Opetussuunnitelma
2014
Sosiaali-, terveys- ja liikunta-ala
Laurea Porvoo
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2014
Social Services, Health and Sports
Laurea Porvoo
Bachelor's degree programmes
Opetussuunnitelma · Sairaanhoitajakoulutus (SHP), Laurea Porvoo · Ryhmä SHP215KA
Opetussuunnitelma 2014 – SHP215KA (englanniksi)
Curriculum · Degree Programme in Nursing (SHP), Laurea Porvoo · Group SHP215KA
Curriculum 2014 – SHP215KA (in English)
Curriculum 2014 – SHP215KA (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Nursing, Porvoo, SHP215KA
INTRODUCTION TO LAUREA
Laurea's Mission
The strategic intent of Laurea University of Applied Sciences is to be ”an international developer of well-being and
competitiveness of the Helsinki Metropolitan area in 2020.
Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to
conduct education, research, development and innovation activities in international value networks following the
operating model of Learning by Developing (LbD).
The students will encounter authentic workplace actors and their competence will be challenged during their studies.
A student graduating from Laurea will be able to act in new situations, anticipate future trends, develop new
operating models and examine the world with open eyes. Laurea's mission is to be an internationally networked
university of applied sciences with an operating method that creates links between learning and the working life.
This way, new competence will be produced and service innovations generated.
Competence Development
At Laurea our focus is on the student, emphasising the student's freedom and responsibility. The students are
offered an opportunity to develop their competence as required by their professional goals. Freedom means that the
learning outcomes may be achieved through different modes of studying. Responsibility means an active approach
to studying, responsibility for your own choices and a constructive and motivated attitude towards doing things
together. Laurea's staff is responsible for supporting and guiding the student's professional growth.
Internationality at Laurea means numerous opportunities for being active in various multicultural settings, developing
your language skills, going on student exchanges and taking part in international research and development (R&D)
projects.
Focus areas refer to areas of strong expertise on which the education offered by Laurea and Laurea's R&D activities
are based. Laurea's focus areas are service business, expertise in nursing and coping at home as well as security,
safety and social responsibility. Student entrepreneurship is a cross-cutting focus area, which is visible in Laurea's
activities not only as an entrepreneurial attitude and cooperation with companies but also as concrete new
businesses that the students may set up even before completing their studies.
Laurea produces experts for the future who can develop their own work, are professionally committed and have
capabilities for serving in expert tasks in their own fields.
The education aims for an extensive and strong professional competence. Workplace driven projects also develop
management competence, communication skills, creativity and ethical competence. The graduates will have
capabilities for following and promoting the development of their professional fields and for continuous improvement
of their personal professional competence. The education imparts the students adequate communication and
linguistic skills for tasks in their fields as well as for international activities and cooperation.
Campuses
All of Laurea's campuses have their unique profiles, and they offer different learning environments:
The Hyvinkää campus specialises in the renewal of welfare services. The campus has a multi professional approach
to developing financial, legal, social and health-related competence. You can study for a Bachelor's degree in Health
Care (nurse), Social Services or Business Administration. Your studies will offer you opportunities to develop
services in workplace projects together with working life specialists. The campus makes use of such development
environments as a simulation hospital, simulation classrooms and a project learning environment in the provision of
education.
In Kerava you can choose a degree programme in Business Management or Business Information Technology. You
can specialise in the management of customer-oriented service business, study tourism management or develop
specialist competence in business information technology. The Kerava campus plays a pioneering role in both
blended learning and virtual education. Learning through projects and acting in an international network of partners
will be a standard part of your studies in Kerava.
Leppävaara SID focuses on service renewal. SID stands for Service Innovation and Design, which means user-
centered innovation, development and design of services. Laurea SID provides a setting for active learning and
turns out graduates who are innovative, internationally oriented and development-focused specialists of service
business. In Leppävaara, you can study for a degree in Hospitality Management, Business Management, Business
Information Technology or Security Management.
The Lohja campus is profiled as a developer of wellbeing and services. In the Bachelor of Health Care degree
programme, nursing of adults and mental health work are emphasised. In the degree programme in business
administration, you can focus on marketing, eBusiness, management and wellbeing business. Authentic workplace
projects are carried out, and private and public sector services are developed, in such learning environments as
Terveystori ('Health Market') and Yrityslabra ('Business Lab').
On the Otaniemi campus, students generate welfare and business competence together with working life actors.
The campus is a multicultural and multidisciplinary meeting point where you can build yourself a professional
network and study for a Bachelor's degree in Health Care (physiotherapist, nurse, public health nurse), Social
Services, or Business Administration. The purpose of this network is to support the development of your
competence and to generate new services, products and business. You may also launch your own business as part
of your studies.
On the Porvoo campus, students of nursing take part in authentic workplace projects. You will build up strong basic
capabilities in wellbeing entrepreneurship and work together with companies of this field during your studies. You
will be offered opportunities for virtual study in the form of inspiring, up-to-date and versatile online implementations.
The aim of the Tikkurila campus is to promote future welfare. Its goal is to develop services in a participatory
process with customers and to boost welfare. In Tikkurila, you can study for a Bachelor's degree in Health Care
(nurse, public health nurse), Social Services (social welfare sector or correctional services), Business Administration
or Beauty Care. As a student you will have opportunities for building up your competence in various development
projects and learning environments together with working life specialists.
LEARNING BY DEVELOPING (LbD)
Laurea's inspiring and innovative learning environments are based on the model of Learning by Developing. The
idea of Learning by Developing is built around authentic encounters with the working life. The ensuing cooperation is
based on trust and creativity.
The students learn to identify targets for workplace and competence development, to create new solutions, products
and operating models and to develop their own action in observance of changing workplace requirements. The
typical characteristics of LbD include authenticity, partnership, experiential nature, creativity and a research-oriented
approach.
Learning by Developing combines learning that produces competence with creativity through various research and
development projects. Learning builds on new opportunities that open up as the project progresses. The required
competence is accumulated through practical activities in various workshops and labs.
DEGREE STRUCTURE IN EDUCATION LEADING TO A UNIVERSITY OF APPLIED SCIENCES DEGREE
Scope and Extent of the Degree
The scope of a Bachelor's degree in Business Administration, Hospitality Management, Beauty Care, and Health
Care (physiotherapist, nurse) is 210 credits, and it takes on average 3.5 years to complete. The scope of a
Bachelor's degree programme in Health Care (public health nurse) is 240 credits, and it takes on average 4 years to
complete.
In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student.
Degree Structure
The degree studies at Laurea consists of core competence and complementary competence modules. The modules
comprise competence areas that are part of the degree. Core competence modules impart competence that is part
of the degree's compulsory requirements. Complementary modules make it possible to deepen or extend your
knowledge.
Learning is made relevant to workplace development and the student's personal goals. The learning outcomes
specified for the modules build on future workplace needs and Laurea's focus areas.
In practice, credits are attained when the student complete study units that are part of the module or engage in
projects in which the corresponding competence area is develop (see picture 1). Credits can also be gained through
recognition of prior learning or demonstrations.
The modules have been designed so that they can mainly be completed in the course of one or two semesters.
Study units can be implemented either in Finnish or in English. The language of the implementation is decided for
each semester and is visible in the study unit offer.
Picture 1. Structure of the studies.
Core Competence and Complementary Competence Modules
Core competence modules lay the foundation for the competence required for a degree and are compulsory. The
scope of the core competence varies depending on the degree:
• 150 credits for a Bachelor of Business Administration, a Bachelor of Hospitality Management, a Bachelor of
Social Services, a Bachelor of Health Care (physiotherapist) and a Bachelor of Beauty Care degree
• 180 credits for a Bachelor of Health Care degree (nurse)
• 210 credits for a Bachelor of Health Care degree (public health nurse)
The scope of core competence modules is 30 credits. The modules contain the following types of studies: basic
studies, professional studies, practical studies and a Bachelor's thesis.
The remaining part of the degree consists of complementary competence modules. Depending on the degree,
the scope of the complementary competence thus is 30 or 60 credits. The scope of a module is either 15 or 30
credits. The modules can be freely selected. Complementary competence modules support individual study paths
and competence. You can include in your degree complementary competence modules that are compatible with
your professional goals. The compatibility of the elective studies with your degree will be subject to prior agreement
with your teacher tutor.
Complementary modules include the following types of studies: professional studies, practical studies and elective
studies.
Flexible Possibilities for Completing Attainments and Specialising
At Laurea, there are flexible possibilities of building up the competence specified in the modules' learning outcomes.
For example, the student can
• select core competence studies offered on Laurea's different campuses
• select complementary competence modules that support your professional goals in Laurea's various units
• select English study units from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnish study units from Laurea's offer of Finnish education, even if you are studying in an English
education.
• select study units taught in Finnish from Laurea's offer of Finnish education
• include in your degree studies selected from the offer of the FUAS Federation, or HAMK University of Applied
Sciences and Lahti university of Applied Sciences, without paying fees
• select online studies that give you more flexibility in your study schedules, and
• develop your competence by taking part in projects.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
The development of a student's individual competence is also supported by campus modules, the contents of which
emphasise the special competence areas of the campuses. In addition, you can deepen or extend your competence
by your selections of complementary competence modules, placements and the theme of your thesis, and by
participating in various projects. Career guidance will be provided to support a student on his or her study path.
ASSESSMENT OF LEARNING AND COMPETENCE
In the curriculum, the learning outcomes are described as the learner's actions, so that the development of
competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and
values related competence as well as experiential competence that includes the competence of an individual and a
community. The competence descriptions in the curriculum draw on Bloom's taxonomy, where the development of
competence is described at six different levels: knowledge, comprehension, application, analysis, synthesis and
evaluation/creativity.
Following Laurea's LbD model, it is expected that the learner's competence will develop from the level of application
to the level of creativity in the course of the education. Laurea's description of shared general criteria for workplace
competence is based on the National Quality Framework. General workplace competence develops as the students
complete modules and study units and participate in projects.
Table 1. Shared criteria for generic working life competence at Laurea
Description of competence Learning outcome Examples
• is able to solve problems
associated with his/her role,
REFLECTION COMPETENCE operating methods and
competence in a goal-oriented
learning skills (EQF) manner to reach a target
• changes his/her operating
Assessment and development of the methods and role, and develops
learner's personal competence and his/her competence as the
that of others in order to achieve the development process progresses
learning outcomes in order to reach the objectives
and the goal set for the project.
• brings up the views put forward
by experts that he/she
appreciates as the project
progresses
• is able to analyse the • in a goal-oriented manner,
implemented operating methods compares different perspectives
and the actors' competence and, together with other project actors
based on this analysis, is able to
draw conclusions together with
other actors in order to achieve a
shared goal
• is able to compare and develop • models a development project as
the operating methods of various a whole from the perspective of
actors, the set objectives and impact
goal and the entire process, and
to create a new operating model
• is able to follow the principles of • follows the agreed operating
equality and fairness methods
ETHICAL COMPETENCE • is able to apply the underpinning • is considerate to others, gives
values and principles of space to other people's ideas
vocational ethics typical of his/ and listens
her field to his/her actions • complies with the rules (including
• is able to apply the principles of schedules), is committed to work,
sustainable development is careful, reliable and fair,
(environmental, social and respects the work of others,
financial responsibility) shows discretion and behaves
• acts as a responsible global appropriately in each situation
citizen • understands that local actions
may also have international
impacts and vice versa
• accepts responsibility for his/her • recognizes conflicts associated
own actions with choices
• accepts responsibility for the • compares and takes into
actions of the group consideration different
viewpoints, is able to let go of
selfish needs in order to achieve
a common good
• shows appreciation for the work
and outputs of others, for
example by citing the original
sources
• draws on his/her competence to • designs/develops customer-
have an impact in society (LbD oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• observes the communication
requirements and capacities of
COMMUNICATION COMPETENCE the project
(IN WORK COMMUNITY) • is able to communicate • by his/her personal action,
appropriately in interactive promotes a constructive
The student is able to act situations of the work community atmosphere (appropriate,
appropriately in various work-related and communicate in inter-cultural constructive criticism)
communication and interactive situations • values, listens to and respects
situations: the student uses diverse different communicators and
communication channels in various cultures and linguistic diversity
situations, exchanges messages and • applies his/her communication
maintains interaction with others. competence to different people
• communicates in a foreign
language
• uses ICT in his/her tasks
• is able to communicate • communicates to promote well-
responsibly as part of a multi- being in the community
disciplinary work community / • acts as an active and goal-
network oriented partner in cooperation
• is able to organise and networks globally
communications in a work • shares information and takes
community initiative in disseminating
• is able to evaluate information on the project's
communication competence progress using various
needed in multicultural communication channels
cooperation • finds solutions to communication
• is able to evaluate the impacts challenges
and possibilities of • constructs and organises
internationalisation development network partnerships in
cooperation with project actors
• is able to renew communication • has the courage to challenge him/
modes herself and others to act
• is able to direct communications • tolerates uncertainty,
• is able to develop working life incompleteness and the
connections and networks possibility of failing in
• is able to have an impact in communication situations
society by communicating about • acts professionally, interprets
project outcomes and controls emotions in critical
interactive situations
• builds and develops online
partnerships independently
• uses renewing modes of
communication
• is able to identify elements • obtains and processes
needing change in working life / a knowledge in his/her field in
INNOVATION COMPETENCE project relation to the RDI project
• is able to use appropriate project • brings up practicable
and R&D methods development ideas emerging
• is able to apply a development- from the project
oriented work approach in an
RDI project
• is able to organise an RDI project • documents and reports:
• is able to analyse and interpret describes knowledge or
an innovation process applying operating methods that renew
existing international knowledge working life in line with the
project targets
• brings up international standards
and practices relevant to the field
and follows them
• has the courage for constructive
questioning
• is able to create new working • suggests and implements
methods by using creative solutions bravely and creatively,
problem-solving and finds justifies his/her point of view
customer-oriented, sustainable • has visions of future (foresight,
and cost-effective solutions ability to also see the past)
• is creative
• is able to draw on the • recognizes his/her role in order to manage his/her
basics of management own actions in the project
MANAGEMENT and entrepreneurial • identifies the goals of the project and sets goals for
COMPETENCE operation as part of him/herself
project work
Management • is able to lead a development project as a Project • draws up a project plan
Manager (legal and financial
comprises goal-oriented, • is able to promote a communal spirit among those aspects)
interactive social activity. participating in a development project by personal • communicates about
Management guides the example decisions and project
way people act. The aim of changes, solves
management is that a group communication and
of people will work better interaction problems
and more efficiently than • plans and implements
without management a budget
• organises project
activities and allocates
responsibilities and
tasks to actors
• supports the actors'
development as Project
Manager
• makes decisions in
unexpected situations
• identifies risks and
takes steps to find a
solution
• monitors and evaluates
the project in
comparison to the plan
• is capable of proactive management • has visions of future
• is able to generalise management competence • renews management
produced in a development project in working life culture
development
Study units are graded on a scale of 0 to 5, as follows:
5 (Excellent),
4 (Good),
3 (Good),
2 (Satisfactory),
1 (Satisfactory) and
0 (Fail).
Some study units, study unit elements or parts can also be graded simply as Pass/Fail (H/0).
The students will be informed of the criteria for assessing competence at the beginning of each study unit/project. In
the planning of the assessment, shared assessment criteria applicable to initial stage and graduation stage students
are utilised, with shared descriptions for levels 1, 3 and 5.
Table 2. Shared assessment criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE STUDENTS
• Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
EXCELLENT • Comply with occupational safety manage the big picture.
instructions responsibly and • Develop occupational safety of
grade 5 independently. their operating environment.
• Justify activities using research • Develop operating methods by
Students are able to: knowledge. comparing, combining and
• Work independently and take selecting research knowledge.
initiatives in line with objectives. • Work independently and
Operations are often flexible, innovatively in line with
systematic, development- objectives. Activities are mostly
oriented, creative and active. creative, focused on developing
• Select the appropriate the workplace and distinctly
techniques and models for professional.
activities, and justify the choices. • Select, combine and develop
• Act in customer-oriented ways appropriate techniques and
and according to the situation. models for activities.
• Promote group activities. • Take initiatives and act
• Able to critically apply ethical responsibly in customer
principles in the subject field in relations, and understand the
one's conduct and tasks. meaning of customer
relationships for the big picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex
and unanticipated situations.
• Apply professional concepts • Apply professional concepts
systematically. expertly.
GOOD • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
grade 3 • Justify, compare and analyse community, and perceive
their activities using general development objects.
Students are able to: 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 • Prioritise and maintain customer
principles.. relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's
conduct and tasks.
• Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
SATISFACTORY, concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge instructions responsibly and
grade 1 base. independently.
• Act safely, although activities are • Justify and analyse their
Students are able to: often schematic/ experimental/ activities using general
fumbling/ self-involved. guidelines and in accordance
• Comply with rules and with evidence-based information.
instructions, and justify their • Act professionally and
activities using provided responsibly in unanticipated
instructions. customer and problem situations.
• Act appropriately under guidance. • Work independently in different
• Use acquired techniques and tasks in each operating
models. environment.
• Take customers into account in • Apply acquired techniques and
their actions. models diversely.
• Act as group members. • Act in customer-oriented ways
• Act in accordance with ethical and according to the situation,
principles. and understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical
principles.
The assessments draw on the students' self and peer assessments and the assessments of employer
representatives. The students can also avail themselves of recognition of prior learning (RPL). Assessment helps
the students to monitor the development of their competence and the achievement of their personal goals in relation
to the competence requirements set for the degree.
INTERNATIONAL COMPARABILITY OF THE DEGREE
Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense.
General working life capabilities specified at the national level and defined in greater detail at Laurea have been
taken into account in the degree contents.
The level of the degree corresponds with level 6 of the National Qualifications Framework (NQF) and level 6 of the
European Qualifications Framework (EQF).
In the curriculum, the learning outcomes of a study unit are described for level 3, good skills, on the assessment
scale (1-5).
CURRICULUM DEVELOPMENT
The curriculum is developed by using evaluation, monitoring and feedback data. Changes may occur in the study
units and implementation modes of the modules. The offering of the complementary modules is constantly under
development to match the requirements of the working life and thus the offering may change during the studies.
1. year 2. year 3. year 4. year
Y CORE COMPETENCE 32 67 86
R003 CLIENT-ORIENTATION AND EVIDENCE-
BASED NURSING
R0005 The Basics of Nursing Care 5
R0006 Structure and Functioning of the Human Body 5
R0007 Basic Nursing Interventions 5
R0009 Basic Nursing Interventions, Clinical Studies 10
01436 Initial Test in Mathematical Competence 0
R0008 Professional Development in Practice I 5
R007 SAFE AND ETHICAL PROMOTION OF HEALTH
AND WELFARE
R0039 Health Promotion and Nursing in 10
Noncommunicable Diseases
R0040 Family Nursing, Clinical Studies 5
R0041 English for Health Promotion and Wellbeing 5
00202 Initial Test in English Skills 0
R0042 Professional Development in Practice II 10
R006 DECISION MAKING IN CLINICAL NURSING
R0053 Acute Nursing Care 5
R0054 Perioperative Nursing 5
R0022 Mental Health, Crisis and Substance Abuse 5
Nursing
R0024 Professional Development in Practice III 15
R004 DEVELOPMENT OF NURSING AND
IMPACTING SOCIETY
R0010 Nursing Management 5
R0012 Development of Services to Promote Health and 5
Wellbeing
R0055 Swedish in Nursing 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00203 Initial Test in Swedish Skills 0
R0049 Finnish Language and Communication 5
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
R0016 Professional Development in Practice IV 15
P013 SUPPORTING AN INDIVIDUAL'S
PARTICIPATION IN HEALTH PROMOTION
P0072 Independent Promotion of Health and Wellbeing 10
P0073 eHealth Supporting Health Promotion 5
P0074 Professional Development in Practice V 15
R001 EXPERT IN DEVELOPMENT AND
WORKPLACE INNOVATION
R0110 Tools for Professional Development 2
R0111 Career Planning 2
R0112 Working Life Competences 1
R0044 Research Communications and Project 5
Management Skills
R0046 Research and Development Methods 5
R0045 Thesis 15
T COMPLEMENTARY COMPETENCE
32 67 86 0
R003 CLIENT-ORIENTATION AND EVIDENCE-BASED NURSING, 30 cr
Description:
The core of the module consists of mastering the knowledge base and principles of nursing. The aim is that students
can plan, implement and assess nursing care utilising the basic assistance methods.
After completing the module, students are able to assess the client's physical, psychological and social resources
and his or her needs related to nursing care from a client-oriented perspective and implement nursing. They are
familiar with the basic principles of human vital functions and are able to utilise research information from various
fields, including nursing science, to support decision-making related to nursing. Students are able to plan, implement
and evaluate safe medical treatment. Students have the capacity to analyse their role as a nursing professionals
and their professional capabilities for team work and functioning in the workplace.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Johanna Lehti
Lohja: Anne Makkonen
Otaniemi: Anna Ojala
Porvoo: Riikka Sorri
Tikkurila: Eija Okker-Tikkunen
R0005 The Basics of Nursing Care, 5 cr
The student is able to:
The student is able to
• act according to ethical instructions and examine his or her own activities
• interpret the significance of the guiding values and principles of nursing in general and within his or her own
work
• reflect on his or her self-knowledge and its significance for his or her professional development
• evaluate his or her interactive skills and related development needs in relation to professional interaction
• describe the stages and features characteristic of a care relationship and recognises the significance of the
care relationship in nursing
R0006 Structure and Functioning of the Human Body, 5 cr
The student is able to:
The students will be able to
• describe the main concepts of anatomy and physiology
• describe the structure and functioning of cells, tissues, organs and organ systems, and explain their
significance in the functioning of the human body as a whole
• describe the central concepts of microbiology and pathology, and the classification of diseases
• explain the significance of microbes for human health and the causation of infectious diseases
• explain how different factors affect the causation of diseases and cause changes in the body
• describe the different types of tissue damage, their causation mechanisms and symptoms
• justify the use of basic medical imaging and bioanalytical methods in nursing based on their knowledge of
human anatomy and physiology
• explain the general principles of radiation protection
R0007 Basic Nursing Interventions , 5 cr
The student is able to:
The student is able to
• utilise evidence-based information in decision-making and in nursing care
• plan and document the care of a client/patient as a whole and to implement and evaluate the care within basic
nursing interventions.
• comply with the requirements of data protection and data security in nursing
• describe and implement the principles of aseptic technique and the prevention of infections
• understand the principles of pharmacotherapy, it's safe planning and drug administration via different
administration routes and the significance of the evaluation of pharmacotherapy
• understand the basics of nutrition and nutritional care
• recognise factors that promote and threaten safety at work and adopts ergonomic working methods in his or her
work
• perform first aid and is familiar with the system of health care in exceptional circumstances
• collect basic laboratory samples and identify laboratory values that deviate from the norm
R0009 Basic Nursing Interventions, Clinical Studies, 10 cr
The student is able to:
The student is able to
• use evidence-based information in decision-making and performance of work-related tasks.
• plan and document the care of a client/patient as a whole and to implement and evaluate the care within basic
nursing interventions.
• implement aseptic technique.
• implement safe pharmacotherapy.
• work in an ergonomically correct manner.
• act in first-aid situations.
• collect basic samples.
01436 Initial Test in Mathematical Competence, 0 cr
The student is able to:
See the study unit description.
Study unit description:
At the beginning of their studies, all students take initial tests in mathematics. The initial test may only be taken
once. Student shows in the initial test that she/he has the basic knowledge of the field’s mathematical solutions.
Students who fail the test must take basic studies in mathematics at the start of their studies. Having passed the
basic studies, students obtain credits for inclusion in elective studies.
R0008 Professional Development in Practice I , 5 cr
The student is able to:
The students is able to
• comply with the values and ethical principles of nursing in the care of clients and in the work community
• form a professional cooperative relationship with clients
• observe changes in the client’s vital functions and support vital functions in the daily nursing work
• assess and support clients’ resources and functional capacity
• apply evidence-based knowledge in the care of clients
• prepare a care plan and evaluate the care received by the client
• document and give an oral report of the care given to the client
• implement aseptic techniques
• implement enteral and topical drug administration under guidance
• prepare clients and give them guidance for the main medical imaging and laboratory examinations
• evaluate results in comparison with reference values and the client’s condition, and to specify the care plan
based on these results
• apply methods and operational models that promote patient safety and occupational safety in patient care
• act in first-aid situations
• work as a member of the work community and promote the well-being of the community
R007 SAFE AND ETHICAL PROMOTION OF HEALTH AND WELFARE , 30 cr
Description:
The core of the module consists of health promotion. The objective of the module is that students are able to act in a
safe and ethical manner in the health care service system.
After completing the module, students are familiar with the main noncommunicable diseases in Finland and the
requirements they place for nursing. They are able to plan, implement and evaluate evidence-based lifestyle
guidance and methods of early support highlighting individual responsibility when operating with clients of different
ages. Students are able to utilise different guidance methods and applications of nursing technology as part of a
seamless care pathway. Students operate in professional care relationships in accordance with ethical principles.
Students act in an entrepreneurial manner by taking part in regional development either in Finland or abroad. They
are able to communicate in English both verbally and in writing.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Anne Laaksonen
Lohja: Jennymaria Hasselberg
Otaniemi: Pirjo Huikko
Porvoo: Irma Latvala
Tikkurila: Riikka Ketonen
R0039 Health Promotion and Nursing in Noncommunicable Diseases , 10 cr
The student is able to:
The student is able to
• act safely and ethically within the health care service system
• take into account the significance of national and global health challenges in promoting population health
• promote client’s well-being and health in different phases of life
• use nursing interventions of the most common noncommunicable diseases
• use methods of early intervention in the prevention of noncommunicable diseases
• use eHealth services when providing holistic nursing care to the client
R0040 Family Nursing, Clinical Studies, 5 cr
The student is able to:
The student is able to
• support and promote family health and well-being
• promote the functional ability of a client requiring special support
• plan and implement evidence-based counselling situations
R0041 English for Health Promotion and Wellbeing, 5 cr
The student is able to:
The student is able to
• guide the customer in English both orally and in writing and communicate in various working life situations
• draw on various information sources in English
• select suitable communication modes and channels for various situations
• develop their professional skills using different learning technique
• communicate in English at the B2 level in accordance with the Common European Framework of Reference for
Languages
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.
R0042 Professional Development in Practice II , 10 cr
The student is able to:
The student is able to
• apply his or her knowledge and skills in nursing-related tasks to promote the well-being of clients/patients.
• act as a member of a team in the planning, implementation and evaluation of client-oriented care.
R006 DECISION MAKING IN CLINICAL NURSING , 30 cr
Description:
The core of the module consists of creating and implementing a professional care relationship. The objective of the
module is that students are able to provide care in accordance with the decision-making process of nursing.
After completing the module, students have the capacity to act as members of a multiprofessional team, and are
able to plan, implement and assess nursing care in cooperation with the patient and his or her family members
taking into account different cultures. Students are able to carry out all aspects of nursing utilising up-to-date
multidisciplinary information and can assess their own activities while working.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Birgit Lifländer
Lohja: Anu Elorinne
Otaniemi: Hannamari Talasma ja Kaija Marttila
Porvoo: Outi Kukkola
Tikkurila: Hellevi Pelto-Huikko ja Reija Korhonen
R0053 Acute Nursing Care , 5 cr
The student is able to:
The student is able to
• assess the patient's need for care in acute nursing environments
• utilise nursing science and multidisciplinary information on the decision-making process
• plan, implement and evaluate acute nursing
R0054 Perioperative Nursing, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate perioperative nursing
• meet the patient in a holistic manner accounting for his or her family and cultural background
R0022 Mental Health, Crisis and Substance Abuse Nursing , 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate mental health, crisis and substance abuse nursing
• act as a member of a multiprofessional team
• work in an interactive cooperative relationship with an individual and his or her network of family and friends
R0024 Professional Development in Practice III , 15 cr
The student is able to:
• act as a member of a multiprofessional team.
• plan, implement and evaluate nursing in cooperation with the patient and his or her family and taking into
account their cultural backgrounds.
R004 DEVELOPMENT OF NURSING AND IMPACTING SOCIETY , 30 cr
Description:
The core of the module is becoming familiar with, assessing and developing the operating environment and user-
oriented services in social services and health care and acquiring basic knowledge of entrepreneurship in the area
of welfare. The objective of the module is that students can act as developers and leaders in their field as well as the
producers of welfare services.
After completing the module, students are able to assess the operating environment and the significance and
effectiveness of their own activities as part of the health care service system. Students have the ability to develop
user-oriented services and are familiar with the principles of administrative decision-making. Students are able to
communicate verbally and in writing in both of the national languages of Finland (Finnish and Swedish).
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: Pirkko Rimpelä-Vanninen
Lohja: Anna Sievers
Porvoo: Ann-Marie Suvisaari
Otaniemi: Sari Haapa
Tikkurila: Marja Tanskanen
R0010 Nursing Management, 5 cr
The student is able to:
The student
• is able to describe the service and decision-making system of social and health care services.
• is familiar with the principles of modern human resource management and finances and has the capacity to
assess the connection between management and the development of operations and the development of his or
her own work.
• is able to discuss the significance of a quality management system in an organisation as an instrument of
management and the development of operations.
• is able manage his or her own activities and understand the significance of an entrepreneurial approach.
R0012 Development of Services to Promote Health and Wellbeing, 5 cr
The student is able to:
The student is able to
• describe his or her own opportunities for influencing decisions made in society.
• anticipate the service needs of different patient/client groups in a changing operating environment.
• apply a research-oriented approach to the development of nursing and inclusive client-oriented services.
• plan, implement and evaluate services to promote health and well-being from the perspective of the individual
and society in primary health care.
R0055 Swedish in Nursing, 5 cr
The student is able to:
The student is able to
• guide the client in Swedish both orally and in writing and communicate in various working life situations
• communicate in Swedish at the B1.2 level in accordance with the Common European Framework of Reference
for Languages and pass the civil service language proficiency certificate
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
00203 Initial Test in Swedish Skills, 0 cr
Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.
R0049 Finnish Language and Communication, 5 cr
The student is able to:
The student is able to:
• use the tools of language planning and language knowledge
• write pragmatic texts
• write online texts
• make different speeches and presentations
• act as an active participant in meetings and negotiations
Study unit description:
The study unit is for those whose language of education is Swedish and who have studied Finnish as a second
national language. After passing the study unit, students meet the language skills requirements for Finnish as the
second official language in public administration and the civil service language proficiency certificate will be
registered in student’s records.
00637 Oral skills in Finnish, 0 cr
00636 Written skills in Finnish, 0 cr
R0016 Professional Development in Practice IV , 15 cr
The student is able to:
The student is able to
• plan, implement and evaluate nursing and health promotion in different nursing environments and/or projects
• act as a developer of services in nursing
P013 SUPPORTING AN INDIVIDUAL'S PARTICIPATION IN HEALTH PROMOTION , 30 cr
Description:
Independent promotion of health and wellbeing by an individual are at the core of the competence imparted by this
module.
After completing this module, the student is able to guide and support an individual's participation in health
promotion. The student is able to develop customer-oriented working methods for promoting the wellbeing of an
indvidual. The student is able to take into account the customers' resources and abilities to use health technologies,
ensuring that the customers are able to exploit technologies to promote their health and to produce and manage
their own health and wellbeing data.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Porvoo: Erja Annola
P0072 Independent Promotion of Health and Wellbeing, 10 cr
The student is able to:
The student is able to
• guide and support the participation of an individual in health promotion
• guide customers in finding reliable information that is compatible with the customer's circumstances to support
health promotion
• support the customer in independent decision-making related to promoting and maintaining good health
• develop health services based on customer understanding, taking the customer's needs into account
P0073 eHealth Supporting Health Promotion, 5 cr
The student is able to:
The student is able to
• take into account the customer's resources and abilities to use health technologies, guide an individual in
producing and managing wellbeing data
• develop new eHealth working methods and models for health promotion based on customer understanding
P0074 Professional Development in Practice V, 15 cr
The student is able to:
The student is able to
• act in a multiprofessional team
• develop services in nursing
• act in a manner that promotes the customer's health and wellbeing
R001 EXPERT IN DEVELOPMENT AND WORKPLACE INNOVATION, 30 cr
Description:
The objective of the module is to develop the students’ abilities to study individually and in teams, to prepare to carry
out research and development work, and to support career development and the creation of a work identity.
At the beginning of their studies students acquire familiarity with the tools required in higher education and the
operating methods of development-based learning. After completing the module, students are able to work
responsibly both independently and as team members. They are able to assess and develop themselves as
learners and are capable of identifying development targets in the workplace.
Students are able to plan, implement and evaluate a project in cooperation with different networks in the workplace.
They are able to employ appropriate research methods and the methods of development activities and project work.
Students are able to identify creative and innovative solutions for the challenges of workplace development.
Students are able to report the results of their development work using a style of writing characteristic of research.
Students are able to plan their studies, development and career with an eye on the development prospects of their
own field.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Hyvinkää: (liko) Kimmo Kuitunen (sote, sh) Minna Pulli ja Eila Marttila (sosiaaliala) Kaarina Marjanen
Kerava: Minna-Kaisa Lehtilinna
Leppävaara: Birgit Aurela
Lohja:(sote) Eliisa Kukkola (liko kevät 2015) Taina Lackman
Otaniemi: Hannamari Talasma, Marjaana Marmo
Porvoo: Maija-Leena Kukkonen
Tikkurila: Hanna Väätäjä (moduulivastaava monialaisessa tiimissä), Tikkurila (liko): Marilla Kortesalmi, Tikkurila
(kauneus): Nina Lahtinen, Tikkurila (tiko): Eeva Haikonen, Tikkurila (terveys) Kirsi Ronkainen
R0110 Tools for Professional Development, 2 cr
The student is able to:
The student is able to
• plan his/her own studies and professional development from the perspective of working life
• use different learning methods and tools successfully to support studies
• act independently and as a member of a team
R0111 Career Planning, 2 cr
The student is able to:
The student is able to
• reflect, evaluate and develop himself/herself as an expert
• describe his/her competences by using a portfolio and job application documents
• recognize existing opportunities in the international labour market
• identify the characteristics of working life and different work cultures
• network with other actors in the field
R0112 Working Life Competences, 1 cr
The student is able to:
The student is able to
• apply for a job using a portfolio amongst other things
• prepare him/herself for a job interview and present his/her strengths as an applicant
• apply his/her knowledge of employee rights and responsibilities for his/her employment
R0044 Research Communications and Project Management Skills, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate a practical project in multiprofessional cooperation
• apply his/her own communication competencies into his/her development project
• carry out a report
• discuss and argue thestudies related to his/her own field and development work
• evaluate the meaning and effectiveness of his/her own actions
R0046 Research and Development Methods , 5 cr
The student is able to:
The student is able to
• choose the proper methods for development project and give reasons for these choices
• collect empirical data and analyse it
• interpret empirical results
• make conclusions based on empirical results
• recognizes the ethical point of view of the research and development work
• evaluate the reliability and validity of research
R0045 Thesis, 15 cr
The student is able to:
The student is able to
• present justified suggestions for development in relation to working life
• conceptualize phenomena related to working life based on research results
• use proper research and development methods in order to produce new knowledge
• act in development projects cooperatively and in a responsible manner with working life and other partners
• evaluate his/her own activities and solutions critically
• understand concepts in an extensive scale and present topics logically and based on arguments