task of a public health nurse is to support and strengthen the use of the
customer's own resources and survival in life. Part of the task domain is the prevention of health disparities, risks to
health and disease, as well as early support for the customer and the planning and develoment of a healthy
environment. A public health nurse leads and evaluates evidence-based healthcare work and is responsible for the
quality of research-based nursing and in its development. The continuous development of public health nursing work
is essential in the face of social change, the health needs of the population, and scientific and technological
development.
A Bachelor of Health Carecan function in different national and international tasks. He or she can work in prenatal
clinics, child health clinics, in school and university level health care, occupational health care, receiving patients at
public health clinics, in home care, and in other neighbourhood services. Other work opportunities include work with
organisations, educational and project tasks, and working as an independent entrepreneur.
Professional fields of expertise of a public health nurse
The training of a public health nurse is included in the core skills of nursing education. In professional education for
health care work the share of nursing is to be expanded and deepened into public health nursing work.
Table 2. Competences of a public health nurse
Competences under the training programme Description of area of expertise
Degree Programme in Public Health Nursing Bachelor of Health Care (Public Health Nurse)
1. Ethical actions in health care work A Bachelor of Health Care has internalised the ethics
and values of public health nursing and acts according to
them and the central principles of health care work, and
works to reduce disparities in health in the population,
supporting the customers' right to self-determination and
their independent initiative.
2. Health promotion and public health work. 1) A public health nurse bases his or her work on current
official international, national, regional, and local
strategies and agreements on health promotion, and
chooses and applies central health policy programmes
that are in force at the time, as well as strategies and
nursing programmes in an expedient manner.
2) A public health nurse uses individual, family,
community, population-based and rehabilitative working
methods, and masters independent medical office activity
in different operational environments, as well as house
calls as a working method.
3) A public health nurse knows how to carry out an
official vaccination programme, and functions as an
expert in vaccination activities of people of different ages.
4) A public health nurse understands environmental
health as extensive interaction of health and the
environment, and promotes environmental health by
functioing in an environmentally responsible manner,
supporting sustainable development.
3. Societal and multicultural health care work A public health care nurse recognises changes taking
place in society and their consequences, and according
to the task description, seeks to affect them in a
preventative manner. A public health care nurse
possesses the readiness for multicultural health care
work and is knowledgeable on an international level of
the range of tasks for public health nurses.
4. Research and development work and management A public health care nurse masters the basic skills of
in health care work project, research, and development work in health care.
He or she plans, organises, and develops health care
work based on research and other evidence. A public
health care nurse operates as an expert in
multidisciplinary working groups and teams, and is
capable of leading and coordinating their work.
5. Health care work at different stages in life 1) Health care work with families expecting a child.A
public health care nurse is familiar with the service
system for maternity care and works in collaboration with
other experts in maternity care, giving comprehensive
support to the well-being of the expectant family, and
resources in the family's individual life situation.
2) Health care work of small children, school-age
children, young people, and their families.A public
health care nurse knows the support systems for
children, the school-aged and young people, and knows
how to function in cooperation with other players,
evaluating and giving independent support for the growth
and development of school-age children and young
people and their families.
3) Health care work for those of university age
A public health care nurse knows the service and
support systems for the university-aged. He or she is
capable of operating in cooperation with other players,
evaluating and supporting the health, well-being, and
studying capacity of students in different kinds of
environments.
4) Health care and occupational health care of the
working-aged and their familiesA public health care
nurse knows the public health and societal focal areas of
those of working age, and is capable of functioning to
prevent typical national diseases. He or she is familiar
with legislation on occupational health and occupational
safety, and other key regulations applying to
occupational health care, and knows how to operate
according to good practices of occupational healthcare. A
public health care nurse uses various methods of
management, follow-up, and early support for the ability
to work in cooperation with the customer, the workplace,
and the multidisciplinary network.
5) Health care of the aged and elderly and their
families.A public health care nurse evaluates
independently the impact of age on a person's state of
health and on the ability to function. A public health care
nurse supports good, dignified, and secure ageing.
Description of specialisation options in health care work
Public health care nurse training is based on nursing education and gives the readiness to function both as a
registered nurse and as a public health care nurse. The Bachelor of Health Care degree, 240 cr, comprises studies
of both nursing and health care work. One credit (cr) is 26.7 hours of a student's work. Professional studies leading
to a Bachelor of Health Care degree cover at least 60 cr, of which 30 cr are in the form of professional studies in the
training for a nursing degree. Training for a Bachelor of Health Care degree meets the requirements set for a degree
in social and health care (Bachelor of Health Care). After completing the degree, the student is granted official
qualification both as a registered nurse and a public health care nurse. Training for a Bachelor of Health Care
degree meets the requirements set in directive 2005/36/EC of the European Parliament and of the Council on the
recognition of professional qualifications.
Education in health care work is composed of basic and professional education, practical studies promoting
professional skill, a thesis, a maturity test, and elective studies. In the studies, 100 cr involve practical studies
promoting professional skill, which correspond to the directive 2005/36/EC of the European Parliament and of the
Council on the recognition of professional qualifications. Of the practical studies, 75 cr are implemented as training
under guidance in the various organisations of the field of health. Of these at least 25 cr are in the working
environment of a public health care nurse. 10 cr of practical studies promoting professional skill occur in teaching
premises of the university of applied science. The training also includes the writing of a thesis - 15 cr.
PRACTICAL STUDIES IN PUBLIC HEALTH CARE NURSE TRAINING:
Practical studies promoting professional skill I: Basic nursing work, health and social services 10 cr
Practical studies promoting professional skill II: Internal medicine nursing, specialised health care 10 cr
Practical studies promoting professional skill III: Surgical nursing, specialised health care 10 cr
Practical studies promoting professional skill IV: Mental health, crisis, and substance abuse work, different nursing
environments 10 cr
Practical studies promoting professional skill V: Office and home nursing, basic health care 10 cr
Practical studies promoting professional skill VI: Prenatal and postnatal clinic work 10 cr
Practical studies promoting professional skill VII: Occupational health care and school and university health care 10
cr
Practical studies promoting professional skill VIII: Developing public health care nurse work, in the work
environment of a public health nurse 5 cr
Students at Laurea Hyvinkää can reinforce their expertise in nursing through optional advanced studies, writing a
thesis, elective studies, and various kinds of projects. The optional advanced studies in Nursing are part of the
module "Nursing Specialisation Option, 30 cr". In the specialisation options of nursing the student must choose a
study unit for Advanced Skills in Nursing.
Elective studies (10 cr) can be used to deepen or broaden the students’ competence. Students may complete
elective studies from their own or from external degree programme selections. Also suitable for elective studies are
applicable study units from the Open University of Applied Sciences or from other institutions. Students may also
choose optional advanced studies in nursing as electives. The thesis (15 cr) is based on a development challenge in
working life. Its purpose is to support the students' professional development, and to develop the profession and its
workplace practices. It emphasises interaction with working life, and an investigative and developmental approach.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 60
B038 CLINICAL NURSING
B0167 Emergency and Critical Nursing 5
B0166 Surgical and Perioperative Nursing 10
B0168 Medical Nursing 5
B0169 Oncology Nursing 5
B0170 Mental Health, Crisis and Substance Abuse 10
Nursing
B0171 Children, Youth and Women's Nursing 5
B0172 Professional Development in Practice II: Medical 10
Nursing, Specialist Medical Care
B0173 Professional Development in Practice III: Surgical 10
Nursing, Specialist Medical Care
B0174 Professional Development in Practice IV: Mental 10
Health Nursing
B037 HEALTH AND SAFETY PROMOTION IN
NURSING
B0160 Evidence-Based and Ethical Nursing 15
B0161 Public Health Promotion For Different Life Stages 15
B0162 Customer-Oriented and Multidisciplinary Practice 10
B0163 Nursing Practice in Outpatient Services and 10
Home Settings
B0164 Professional Development in Practice I: Basic 10
Nursing, Health Care and Social Services
B0165 Professional Development in Practice V: Nursing 10
in Outpatient and Home Settings, Basic Health
Care
B039 DEVELOPMENT AND LEADERSHIP
COMPETENCE
B0199 Asiantuntijatyön, yrittäjyyden ja - organisaation 5
kehittäminen I
B0200 Asiantuntijatyön, yrittäjyyden ja - organisaation 5
kehittäminen II
B0079 Thesis 15
00474 Nursing English 5
00057 Nursing in Swedish 5
B0290 Ammattitaitoa edistävä harjoittelu VIII: Hoitotyön 5
kehittämisosaaminen
B040 NURSING SPECIALISATION OPTION
B0188 Health care for a family expecting a child 5
B0189 Health care for families with children 5
B0190 Health care for schoolchildren, young people, 5
and students
B0191 Health care work for those of working age 5
B0179 Advanced Studies in Public Health Nursing 10
B0192 Professional Development in Practice VI: 10
Prenatal and postnatal clinic work
B0193 Professional Development in Practice VII: 10
Occupational health care and school and
university health
B027 ELECTIVE STUDIES
00202 Initial Test in English Skills 0
01258 Preparatory Studies in English 3
00203 Initial Test in Swedish Skills 0
01257 Preparatory studies in Swedish 3
00635 Written skills in Swedish 0
00634 Oral skills in Swedish 0
00397 Initial Test in Mathematics 0
01259 Preparatory Studies in Mathematics 3
60 60 60 60
B038 CLINICAL NURSING , 70 cr
The student will be able to:
• follow the principles of evidence-based nursing in a professional care relationship
• follow the principles of patient safety
• design, implement and evaluate customer care together with patients and their families:
• in surgical and perioperative nursing
• in emergency and critical nursing
• in medical and oncology nursing
• in mental health, crisis and substance abuse nursing
• in nursing care for children, young people and women
B0167 Emergency and Critical Nursing, 5 cr
The student is able to:
• design, implement and evaluate emergency nursing practice
• design, implement and evaluate critical nursing practice
• secure the patient's vital functions and carry out resuscitation measures as part of a multidisciplinary team
• encounter and support critically ill patients and their families
• apply knowledge from other sciences as part of the nursing care process
B0166 Surgical and Perioperative Nursing, 10 cr
The student is able to:
• design, implement and evaluate surgical nursing practice
• design, implement and evaluate perioperative nursing practice
• apply a health-promoting and rehabilitative approach in their personal practice
• design, implement and evaluate safe pharmacotherapy
• design, implement and evaluate safe fluid therapy
• design, implement and evaluate safe pain therapy
• apply knowledge from other sciences as part of the nursing care process
B0168 Medical Nursing, 5 cr
The student is able to:
• design, implement and evaluate nursing practice for medical patients
• apply a health-promoting and rehabilitative approach in their personal practice
• design, implement and evaluate safe pharmacotherapy
• design, implement and evaluate safe fluid therapy
• design, implement and evaluate different tests and investigations on patients
• identify the characteristics of health and safety promotion for aging customers
• apply knowledge from other sciences as part of the nursing care process
B0169 Oncology Nursing, 5 cr
The student is able to:
•suunnitella, toteuttaa ja arvioida syöpähoitotyötä
•kohdata ja tukea kriittisesti sairaita potilaita ja heidän läheisiään
•suunnitella, toteuttaa ja arvioida turvallista kivun hoitoa
•suunnitella, toteuttaa ja arvioida turvallista lääkehoitoa
•suunnitella, toteuttaa ja arvioida turvallista nestehoitoa ja verensiirtoja
•suunnitella, toteuttaa ja arvioida ennaltaehkäisevää syöpähoitotyötä ja seulontoja
•suunnitella, toteuttaa ja arvioida kuntouttavaa syöpähoitotyötä
•soveltaa hoitotyössä muiden tieteenalojen tietoja osana hoitotyön prosessia
B0170 Mental Health, Crisis and Substance Abuse Nursing, 10 cr
The student is able to:
• design, implement and evaluate mental health, crisis and substance abuse nursing practice
• apply a health-promoting and rehabilitative approach in their personal practice
• identify and encounter people in a crisis and support their functioning ability
• implement a resource-enhancing, interactive relationship with individuals and their personal networks
• design, implement and evaluate safe pharmacotherapy
• identify psychological and social problems in families and their support needs as part of a multi-disciplinary team
(e.g. social support, children's services, domestic violence)
• adopt an ethical and reflective approach to their personal practice
• apply knowledge from other sciences as part of the nursing care process
B0171 Children, Youth and Women's Nursing, 5 cr
The student is able to:
• design, implement and evaluate nursing care for children and young people in cooperation with their families
• design, implement and evaluate gynaecological nursing practice for different life stages
• design, implement and evaluate nursing practice to promote sexual health in different life stages
• design, implement and evaluate clinical nursing and health promotion methods for children, young people and
women in a safe, evidence-based manner
• identify common disorders in children, young people, pregnancy, birth and gynaecological practice and use this
knowledge in their nursing practice
B0172 Professional Development in Practice II: Medical Nursing, Specialist Medical Care, 10 cr
The student is able to:
• design, implement and evaluate their medical nursing practice in authentic care settings
• design, implement and evaluate preventive, curative and rehabilitative nursing practice in authentic care settings
• design, implement and evaluate safe pharmacotherapy, fluid therapy and pain therapy
• design, implement and evaluate different tests and investigations on patients
• encounter, support and guide critically ill patients and their families
B0173 Professional Development in Practice III: Surgical Nursing, Specialist Medical Care, 10 cr
The student is able to:
• design, implement and evaluate their surgical nursing practice in authentic care settings
• design, implement and evaluate safe pharmacotherapy, fluid therapy and pain therapy
• design, implement and evaluate nursing care in acute changes in a patient's health status
• encounter, support and guide critically ill patients and their families
B0174 Professional Development in Practice IV: Mental Health Nursing, 10 cr
The student is able to:
• design, implement and evaluate mental health, crisis and substance abuse nursing practice in au-thentic care
settings
• design, implement and evaluate safe pharmacotherapy
• develop their ability to assist, support and guide individuals, families and communities in em-powerment,
independent functioning and meaningful life
• explore their personal and ethical nursing practice, improving their ability to reflect on and con-structively express
their observations, feelings and thoughts when working in teams
B037 HEALTH AND SAFETY PROMOTION IN NURSING , 70 cr
The student will be able to:
• design, implement and evaluate health promotion in nursing for customers of different ages, customers with
multiple disorders, and customers needing special support and their families
• design, implement and evaluate multidisciplinary nursing practice to promote environmental safety and health
• design, implement and evaluate patient guidance for different customer groups and use evidence-based guidance
methods
• design, implement and evaluate basic assistance methods and pharmacotherapy in an evidence-based way and
taking into account patient safety
• practice in a multidisciplinary workplace with a customer-oriented approach
• participate in development projects, working responsibly in a team with employers and other partners
• research, evaluate and develop nursing practice to promote health and safety, report and publish development
activities
• use health sciences knowledge, especially nursing science and other relevant disciplines, in their practice
B0160 Evidence-Based and Ethical Nursing, 15 cr
The student is able to:
• plan and evaluate their professional development during the degree programme
• identify the scientific and ethical knowledge base of nursing and apply it in their practice in different care settings
• follow the principles of evidence-based nursing
• identify the characteristics of a professional care relationship and interaction and apply them in their nursing
practice
• identify the principles of team work and workplace community and develop their cooperation skills
• design, implement and evaluate basic assistance methods in nursing, taking into account patient safety
• design, implement and evaluate safe pharmacotherapy
• promote their personal occupational health and safety and that of othersapply their knowledge of anatomy and
physiology in their nursing practice
B0161 Public Health Promotion For Different Life Stages, 15 cr
The student is able to:
• develop their understanding of public health as a concept
• practice in accordance with the scientific and ethical knowledge base of health promotion, national development
programmes, guidelines and legislation
• identify main types of common diseases, variations in health based on socio-economic status, and prevention
methods
• identify characteristics of the health status, work capacity and functioning ability of different age groups, and the
health care and social service system
• use evidence-based knowledge of main areas of health promotion (e.g. nutrition, physical activity, sleep,
accidents, substance use) in their practice with different age groups
• design, implement and evaluate evidence-based lifestyle guidance and early support methods with different age
groups
• recognise the role of social decisions and structures in public health promotion
• develop nursing practice to promote the health and safety of different age groups
• apply multidisciplinary and evidence-based knowledge in behaviour and practice and knowledge of psychological
and social development in health promotion
B0162 Customer-Oriented and Multidisciplinary Practice, 10 cr
The student is able to:
• research, evaluate and develop nursing practice to promote health and safety, report and publish development
activities
• identify the quality attributes of customer-oriented services and evaluate their attainment in nursing practice to
promote health and safety
• identify and highlight research and development needs related to health and safety promotion arising from nursing
practices or service structures
• use nursing science knowledge and other relevant disciplines in their practice
• identify the characteristics of health and safety promotion for multicultural customers
• identify different aspects of multidisciplinary interaction and work in cooperation with different professional groups
• work with customers and partners in a cooperative and responsible manner
• practise in accordance with the principles of multidisciplinary and structured documentation
• comply with data security and privacy regulations in nursing practice
B0163 Nursing Practice in Outpatient Services and Home Settings, 10 cr
The student is able to:
• design, implement and evaluate nursing practice in home settings and outpatient services
• assess individual medical care needs in outpatient and telephone services and refer customers to further care
• support and guide customers with long-term illnesses and their families in self-directed health promotion
• identify the guidance needs of different customer groups and use different guidance methods
• identify population groups needing special support, promote their health, work capacity and functioning ability
• coordinate nursing care and services for patients with multiple disorders or requiring a high volume of services,
and home nursing customers
• assess the personal resources and deficiencies of functioning ability in elderly people, and promote their health
and functioning ability as part of advisory services, home visits and in multidisciplinary service systems
• work in the prevention of national and international infectious diseases and follow the national immunisation
programme
• design, implement and evaluate safe pharmacotherapy
• prevent accidents among different age groups and life stages
• assess the health and safety impacts of the living environment and wider surroundings on an individual's health,
work capacity and functioning ability, and use best practices
• apply multidisciplinary and evidence-based knowledge in the promotion of health, work capacity and functioning
ability
B0164 Professional Development in Practice I: Basic Nursing, Health Care and Social Services, 10 cr
The student is able to:
• design, implement, evaluate and document health and safety promotion measures in nursing in authentic care
settings
• design, implement and evaluate evidence-based assistance methods in nursing care to promote health
• design, implement and evaluate safe pharmacotherapy
• practice in accordance with the guidelines, legislation and ethical code of nursing
• work in multidisciplinary teams to support customers' personal resources
B0165 Professional Development in Practice V: Nursing in Outpatient and Home Settings, Basic Health
Care, 10 cr
The student is able to:
• design, implement and evaluate nursing practice in outpatient or home settings
• demonstrate good interaction and guidance skills in encountering customers
• formulate needs-based care and service plans together with customers, their families and a care team
• analyse care needs in cooperation with other professionals
• design, implement and evaluate pharmacotherapy
• utilise local neighbourhood services in supporting and developing their personal practice
B039 DEVELOPMENT AND LEADERSHIP COMPETENCE, 40 cr
The student will be able to:
• reflect on their professional development and act independently in expert roles in the field
• carry out applied and innovative research and development to support regional development programmes
• operate, develop and lead service processes and their quality in the chosen field
• communicate verbally and in writing in Finnish, Swedish and a third language
B0199 Asiantuntijatyön, yrittäjyyden ja - organisaation kehittäminen I, 5 cr
The student is able to:
Plan, design and use appropriate research methods.
Use within their own theoretical field key concepts as well as research information based on concrete solutions.
Produce new knowledge, solutions, policies and development methods and work within a research cultural
environment.
Evaluate the development process and results of working in partnership.
B0200 Asiantuntijatyön, yrittäjyyden ja - organisaation kehittäminen II, 5 cr
The student is able to:
• develop public and private service processes in their chosen field in a socially responsible way
• develop their expertise and intrapreneurship
• turn their expertise into business concepts
• work in multidisciplinary leadership roles in their chosen field
B0079 Thesis, 15 cr
The student is able to:
• present well-grounded work development proposals
• conceptualise the phenomena of the workplace with a basis in research data
• use appropriate research and development methods for generating new data
• participate in development projects, working responsibly in a team with employers and other partners
• evaluate their own work and solutions critically
• manage the big picture, presenting their ideas logically and with justifications
Contents of the study unit:
Key questions:
• How are the thesis process and development project initiated?
• How does one draw up a thesis plan?
• How is a development project conducted in the form of a thesis?
• How does one report on and publish a thesis?
• How is the maturity test completed?
00474 Nursing English, 5 cr
The student is able to:
• communicate in English in their work communities and in a multicultural environment
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of their fields of expertise using various channels
• apply information gathered from foreign–language sources
Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• job searching; introducing oneself and one’s educational background and work experience
Study unit description:
The competence gained in the study unit is that of an opinion leader who can use different communication methods.
The framework for competence development is formed by organisations that use Finnish and English as their
working languages. Students attain at least skill level B2 as defined in the Common European Framework.
00057 Nursing in Swedish, 5 cr
The student is able to:
• able to communicate in Swedish in his/her work community
• participate in a community of experts, effectively using acquired communication skills
• communicate on the topics of his /her field of expertise using various channels
• apply information gathered from sources in a foreign language
Contents of the study unit:
• oral and written professional communication
• main nursing terminology
• jog searching, introducing oneself, one´s educational background and work experience
Study unit description:
Students attein at lesast skill level B1.2, as defined in the Commmon European Framework.In addition, students
receive grades of good or satisfactory in oral and written language skills in accordance with the languge skill
requirements of civil servants.
B0290 Ammattitaitoa edistävä harjoittelu VIII: Hoitotyön kehittämisosaaminen, 5 cr
The student is able to:
• suunnitella, kehittää ja arvioida hoito- tai terveydenhoitajatyön osaamistaan
• johtaa erilaisia tiimejä ja ottaa vastuun omasta toiminnastaan osana työyhteisön johtamiskulttuuria sekä
arvioida itsensä johtamistaitoja
• soveltaa näyttöön perustuvaa tietoa asiakkaan hyvän hoidon ja laadun varmistamiseksi
B040 NURSING SPECIALISATION OPTION, 20 cr
The student will be able to:
• advance their nursing competence in a chosen specialisation:
o Advanced Studies in Mental Health, Crisis and Substance Abuse Nursing
o Advanced Studies in Acute and Medical-Surgical Nursing
o Advanced Studies in Public Health Nursing (for public health nursing students only)
o Security and Social Responsibility
• deepen their expertise and ability in professional decision-making in their chosen nursing field
• design, implement and evaluate their work methods based on latest guidelines, recommendations and evidence
• practice as a nursing and public health expert in multidisciplinary partnership networks
• practice in nursing and public health roles, promoting the safety of individuals, families, communities and the
environment
• base their practice on scientific knowledge in nursing and other relevant disciplines
• develop a deepened social approach to nursing and public health care, anticipating service devel-opment needs
and global challenges
B0188 Health care for a family expecting a child, 5 cr
The student is able to:
• support and guide families in family planning
• promote and support the health and well-being of a family expecting a child according to current programmes,
legislation, recommendations, and evidence-based information, which guides work at clinics.
• implement the periodic, follow-up, and screening examinations for pregnant women before and after birth during
regular and high-risk pregnancies
• support families in their growth toward parenthood through family coaching and home visits
• implement breastfeeding guidance during pregnancy and labour according to the recommendations of nursing
work and the 20-hour breastfeeding course of the World Health Organisation
• function in special situations requiring additional scrutiny of a pregnant woman in cooperation with collaborative
partners that carry out and support maternity care
B0189 Health care for families with children, 5 cr
The student is able to:
• promote the health and well-being of families with children according to current programmes, legislation, and
recommendations that guide child clinic work, with an evidence-based and family-centred approach
• carry out periodic, follow-up, and screening examinations for children of different ages
• evaluate, monitor, and support the healthy growth and development situation of the child and his or her family
• support parents in their relationship with each other and in their growth into parenthood
• recognise the need for special support for a child and family, and to help them in collaboration with the family, the
operational environment, and other interest groups
• observe and support the early interaction between the child and his or her parents
B0190 Health care for schoolchildren, young people, and students, 5 cr
The student is able to:
• promote the health and well-being of children and young people of school and university age according to current
evidence-based programmes, legislation, and recommendations
• function in various nursing and health care services in school and student health care
• conduct health check-ups for schoolchildren, young people, and students, and to give health guidance
• promote health and security in the school and study environments and communities
• Evaluate, follow, and support the healthy growth and development situation of young people and their families
• promote the health and well-being of schoolchildren, young people, and their families in different health and life
situations
• promote students' health, well-being and capacity to study in various health, and life situations
• recognise the need for special support on the part of schoolchildren, young people and students and to help them
in cooperation with their families, operating environments, and other interest groups
B0191 Health care work for those of working age, 5 cr
The student is able to:
• promote the work capacity and functional ability of a customer of working age according to current programmes,
legislation, recommendations, and evidence-based information
• function according to legally mandated occupational health practices and occupational health-focused nursing
• implement initial, periodic, and final inspections in jobs entailing a particular risk of illness
• implement health checkups promoting work capacity and functional ability
• evaluate the health implications of hazards at the work environment, and the workplace, to affect factors that
promote and diminish work capacity and functional ability
• use various methods of management, follow-up, and early support of work and functional ability in multidisciplinary
collaboration
• promote the security and health of work environments and workplaces
• evaluate the quality and effectiveness of health care work
B0179 Advanced Studies in Public Health Nursing, 10 cr
B0192 Professional Development in Practice VI: Prenatal and postnatal clinic work, 10 cr
The student is able to:
Develop skills as a public health nurse in the different operational environments of health care work
B0193 Professional Development in Practice VII: Occupational health care and school and university
health , 10 cr
The student is able to:
Develop public health care nursing skills in the different operational environments of health care work
B027 ELECTIVE STUDIES, 10 cr
Description:
Students choose elective studies according to their own interests. They make use of Laurea's comprehensive
selection of Master's studies. The studies may also include courses offered by other universities of applied sciences
or universities. Studies offered at four universities of applied sciences - HAMK, LAMK, Laurea and Metropolia - are
available for students. As a guideline, the elective studies must support the students' profile and career
advancement. Also previous studies can constitute elective studies according to the principles of recognition of prior
learning.
00202 Initial Test in English Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
01258 Preparatory Studies in English, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
01257 Preparatory studies in Swedish, 3 cr
The student is able to:
• use the main structures and vocabulary of English comprehensibly, verbally and in writing
• use the main information sources on the English language and improve their ability to learn the language
Contents of the study unit:
• What are the main structures and most important vocabulary of the English language?
• What are the main information sources for English and how are they used?
• How can one improve one's verbal and written ability to learn professional jargon?
Study unit description:
Students improve their verbal and written basic communication skills in English, familiarise themselves with the main
information sources for studying English and practise using these. They also improve their skills in learning the
language.
Previous studies:
initial test
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00397 Initial Test in Mathematics, 0 cr
Study unit description:
Opintojen alkaessa kaikki opiskelijat osallistuvat matematiikan lähtötasotestiin. Lähtötasotestin voi suorittaa vain
kerran. Testin avulla varmennetaan opiskelijan valmiudet koulutusalansa matemaattisten sovellutusten
aloittamiseksi. Ellei opiskelija selviydy lähtötasotestistä, hän osallistuu matematiikan valmentavalle opintojaksolle
opintojen alkuvaiheessa. Suoritettuaan valmentavat opinnot hyväksyttävästi opiskelija saa opintopisteitä luettavaksi
vapaasti valittaviin opintoihin.
01259 Preparatory Studies in Mathematics, 3 cr
The student is able to:
• apply basic mathematical skills to their nursing studies
Contents of the study unit:
• What are the basic skills required by the mathematical applications used within nursing?
Study unit description:
Students practise and develop their mathematical skills in order to complete the studies in mathematical applications
included in the actual professional studies.