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 · Terveydenhoitajakoulutus (STG), Laurea Otaniemi · Ryhmä STG217SN
Opetussuunnitelma 2017 – STG217SN (englanniksi)
Curriculum · Degree Programme in Public Health Nursing (STG), Laurea Otaniemi · Group STG217SN
Curriculum 2017 – STG217SN (in English)
Curriculum 2017 – STG217SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Public Health Nursing, Otaniemi, STG217SN
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 67 67 56 25
R029 THE BASICS OF NURSING CARE
R0187 Client Centered Care and Evidence-based 10
Nursing
R0188 Structure and Functioning of the Human Body 5
R0202 Professional Development in Practice I 15
R030 HEALTH PROMOTION AND NURSING OF NON-
COMMUNICABLE DISEASES
R0190 Care of Clients with Chronic Illnesses 10
R0191 English for Health Care 5
00202 Initial Test in English Skills 0
R0192 Professional Development in Practice II 15
R031 DECISION-MAKING IN CLINICAL NURSING
R0193 Decision-making in Acute Nursing Care 10
R0194 Mental Health, Crisis Care and Substance Abuse 5
Nursing
R0195 Professional Development in Practice III 15
R032 NURSING CARE IN THE PROMOTION OF
CLIENT'S PARTICIPATION AND WELL-BEING
AT DIFFERENT LIFE STAGES
R0196 Participation and Well-being at Different Life 10
Stages
R0197 Swedish in Nursing 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
R0203 IV Work Placement Promoting Vocational Skills 10 5
and Workshops on Public Health Nursing
R033 INNOVATIVE AND EFFECTIVE NURSING
R0199 Leadership and Quality Management in Nursing 5
R0204 Innovative Multidisciplinary Promotion of Health 10
and Well-being
R0227 VI Professional Development in Public Health 15
Nursing Practice II
R008 PUBLIC HEALTH NURSING COMPETENCE
R0140 Pre- and postnatal Health Promotion 5
R0141 Health Promotion During Infancy and Childhood 5
R0036 Promoting the Health of Working Age Population 5
and the Environment
R0037 Promoting the Health of School Children and 5
Students
R0224 V Professional Development in Public Health 10
Nursing Practice I
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 5 10
T COMPLEMENTARY COMPETENCE
R020 OTHER COMPLEMENTARY COMPETENCES
67 67 56 25
R029 THE BASICS OF NURSING CARE, 30 cr
Description:
The core competence in this module is to build an understanding of the main principles and the basic knowledgeof
the profession. The aim is that students can plan, implement and evaluate evidence-based nursing in their clients’
daily activities. Having completed this module, students can apply the principles of holistic care and use their
knowledge of health sciences and other related disciplines in caring for the clients. Students have the capacity to
analyse their role as 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:
Tikkurila: Eija Okker-Tikkunen
Porvoo: Riikka Sorri
Lohja: Anne Makkonen
Hyvinkää: Johanna Lehti
Otaniemi: Anna Ojala
R0187 Client Centered Care and Evidence-based Nursing , 10 cr
The student is able to:
The students is able to
• describe themain concepts and the operating environments of nursing
• have a professional discussion on the core values in nursing and on the application of the ethical principles of
the profession
• explain the importance of the main acts and regulations governing social welfare and health care
• plan, implement and evaluate nursing care and activities of daily living under guidance
• observe and assess changes in vital functions and act accordingly
• realistically evaluate their abilities to form a professional interaction relationship with clients
• document nursing according to the national model under guidance
• apply methods and operational models that promote patient safety and occupational safety in patient care
• apply the basics of safe pharmaceutical care
• implement enteral, parenteraland topical drug administration
• administer first aid
R0188 Structure and Functioning of the Human Body , 5 cr
The student is able to:
The student is 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 themain 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
R0202 Professional Development in Practice I , 15 cr
The student is able to:
The Student 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, parenteraland 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
Contents of the study unit:
Workshops and simulations 10 ECTS
Study unit description:
LEARNING ENVIRONMENTS FOR ACQUIRING PRACTICAL COMPETENCE
• care homes, nursing homes
• inpatient wards in health centres or hospitals providing primary health careunits providing services for the
disabled
• simulation and workshops
• LbD project focusing on the module’s core competence
R030 HEALTH PROMOTION AND NURSING OF NON-COMMUNICABLE DISEASES, 30 cr
Description:
The module’s core competence comprises evidence-based health promotion and nursing of patients with long-term/
chronic illnesses. Having completed the module, students are able to describe national and global challenges to
health and to analyse the ways health can be improved at national and global level. Students are able to plan,
implement and evaluate different methods of support and guidance for self-care given to the customer Students can
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:
Tikkurila: Riikka Ketonen
Porvoo: Irma Latvala
Lohja: Jennymaria Hasselberg
Hyvinkää: Anne Laaksonen
Otaniemi: Pirjo Huikko
R0190 Care of Clients with Chronic Illnesses, 10 cr
The student is able to:
The Student is able to
• justify the significance ofpreventing non-communicable diseases and their impact on individuals, family and
society
• justify the approaches and methods of health promotion in client-oriented nursing
• plan,implement and evaluate nursing of patients with chronic illnesses and give support for self-care
• explain the main diseases and medical grounds for care in the field of internal medicine
• plan, implement and evaluate client centred guidance, and justify different approaches and guidance methods
in health promotion and nursing patients with long-term illnesses
• describe the main national and international recommendations for a healthy lifestyle
• justify the good practices and methods used to assess nutritional status
• describe the main drug classifications, drugs and medicines used in long-term and acute care and their
mechanisms
• justify safe vaccination practices
R0191 English for Health Care, 5 cr
The student is able to:
The students will be able to
• communicate in English both orally and in writing in various working life situations
• take advantage of research information in English
• develop their professional language skills using different learning techniques
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.
R0192 Professional Development in Practice II, 15 cr
The student is able to:
The Student is able to
• apply different health promotion approaches and methods in nursing
• plan,implement and evaluate nursing of patients with long-term illnesses and give support for self-care
• use different guidance methods to support clients’ resources in self-care and life-style changes
• apply the main national and international recommendations for a healthy lifestyle from a client-oriented point of
view
• justify the medicines and druggroups used by the main client groups and evaluate the effectiveness of medical
treatment
• vaccinate safely
• take advantage of digitalisation in health promotion and nursing of patients with long-term illnesses
Study unit description:
LEARNING ENVIRONMENTS FOR ACQUIRING PRACTICAL COMPETENCE
• inpatient wards in health centres and hospital providing primary health care, practices, day hospitals, outpatient
clinics
• internal medicine units in specialised medical care
• home care units
• virtual health promotion and guidance environments
• simulation and workshops
• LbD project focusing on the module’s core competence
R031 DECISION-MAKING IN CLINICAL NURSING, 30 cr
Description:
The module’s core competence comprises decision-making in acute care and care relationships with clients who
need mental health support.
The aim of the module is for students to learn to apply evidence-based decision making in nursing both
independently and as a member of a multidisciplinary team. Having completed the module, students can plan,
implement and evaluate nursing of acutely ill patients using multi-disciplinary expertise and evaluate their own
actions, and cooperation with the patients and their significant others.
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:
Tikkurila: Hellevi Pelto-Huikko ja Reija Korhonen;
Porvoo: Outi Kukkola
Lohja; Anu Elorinne
Hyvinkää: Birgit Lifländer
Otaniemi: Pia Lahtinen ja Kaija Marttila
R0193 Decision-making in Acute Nursing Care , 10 cr
The student is able to:
The Student is able to
• analyse the basis of decision-making in a multidisciplinary team in clinical nursing
• describe nurses’ responsibilities and obligations in assessing the need for and urgency of care
• make decisions by using methods of clinical examination of the patient, care need assessment, digital decision
aids and consultation
• recognise changes that threat vital functions and plan, implementand evaluate clinical nursing procedures that
support vital functions
• explain the main illnesses and injuries in the field of surgery and the medical grounds for care
• describe the different fields of anaesthesiology and the different anaesthesia forms
• plan, implement and evaluate perioperative nursing
• justify the practices and medicines used in advanced life support
• plan, implement and evaluate administration of intravenous medication,infusions and nutrition
R0194 Mental Health, Crisis Care and Substance Abuse Nursing, 5 cr
The student is able to:
The Student is able to
• explain the main psychiatric disorders and the medical grounds for care
• explain the mechanisms of the most common intoxicants
• explain the operating principles of mental health and substance abuse nursing
• to support clients who are experiencing an acute crisis and are acutely ill
• plan, maintain and evaluate professional interaction in care relationship with mental health or substance abuse
clients and their significant others
• plan, implement and evaluate pharmacological therapies for mental health and substance abuse patients
R0195 Professional Development in Practice III, 15 cr
The student is able to:
The Student is able to
• analyse the basis of decision-making in daily care
• use methods of clinical examination and care need assessment of the patient to identify pathological changes in
vital functions as early as possible
• propose solutions to help acutely ill mental health or substance abuse clients as a member of a multidisciplinary
team
• plan, implement and evaluate nursing care when clients’ vital functions are threatened
• plan, implement and evaluate nursing care of surgery patients
• build a care relationship with clients who need psychological support and/or suffer from a mental health disorder
and their significant others
• build a care relationship with substance abuse clients and significant others
• justify the pharmacotherapy used by the main client groups and evaluate their effectiveness
• administer intravenous medication andinfusions safely
Study unit description:
LEARNING ENVIRONMENTS FOR ACQUIRING PRACTICAL COMPETENCE
• anaesthesia and surgical wards, surgical inpatient wards, surgical outpatient clinics, day surgery units
• gynaecological inpatient wards and outpatient clinics
• emergency clinics and emergency care units
• units providing services for sick children and adolescents
• mental health and substance abuse care units
• hospital at home
• simulation and workshops
LbD project focusing on the module’s core competence
R032 NURSING CARE IN THE PROMOTION OF CLIENT'S PARTICIPATION AND WELL-BEING AT
DIFFERENT LIFE STAGES, 30 cr
Description:
The core content of the module is evidence-based nursing that promotes clients’participation and well-being at
different stages of life. Having completed the module, students can plan,implement and evaluate nursing care of
patients at different life stages while taking into consideration the needs arising from the clients’ age and cultural
background. Students can coordinate the overall care of clients by using shared expertise, and multidisciplinary
cooperation and networks. Students will develop a motivation to provide culturally sensitive care.
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:
Tikkurila: Ei ole vielä
Porvoo: Ann-Marie Suvisaari ja Riikka Sorri
Lohja: Anna Sievers
Hyvinkää: Pirkko Rimpilä-Vanninen
Otaniemi: Irene Kontkanen
R0196 Participation and Well-being at Different Life Stages , 10 cr
The student is able to:
The student is able to
• describe the growth and developmental stages of clients of different ages and transition phases in families
• describe the normal course of pregnancy and giving birth as well as medical grounds for care given during them
• describe the main illnesses in children, adolescents and the elderly as well as the medical grounds for treatment
• plan, implement and evaluate nursing of children, families, people of working age and the elderly
• identify factors that safeguard the health and well-being of clients or increase their vulnerability of different ages
and their significant others
• promote the interaction, participation and rehabilitation of vulnerable and multicultural clients and their
significant others in the care process
• evaluate the social (services) and health care service processes of vulnerable client groups and provide
guidance on the use of services for these clients
• plan, implement and evaluate groupguidance on health and well-being
• analyse special needs related to multicultural client relationships and immigration in social welfare and health
care
• recognise social security benefits and possibilities available to clients of different ages and their significant
others
R0197 Swedish in Nursing, 5 cr
The student is able to:
The student is able to
• communicate in Swedish both orally and in writing at least on competence level B1-2 of the European
Framework of Reference for Languages and the civil service language proficiency certificate will be registered
in their records.
• improve their interaction, communications and reporting 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.
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
R0203 IV Work Placement Promoting Vocational Skills and Workshops on Public Health Nursing , 15 cr
The student is able to:
The student is able to
• plan, implement and evaluate vaccination activities
• implement group guidance methods in a versatile manner
• work in multidisciplinary teams and networks, taking advantage of shared expertise
• assess the need for services and care for vulnerable patients
• plan, carry out and evaluate the nursing of patients at different life stages
• apply client-oriented working methods to improve the inclusion, well-being and rehabilitation of clients
R033 INNOVATIVE AND EFFECTIVE NURSING, 30 cr
Description:
The core of this module comprises assessment and development of the operating environment of social services
and health care, and acquiring basic knowledge of entrepreneurship in the area of well-being. The aim of the
module is for the students to learn the core competences to act as team leaders, influencers and developers in their
fields, and also as producers of welfare services. Having completed the module, students are able to critically
evaluate the importance and effectiveness of their actions and the operation of their team and work community as
part of the healthcare service system and networks now and in future. Students will acquire their competences to
develop and innovate new services, products and work processes.
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:
Tikkurila: Ei ole vielä
Porvoo: Erja Annola ja Ann-Marie Suvisaari
Lohja: Liisa Ranta
Hyvinkää: Terhi Hautaviita ja Sanna Pirinen
Otaniemi: Sari Haapa
R0199 Leadership and Quality Management in Nursing, 5 cr
The student is able to:
The student is able to
• justify the main national and international health policy guidelines in the changing social and health care
environments
• analyse good practices in an innovative organisation, well-functioning work community and management
• evaluate the implementation of quality management, cost efficiency and patient safety as well as factors
affecting their implementation
• propose ways to improve the quality, cost efficiency and patient safety in social welfare and healthcare services
• lead and coordinate their own actions and the operation of their team
R0204 Innovative Multidisciplinary Promotion of Health and Well-being, 10 cr
The student is able to:
The student is able to
• base his/her actions on multidisciplinary community orientation
• plan, act and implement public health nursing and promotion of well-being in multidisciplinary working groups
• assess the effectiveness of services promoting health and well-being and the need for reform from the point of
view of the individual and society
• use applicable research, project and service design methods in challenging multidisciplinary situations with
customers
• evaluate the results, process and outcome of an innovation project in relation to the goals that were set
• recognize the special features of entrepreneurship in social services and health care and its significance in the
service system
R0227 VI Professional Development in Public Health Nursing Practice II, 15 cr
The student is able to:
The student is able to
• analyse patient care, the service given and working practices in the work community interms of effectiveness of
care, safety, operative quality and cost effectiveness
• constantly develop his/her expertise and competence and actively make these available to the work community
• mange his/her own activities and make proposals for improving the functioning of the team
• promote goal-oriented work, the well-being of the community and the community spirit in the team in his/her
own communication
• act professionally and work productively in the work community and innovation projects
R008 PUBLIC HEALTH NURSING COMPETENCE , 30 cr
Description:
The core of the module is health promotion in different public health nursing environments. The objective of the
module is that students are able to work as experts and developers in their professional field.
After completing the module, students are able to apply research information from nursing science and related
disciplines in their work as public health nurses and in the development of this work; and to construct and develop
their activities based on the strategies and programmes of health promotion. They have the capacity to plan,
implement and assess the public health nursing of clients from different age groups and to apply the work methods
of health promotion. Students are able to utilise their expertise in public health nursing in multiprofessional
cooperation and influence society in a manner that promotes the health of the population.
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: Sirpa Reilio
Tikkurila: Irene Latva-Korpela
R0140 Pre- and postnatal Health Promotion, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate health promotion during pregnancy and maternity
• implementing evidence based health promotion interventions
• take part multi professional work personal, group and community level
• implement state and local health political definitions
R0141 Health Promotion During Infancy and Childhood, 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate health promotion of families during infancy and childhood
• implementing evidence based health promotion interventions when working with families.
• take part multi professional work in personal, group and community level
• implement state and local health political definitions
R0036 Promoting the Health of Working Age Population and the Environment , 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate public health nursing among the working age population
• apply evidence-based work methods in health promotion in public health nursing among the working age
population
• assess the health-promoting effects of the environment as well as threats originating in the environment
• plan, implement and evaluate the prevention of infectious diseases
• use his or her expertise in health promotion in multiprofessional cooperation with individuals, groups and
communities
• analyse and report on the impacts of changes in the operating environment on the health and well-being of the
working age population
R0037 Promoting the Health of School Children and Students , 5 cr
The student is able to:
The student is able to
• plan, implement and evaluate public health nursing among school children and adolescents
• plan, implement and assess public health nursing among students
• analyse and develop evidence-based work methods for school and student health care
• apply expertise in health promotion in multiprofessional cooperation with individuals, groups and communities
• act as a promoter of health in school and study communities and environments
R0224 V Professional Development in Public Health Nursing Practice I, 10 cr
The student is able to:
The student is able to
• evaluate and discuss choices related to professional ethics
• plan, implement and evaluate public health nursing and nursing in different operating environments
• apply methods of public health nursing that strengthen his or her own resources
• guide clients to make choices that promote their health
• make independent decisions and provide reasons for them
• assess the health and safety of clients of different ages and their families
• evaluate and develop documentation in public health nursing
• critically assess his or her own professional development
• function as a member of a multiprofessional team
• act as an expert of public health nursing in development projects
• apply technology in public health nursing
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
R020 OTHER COMPLEMENTARY COMPETENCES, 15 cr
Description:
The aim of the studies offered in this module is to develop student’s basic knowledge and skills. The studies will give
basic abilities for the student to be able to manage on his/her studies in his/her field of studies. The student will
conduct the appropriate studies from this module according to the initial tests or his/her needs. After completing the
studies the student will have gained basic knowledge and skills to develop his/her skills to apply these competences.
Also other studies which develop professional skills can be offered in this module. Studies completed elsewhere can
always be placed in this module.
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, sote: Terhi Hautaviita
Lohja, sote: Anu Elorinne
Porvoo: Erja Annola
Tikkurila: Marja Vellonen