Opetussuunnitelma
2017
Laurean yhteiset opinnot
Laurea Porvoo
Täydentävä osaaminen ja yhteiset opinnot
Curriculum
2017
Laurea common studies
Laurea Porvoo
Complementary competence and common studies
Opetussuunnitelma · Täydentävä osaaminen (amk-tutkinto), Palvelualat (TOP), Laurea Porvoo · Ryhmä TOP17SY
Opetussuunnitelma 2017 – TOP17SY (englanniksi)
Curriculum · Complementary competence (bachelor's studies), Services (TOP), Laurea Porvoo · Group TOP17SY
Curriculum 2017 – TOP17SY (in English)
Curriculum 2017 – TOP17SY (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Täydentävä osaaminen (amk-tutkinto), Laurea Porvoo, TOP17SY
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.
Operating environment
COMPLEMENTARY COMPETENCE IN BACHELOR'S DEGREE PROGRAMMES
Elective studies compiled into modules
Elective studies are a part of completing a university of applied sciences degree. Complementary modules make it
possible to deepen or extend your knowledge. The modules being offered at each campus are listed separately.
The modules comprise competence areas. A module typically includes at least two study units, but alternatively
competence can also be developed in projects. Credits can also be gained through recognition of prior learning or
demonstrations.
Complementary competence modules are also well-suited for further education for those students, who have
completed a degree. Graduates can enrol in them as students of the Open University of Applied Sciences.
Modules further competency in a subject area
The scope of a module is 15 - 30 credits. Complementary competence modules support individual study paths and
competence. Complementary competence modules that are compatible with the student’s professional goals can
include in his/her degree. The compatibility of the elective studies with the degree will be subject to prior agreement
with the teacher tutor.
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.
Completion of studies
Campus-specific offering describes what studies the campus has planned to offer over the course of a degree
programme. Not all courses are held every year, rather a new list of available courses is planned and published
each academic year according to demand.
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.The study unit
implementation plans specify the objectives, content and implementation form of the studies. 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 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 unit/project offer.
In order for a student to further their competency, we recommend that the student selects entire modules, but it is
also possible for a student to select individual study units or projects from modules.
Flexible Possibilities for Completing Attainments and Specialising
Any studies in an institution of higher education can be counted as advanced competency. In addition to
complementary competence studies presented in the curriculum the student can for example
• select complementary competence studies offered on Laurea's different campuses
• select a core competence module in another degree programme as their advance competency
• select studies from the common study offering gathered by Laurea, Haaga-Helia UAS and Metropolia UAS
Curriculum Development
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. Up to date plans on the available advanced
competency modules will be published each academic year.
1. year
Y CORE COMPETENCE
T COMPLEMENTARY COMPETENCE 65,5
R041 DIVERSE EXPERTISE IN NURSING
R0265 Diverse Expertise 1 5
R0266 Diverse Expertise 2 10
R043 OVERALL SAFETY OF SOCIAL AND HEALTH CARE
SERVICES
R0267 The Basics of a Safe Workplace 5
R0268 Encountering Violence in the Workplace 5
R0405 Global Security and Well-Being 5
R027 GUIDANCE AND EXPERTISE TRAINING
R0155 International Activities
R0156 Callidus Tutoring
01540 Tutoring 5
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE
R0170 Preparatory English 3
R0171 Preparatory Swedish 3
R020 OTHER COMPLEMENTARY COMPETENCES
R0169 Preparatory Studies in Mathematics 3
01469 Student Tutor Activities 5
R0225 Participation in Voluntary Work
O0003 First Aid 1 1,5
0404 THE DEVELOPER OF DIGITAL HEALTH AND WELFARE
SERVICES
01548 The Citizens as Customers of Digital Health and Welfare 5
Services
01549 The Digital Environment in Health and Welfare Services and 5
its Ethics and Regulations
01550 Digital Service Development and Information Management in 5
Health and Welfare Services
65,5
R041 DIVERSE EXPERTISE IN NURSING , 15 cr
Description:
Thee core of the module consists of the student analysing his or her competence and complementing it with
expertise that exceeds the core competence. The student extends his or her capabilities to act as an expert of
nursing in the changing social and health care environments. The student strengthens his or her cooperation skills
as well as the knowledge base and skills required of an expert. Having completed the module, the student has the
capacity to develop into an expert in the chosen area of expertise in the 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:
Lohja: Aila Peippo
Hyvinkää: Nanna Peltosaari
Porvoo: Erja Annola and Maija-Leena Kukkonen
Tikkurila: Kirsi Ronkainen
R0265 Diverse Expertise 1, 5 cr
The student is able to:
Thee student is able to
• analyse and develop his or her expertise and keep it up-to-date in terms of the changing needs of social
services and health care
• evaluate and develop his or her actions and the operation of the work community in multidisciplinary
cooperation in different operating environments
• choose the appropriate methods to develop his or her expertise and justify those choices and act as an expert
in a self-directive manner
• act as an expert in a self-directive manner
R0266 Diverse Expertise 2, 10 cr
The student is able to:
The student is able to
• analyse and develop his or her expertise and keep it up-to-date in terms of the changing needs of social
services and health care
• evaluate and develop his or her actions and the operation of the work community in multidisciplinary
cooperation in different operating environments
• choose the appropriate methods to develop his or her expertise and justify those choices
• act as an expert in a self-directive manner
R043 OVERALL SAFETY OF SOCIAL AND HEALTH CARE SERVICES, 15 cr
Description:
The core of the module consists of understanding and developing the overall safety of the social services and health
care organisation. The core competence comprises the basics of safety management and risk management, and
the prevention and management of challenging behaviour. Having completed the module, the student is able to
develop the overall safety of the social services and health care organisation by applying different areas of safety
management.
Learning process:
The competences described in the module can be developed either by participating in study units or working in
projects. Please note that in some education forms projects are the primary way of gathering credits.
In the projects you participate in the development work of domestic or international businesses and communities
and in project work. The language used in the project can be either Finnish or English. Projects can also focus on
developing the student’s own business. The topic of the project and the competences developed by participating in it
will be clarified when the project is added to the study offer. The scope of the project will be agreed on in each case.
The competences generated in the projects can partly be included in the learning outcomes of some other
module(s) and thus the credits can be divided between several modules.
Responsible persons:
Porvoo: Lilja Paloand Aulikki Yliniva
R0267 The Basics of a Safe Workplace, 5 cr
The student is able to:
The student is able to:
• describe and explain the main concepts and approaches used in safety development
• identify and assess the dangers and risks involved in his or her work
• act in accidents and dangerous situations
• analyse safety as a part of a larger risk management process
R0268 Encountering Violence in the Workplace, 5 cr
The student is able to:
The student is able to
• hear and respond to the needs that the patient expresses by behaving in a challenging manner and this way
prevent aggressive behaviour
• describe and explain the legal justifications for how and when the self-determination of the patient/client can be
limited
• comply with the staff and patient safety principles in actions that limit a patient’s self-determination
• act in compliance with the well-being and care principles, controlling his or her own feelings and behaviour
• discuss challenging situations with both the team and the client as well as re-establish the cooperation
relationship with the client
R0405 Global Security and Well-Being, 5 cr
The student is able to:
The Student is able to
• discuss the impact of globalization on the well - being of the individual and the population
• describe the ethical principles, agreements and recommendations governing international cooperation in
preventing and combating the threats to well-being
• analyze the most important international and national means of preventing and combating international social
and health threats
• work in both domestic and international social and healthcare environments with the risks involved
R027 GUIDANCE AND EXPERTISE TRAINING, 15 cr
Description:
Expertise is born via guidance activities in the Guidance and expertise module.
Completing this module provides the student with varied expertise in guiding different people in different situations.
The student will know how to support the development of both competence and identity, and to advise on the use of
different tools. They know which actions promote a sense of community.
Learning process:
Competence as defined in this module can be developed by, for example, taking part in student union activities
during study units. The working language can be either Finnish or English.
Responsible persons:
Teija Laamanen
R0155 International Activities, 5 cr
The student is able to:
The student is able to
• take into account the special characteristics of international activities
• form international networks
• act in an international environment with people from different cultures
R0156 Callidus Tutoring, 5 cr
The student is able to:
The student is able to
• provide guidance to other students in their areas of strength
• encourage and motivate the students they provide guidance to
• develop their own interaction skills
01540 Tutoring, 5 cr
The student is able to:
The Student is able to
• evaluate tutoring from the perspective of their own campus and the campus's educational responsibilities
• provide guidance and advice to new students with regard to Laurea's practices and operational culture
• aware of and have a command of the systems currently in use
• create an expertise profile for themselves and can support new students in building an expertise profile in the
kyvyt.fi portal
• know the learning environments on their campus and can, when necessary, represent the campus at different
events
• have a command of the work methods related to career planning and are able, together with the teacher tutor,
to support new students in themes related to career planning
• act as active promoters of well-being within the workplace and among students
R015 LANGUAGE SKILLS AND INTERNATIONAL COMPETENCE, 15 cr
Description:
The aim of the study units in the module is to develop language skills and international competence needed at work.
After completing the module the student has developed his/her ability to work in multicultural working environments.
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: Camilla Kåla
R0170 Preparatory English, 3 cr
The student is able to:
The student
• has a basic command of English grammar
• is able to use study-related and work-related vocabulary
• is able to use various strategies and tools to develop language skills
R0171 Preparatory Swedish, 3 cr
The student is able to:
The student
• has a basic command ofSwedish grammar
• is able to use study-related and work-related vocabulary
• is able to use various strategies and tools to develop language skills
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
R0169 Preparatory Studies in Mathematics, 3 cr
The student is able to:
The student is able to
• solve mathematical problems at a level required in the UAS studies.
01469 Student Tutor Activities, 5 cr
The student is able to:
Student is able to
• understand the objectives and operating methods of Laurea and his or her own degree programme
• plan new operating methods to enhance the commitment of new students
• perceive the content of his or her own culture
• provide new students from different cultures with information on the learning environment and culture of the
Laurea community
• market Laurea University of Applied Sciences and the opportunities for study offered by Laurea
• apply communication and marketing skills required in the marketing of Laurea
• act as a mentor for students in need of support
• understand the significance of effective tutoring activities for the promotion of well-being in the community
Contents of the study unit:
• Campus-specific meetings according to an agreed-upon schedule and the planning of tutoring
• Training events for tutors organised by Laurea
• Creating their own competence profile in the Kyvyt.fi service and acting as a 'reflection tutor' in the context of
the online service
• Tutoring activities related to entrance examinations in the spring and in the autumn
• Providing new students with an introduction to Laurea at the start of each term in September and January
• Providing guidance to international and exchange students throughout the term
• The planning of the Freshers' Event and the Pre-Freshers' Event Party
• Support measures for new students related to themes addressed in the study unit on career planning in
accordance with the agreed upon division of labour
• Participation in campus events at the student's own campus
Study unit description:
• The students learn how to evaluate tutoring from the viewpoint of their own campus and the educational
responsibilities that exist in that campus
• They know how to instruct new students in the Laurea operating culture
• The students are familiar with the systems currently in use
• They know how to create a competence portfolio for themselves and are able to support new students in the
creation of a competence portfolio at the kyvyt.fi service.
• They are familiar with the learning environments of their campus and have the capacity to represent the
campus in different events where necessary
• The students are familiar with working methods in the area of career planning and, in cooperation with a
teacher tutor, are able to support new students in matters related to career planning
• They have the capacity to act as an active promoter of the work community and student well-being
Previous studies:
A student acting as a student tutor must be a member of the student union of Laurea University of Applied Sciences.
R0225 Participation in Voluntary Work, 0 cr
The student is able to:
See the description.
Study unit description:
The student participates in voluntary work during his/her studies. As a volunteer the student develops his/her
general working life competences, professional competences and competence related to social themes. The
competence is acknowledged as part of the other studies.
O0003 First Aid 1, 1.5 cr
The student is able to:
The student is able to
• recognize the need of immediate first aid
• act appropriately in different kind of first aid situations
The student will become motivated to update his/her first aid knowledge and skills.
0404 THE DEVELOPER OF DIGITAL HEALTH AND WELFARE SERVICES, 15 cr
Description:
It starts with the unit where the main content is the citizen as customer in digital health and welfare services and
how professionals are communicating in a digital environment. Then comes the study unit about digital health and
welfare environment’s with ethics and regulation in healthcare. At last comes the service design study unit, that will
increase participant’s competences about customer oriented user centered service design and co-creation process.
Responsible persons:
Otaniemi: Mikko Julinand Tuula Saarnio
01548 The Citizens as Customers of Digital Health and Welfare Services, 5 cr
The student is able to:
The Student is able to
• recognize and use e-Health and welfare services as they are today and recognize trends in future.
• discuss and describe what “citizen as customer of health and welfare services” means.
• empower customers to participate in their own health and welfare service in digital area.
• identify the need for professional-level communication in digital environments.
• guide the citizens in using digital eHealth and eWelfare service.
01549 The Digital Environment in Health and Welfare Services and its Ethics and Regulations, 5 cr
The student is able to:
The Student is able to
• understand basichealth and social careinformatics
• understand basic methods of technical informatics/computer science,
• understand and apply principles of evidence-based practice andevidence based clinical pathways
• understand and apply legal knowledge ofconfidentiality, IT-security and patient data privacy and protection
Contents of the study unit:
This study unit deals with health informatics and the general process of digitalization in health and welfare and the
laws and regulations surrounding it.
• Partnership countries health and welfare environment, health and welfare informatics environment ex. Kanta
services, Estonian X-Road
• How to store data, share data, refine data different databases
• Ethics, laws and regulations and customer safety data privacy and security
• Structural data, health and social classifications, the basic elements of support of decision making systems
01550 Digital Service Development and Information Management in Health and Welfare Services, 5 cr
The student is able to:
The Studenti is able to
• understand user centered service design and multi professional development process to digital services
• be able to applied future orientation and solutions centric working habits
• to understand different kind of data sources and structures and future possibilities to utilize data analytics for
citizens’ health promotion
Contents of the study unit:
The content of study unit
• service design process
• user centered approach
• future orientation and creative working habits
• project management and online collaboration
• databases and health information system usage and security
• Image analysis (Xray, brainscans, etc.) & remote diagnostics
• Internet of Things/sensor technology/wearables growing, so much more data available from individuals
(MyHealth-data).
• Analytics and visualization
Study unit description:
This study unit deals with the development of digital services and the creation of competence in service design
process. In the group-works there are lots of variations of service - service design, digital service, healthcare
service. The aim of this study unit is to give future professionals skills in developing improved e-Health services. The
point is give orientation and create interest to this topics.