Opetussuunnitelma
2017
Sosiaali-, terveys- ja liikunta-ala
Laurea Otaniemi
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2017
Social Services, Health and Sports
Laurea Otaniemi
Bachelor's degree programmes
Opetussuunnitelma · Fysioterapeuttikoulutus (SFG), Laurea Otaniemi · Ryhmä SFG217SN
Opetussuunnitelma 2017 – SFG217SN (englanniksi)
Curriculum · Degree Programme in Physiotherapy (SFG), Laurea Otaniemi · Group SFG217SN
Curriculum 2017 – SFG217SN (in English)
Curriculum 2017 – SFG217SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Physiotherapy, Otaniemi, SFG217SN
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. Our mission is to
educate, research, develop and innovate. In our activities we apply the action 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.
Laurea’s strategic research areas are based on strong expertise on which the education offered by Laurea is based.
Strategic research areas are health and societal integrity, comprehensive security and service business. Student
entrepreneurship is supported and entrepreneurship 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.
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.
Studies 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 offering.
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 campuses
• select Englishstudies from Laurea's offer of English education, even if you are studying in Finnish education,
• select Finnishstudies from Laurea's offer of Finnish education, even if you are studying in an English education.
• selectstudies taught in Finnish from Laurea's offer of Finnish education
• select online studies that give you more flexibility in your study schedules, and
• develop your competence by taking part in projects and
• utilize work-based learning
• include in your degree studies offered by the offer of Laurea, Haaga-Helia and Metropolia University of Applied
Sciences.
The study unit implementation plans specify the objectives, content and implementation form of the studies.
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 • changes his/her operating
associated with his/her role, methods and role, and develops
REFLECTION COMPETENCE operating methods and his/her competence as the
competence in a goal-oriented development process progresses
learning skills (EQF) manner to reach a target in order to reach the objectives
and the goal set for the project.
Assessment and development of the • brings up the views put forward
learner's personal competence and by experts that he/she
that of others in order to achieve the appreciates as the project
learning outcomes 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/client
have an impact in society (LbD -oriented and sustainable
regional development) solutions including a financial,
social and environmental aspect
• is able to communicate • observes the communication
appropriately in interactive requirements and capacities of
COMMUNICATION COMPETENCE situations of the work community the project
(IN WORK COMMUNITY) and communicate in inter-cultural • by his/her personal action,
situations promotes a constructive
The student is able to act atmosphere (appropriate,
appropriately in various work-related constructive criticism)
communication and interactive • 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
• is able to evaluate the impacts • finds solutions to communication
and possibilities of challenges
internationalisation development • constructs and organises
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/client -oriented, • has visions of future (foresight,
sustainable and cost-effective ability to also see the past)
solutions • 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
Management guides the example
way people act. The aim of
management is that a group
of people will work better
and more efficiently than
without management
• communicates about
decisions and project
changes, solves
communication and
interaction problems
• plans and implements
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 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
selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with
Operations are often flexible, objectives. Activities are mostly
systematic, development- creative, focused on developing
oriented, creative and active. the workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and
• Act in customer/client-oriented models for activities.
ways and according to the • Take initiatives and act
situation. responsibly in customer/client
• Promote group activities. relations, and understand the
• Able to critically apply ethical meaning of customer/client
principles in the subject field in relationships for the big picture.
one's conduct and tasks. • 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
client 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.. client 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/client and problem
• Act appropriately under guidance. situations.
• Use acquired techniques and
models.
• Take customers/clients into • Work independently in different
account in their actions. tasks in each operating
• Act as group members. environment.
• Act in accordance with ethical • Apply acquired techniques and
principles. models diversely.
• Act in customer/client-oriented
ways and according to the
situation, and understand
customer/client 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 62 62 61
G129 ENCOUNTERING THE CLIENT AND
PROVIDING GUIDANCE
G8351 Rehabilitation and Encountering the Client 5
G8202 Physiotherapeutic Instruction and Guidance 5
G8352 Promotion of Client?s Health and Functional 5
Capacity
G8353 Physiotherapy in English 5
00202 Initial Test in English Skills 0
G8354 Encountering and Guiding the Client (Placement) 10
G097 EXAMINING A CLIENT AND CLINICAL
REASONING
G8242 Basics of Human Body Structure and Functions 5
G8243 Applying the Structure and Functions of the 5
Human Body
G8206 Development of an Individual's Movement and 5
Mobility
G8355 Client Disabilities 5
G8356 A Client´s Physiotherapy Examination and 5
Assessment
G8357 Clinical Reasoning in Physiotherapy 5
G130 COMPETENCE IN THERAPY
G8358 Methods in Physiotherapy 5
G8238 Supporting Musculoskeletal Functions 5
G8359 Therapeutic Exercise 5
G8205 Swedish in Physiotherapy 5
00203 Initial Test in Swedish Skills 0
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
R0049 Finnish Language and Communication 5
00637 Oral skills in Finnish 0
00636 Written skills in Finnish 0
G8360 Promoting the client?s functional capacity 10
(placement)
G131 APPLYING AND DEVELOPING THERAPY
METHODS
G8361 Empowering Mental Functionality 5
G8362 Supporting Sensory Functions 5
G8363 Supporting the Functional Capasity of the 5
Cardiovascular and Respiratory Systems
G8364 Applied Physical Activity 5
G8365 Applying and Developing Therapy Methods 10
(Placement)
G132 CLIENT-ORIENTED REHABILITATION
SERVICES
G8366 Service Design and Entrepreneurship in the Well- 5
Being Sector
G8367 Digital Rehabilitation Services 5
G8368 Promotion of Well-Being in the Work Community 5
G8369 Leadership and Management 5
G8370 Rehabilitation Networks (Placement) 10
R001 EXPERT IN DEVELOPMENT AND
WORKPLACE INNOVATION
R0180 Career Planning: Tools for Professional 2
Development
R0181 Career Planning: Work Search and Work in the 2
Future
R0182 Career Planning: Working Life Competences 1
R0183 Project Management and Communication 5
R0184 Research and Development Methods 5
R0045 Thesis 15
T COMPLEMENTARY COMPETENCE
62 62 61 0
G129 ENCOUNTERING THE CLIENT AND PROVIDING GUIDANCE, 30 cr
Description:
The objective of the module is to develop skills in encountering and providing guidance to physiotherapy clients.
After completing the module, students are able to describe the tasks, position and significance of physiotherapy in
society, in working life and internationally. They are able to act in a client-oriented and ethical manner while
respecting the client. They have the knowlegde to the basics of physiotherapeutic guidance and consultation and
apply them in a client-oriented manner and in line with jointly agreed-upon goals in the individual and group
situations of physiotherapy. The student is able to communicate verbally and in writing in English.
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:
Otaniemi: Johanna Leskelä
G8351 Rehabilitation and Encountering the Client, 5 cr
The student is able to:
The student is able to:
• describe multiprofessional rehabilitation and physiotherapy as a profession and as a science
• evaluate client-oriented and ethical actions in physiotherapy
• act in a client-oriented manner in the client’s different operating environments
G8202 Physiotherapeutic Instruction and Guidance, 5 cr
The student is able to:
The student is able to
• describe the basic principles of the physiotherapeutic instruction and guidance process
• apply various inclusive, activating and virtual methods in a client-oriented way
• evaluate the process together with the client and implement changes if necessary
G8352 Promotion of Client?s Health and Functional Capacity, 5 cr
The student is able to:
The student is able to:
• use the professional terms and concepts related to the promotion of functional ability
• assess and identify the needs and possibilities related to the health, well-being and ageing of the population
and factors linked to them from the point of view of health-promoting physiotherapy
• plan and implement client-oriented services related to the promotion of health and functional capasity and the
potential of health-promoting accessible environment for different target groups and particularly for the elderly.
G8353 Physiotherapy in English, 5 cr
The student is able to:
The student is able to
• communicate in matters related to his/her field in a professional manner
• write and speak English in a stylistically correct manner with regard to a given situation
• recognise his/her personal developmental needs with regard to communication and language and develop
these using a variety of learning techniques
• search for information in his/her field from English publications and databases
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.
G8354 Encountering and Guiding the Client (Placement), 10 cr
The student is able to:
The student is able to:
• perform basic first aid procedures (EA 1+2)
• encounter different types of clients and create a therapy relationship that respects the client
• assess and guide the client in constructive dialogue while considering the client´s functional abilities as well as
his/her own role as a physiotherapist
• work in different physiotherapy environments and justify his/her own actions
• develop the activities of different groups and individuals in an appropriate and goal-oriented manner using the
methods of guidance and counselling in physiotherapy
G097 EXAMINING A CLIENT AND CLINICAL REASONING, 30 cr
Description:
The objective of the module is to develop competence required in the client-oriented examination of physiotherapy
and in clinical reasoning.
After completing the module, students are able to examine and assess the client's individual functional capacity,
body functions and structures, activities and restrictions in functioning.They are able to apply the knowledge
obtained in the clinical reasoning in physiotherapy and when setting goals for and planning and evaluating
physiotherapy.
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:
Otaniemi: Tapani Risto
G8242 Basics of Human Body Structure and Functions, 5 cr
The student is able to:
The student is able to
• describe the basic structure and functions of the human body
• apply information on the anatomy of the musculoskeletal system as well as basic physiology in his/her work as
a professional
G8243 Applying the Structure and Functions of the Human Body, 5 cr
The student is able to:
The student is able to
• describe the basic structure and functions of the nervous system
• describe the human body’s structure and functions from the perspective of biomechanics and exercise
physiology
• evaluate the impact of exercise on the human body’s regulatory systems and physical capacity
• apply information on the measurement of a client’s physical capacity and assessment of the client’s ability to
take part in exercise
G8206 Development of an Individual's Movement and Mobility, 5 cr
The student is able to:
The student is able to
• describe the stages of human growth and development
• observe the psychomotor development of a child
• analyse an individual’s movements and mobility
• draw conclusions about a child’s activity and functional ability
G8355 Client Disabilities, 5 cr
The student is able to:
The student is able to:
• describe the key concepts and the time span of the tissue healing process regarding different types of tissue.
• describe body structures and functional impairments that limit the client’s functional ability and mobility
• assess the significance of functional limitations with regard to the individual’s actions and functional ability from
the point of view of physiotherapy
G8356 A Client´s Physiotherapy Examination and Assessment, 5 cr
The student is able to:
The student is able to:
• examine and assess his/her client’s movements, mobility and functioning in an appropriate manner
• use physiotherapy examination and assessment methods based on observation, interviewing, palpation and
measurement
• document evidence-based physiotherapy according to the client’s physiotherapy process
G8357 Clinical Reasoning in Physiotherapy, 5 cr
The student is able to:
The student is able to:
• apply in a client-oriented manner the information gained in the examination and assessment of the client’s
functional capasity in clinical reasoning in physiotherapy
• draw up a physiotherapy diagnosis for the client
• apply creative problem solution when preparing the objectives and the plan for the physiotherapy process
• assess the client’s physiotherapy process and the decisions made by himself or herself in a critical manner
G130 COMPETENCE IN THERAPY, 30 cr
Description:
The objective of the module is the development of a client-oriented competence in physiotherapy.
After completing the module, students are able to combine information obtained through different research and
therapy methods and to plan and to provide goal-oriented physiotherapy. They are able to assess the suitability and
effects of different therapy methods for different clients. Where necessary, students have the capacity to reassess
their chosen therapy methods.
.
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:
Otaniemi: Heikki Penttilä
G8358 Methods in Physiotherapy, 5 cr
The student is able to:
The student is able to:
• describe the physiotherapy methods that are central in the promotion of the client’s functional capasity, and the
foundations of these methods (physical treatments, manipulation of soft tissues, mobilisation and stabilisation of
joints)
• select and use appropriate physiotherapy methods in a safe and justified manner
• assess the suitability and effectiveness of these methods
G8238 Supporting Musculoskeletal Functions, 5 cr
The student is able to:
The student is able to
• describe the impact of the most common musculoskeletal diseases and functional limitations on an individual’s
mobility and functioning
• apply his/her knowledge of clinical reasoning and differential diagnostics in the design and implementation of
client-oriented physiotherapy
• evaluate the suitability and effectiveness of physiotherapy
G8359 Therapeutic Exercise, 5 cr
The student is able to:
The student is able to:
• describe the basic principles of a progressive therapeutic exercise in different operating environments
• Use therapeutic exercise methods in a justified, client-oriented and safe way in order to prevent and repair
damage related to bodily function and structures, disabilities and restrictions to participation
• evaluate the suitability and effectiveness of the client’s goal-oriented therapeutic exercise
G8205 Swedish in Physiotherapy, 5 cr
The student is able to:
The student is able to
• communicate verbally and in writing in Swedish in his/her field’s communication situations and work tasks
• develop his/her interaction and communication skills
• understand the special characteristics of the Nordic operating environment
• utilise material written in Swedish
• achieve at least a B1.2 skills level in Swedish, and receive a degree certificate on having passed the
government's language skills requirements
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.
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.
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
G8360 Promoting the client?s functional capacity (placement), 10 cr
The student is able to:
The student is able to:
• examine and assess the client’s functional ability and operating environment in the client’s physiotherapy
process
• promote the client’s functional capasity by applying central physiotherapy methods
• act in accordance with evidence-based physiotherapy and evaluate his or her own professional development
G131 APPLYING AND DEVELOPING THERAPY METHODS, 30 cr
Description:
The objective of the module is to develop competence in applying and developing the methods of physiotherapy.
After completing the module, students are able to act and to provide physiotherapy in different environments and
networks. When acting in work communities, students apply their knowledge in genuine situations accounting for the
work and operating culture of their environment. They critically observe the opportunities of their field in promoting
the client's functional capacity and create new practices in physiotherapy.
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:
Otaniemi: Kati Nykänen ja Irma Karhu
G8361 Empowering Mental Functionality, 5 cr
The student is able to:
The student is able to:
• describe the basics of psychophysical physiotherapy from the holistic view of the human being
• assess the client’s resources when promoting functional capasity
• support the client’s experiences and body awareness
• assess the effectiveness of physiotherapy and create new psychophysical practices that promote the client’s
mental functions
G8362 Supporting Sensory Functions, 5 cr
The student is able to:
The student is able to:
• describe the impact of disorders or defects in sensory functions on the client’s functional ability and mobility
• apply his/her expertise in physiotherapy and improve the client’s functioning functional ability and mobility taking
into account the disorders of the central and peripheral nervous systems and the client’s resources
• evaluate the client’s functional capacity and changes to this as well as the effectiveness of physiotherapy
G8363 Supporting the Functional Capasity of the Cardiovascular and Respiratory Systems, 5 cr
The student is able to:
The student is able to:
• describe the significance of the disorders or defects of the cardiovascular system and respiratory system with
regard to a person’s wellbeing and functioning
• assess the performance of the cardiovascular and respiratory systems in persons of different ages
• provide guidance on good lifestyle choices to people of different ages
G8364 Applied Physical Activity, 5 cr
The student is able to:
The student is able to
• evaluate and improve the client’s functioning with methods of applied physical activity
• instruct and guide appropriate applied physical activity services to the client
• assess and develop accessible services and aids that support participation from the client’s point of view
G8365 Applying and Developing Therapy Methods (Placement), 10 cr
The student is able to:
The student is able to:
• develop activities for different client groups and individuals in an appropriate and goal-oriented manner using
the therapy, guidance and counselling methods in physiotherapy
• critically evaluate his/her own professional actions and actively develop himself/herself, his/her own work and
field of expertise by using investigative and developmental approaches
• evaluate and justify the use of physiotherapy in the reform and development of client-oriented services in
different operating environments
G132 CLIENT-ORIENTED REHABILITATION SERVICES, 30 cr
Description:
The objective of the module is competence in the development of client-oriented rehabilitation services.
After completing the module, the student is able to apply entrepreneurship and the idea of service design from the
point of view of physiotherapy in the development of well-being services. The student is familiar with the possibilities
provided by client-oriented digital services in the development of rehabilitation services and is able to apply what he
or she has learned to practical development work in a genuine work environment. Having completed the module, the
student is able to operate in multidisciplinary rehabilitation networks and apply his or her competence related to
management and leadership and the well-being of the work community.
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:
Otaniemi: Johanna Stepanoff
G8366 Service Design and Entrepreneurship in the Well-Being Sector, 5 cr
The student is able to:
The student is able to
• describe the requirements and legislation related to entrepreneurship and sole trading in physiotherapy
• describe user-oriented needs and objectives in the development of well-being services as a part of the
operation of multidisciplinary innovation environments
• apply service design on an entrepreneurial basis in promoting the well-being of rehabilitation clients
• assess the potential of strategic business operations in service design implemented on an entrepreneurial basis
in promoting the well-being of rehabilitation clients
G8367 Digital Rehabilitation Services, 5 cr
The student is able to:
The Student is able to
• describe digital services from rehabilitation’s perspective
• evaluate eServices and explain their meanings within renewal of services
• innovate and develop new digital services and service processes
G8368 Promotion of Well-Being in the Work Community, 5 cr
The student is able to:
The student is able to:
• work as a member of the work community and promote the well-being of the community
• support the well-being of the actors in different situations in working life
• evaluate the health and well-being of the employees and the work community
• develop work and operating environments on the basis of a physiotherapy assessment
G8369 Leadership and Management, 5 cr
The student is able to:
The student is able to:
• evaluate and develop his/her own actions as a member of a work community and as a manager
• apply labour law and collective agreements
• evaluate the work community and well-being at work
G8370 Rehabilitation Networks (Placement), 10 cr
The student is able to:
The student is able to:
• describe physiotherapy as a part of the multidisciplinary rehabilitation system
• implement and assess physiotherapy in the development of services and take advantage of client-oriented
networks and partnerships
• evaluate the potential of quality and management of physiotherapy work and entrepreneurial activities in the
development of user-oriented services
• build and evaluate his or her competence and its development in client-oriented rehabilitation communities and
multidisciplinary networks developing rehabilitation services
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
R0180 Career Planning: 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 career planning and working life
• use different learning methods and tools successfully to support studies
• assess his/her learning abilities and her/his role in a team
R0181 Career Planning: Work Search and Work in the Future, 2 cr
The student is able to:
The student is able to
• develop him/herself as an expert of his/her professional field and to plan his/her career
• describe his/her competences by using a portfolio and job application documents
• recognize existing career opportunities in the internationalizing labour market
• network with other actors in the field and understands his/her network and the possibilities of network co-
operation
R0182 Career Planning: Working Life Competences, 1 cr
The student is able to:
The student is able to
• describe the meaning of his/her general working life competences in the world of work
• apply for a job using a portfolio amongst other things
• apply his/her knowledge of employee rights and responsibilities for his/her employment
R0183 Project Management and Communication, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate a practical project in multidisciplinary cooperation
• work in an appropriate way in multicultural organisations and networks
• acquire and use information to support development, and use ICT tools
• communicate appropriately and in a goal-oriented way in the communication and documenting situations
required by the project
R0184 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 and 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
• apply the principles of research communication orally and in writing
• draw up and interpret research and development reports
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