Opetussuunnitelma 2017 – SYV617SJ (suomeksi)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Degree Programme in Global Development and Management in Health Care, SYV617SJ

Ylemmät ammattikorkeakoulututkinnot

Laurea's Mission

Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to
conduct education, research, development and innovation activities and produce new knowledge by applying the
principles of the Learning by Developing (LbD) operating model.

Laurea's focus areas are service business, expertise in nursing and coping at home as well as security, safety and
social responsibility. Education offered at Laurea as well as research and development activities are based on these
focus areas. Student entrepreneurship is a cross-cutting focus area. Student entrepreneurship is visible as an
entrepreneurial attitude, cooperation with companies and as concrete new businesses the establishing of which is
supported during the studies.

Laurea's brand promise "Together we are stronger" describes Laurea's solid regional development role. Laurea is a
University of Applied Sciences for the whole region of Uusimaa, and its knowledge and skills are available to the
whole area. Our service promise "We are here for you at Laurea" is a promise of good learning for our students, and
for our cooperative partners a promise of partnership and developing together.

Competence Development in Master's Studies

Laurea's model of Learning by Developing (LbD) is based on authentic encounters with the world of work. 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.

In Master's degree programmes, the learning process comprises a future-oriented process of research and
development, in the course of which the students develop their competence by producing new knowledge and skills
related to questions that cannot be solved merely by relying on previously acquired knowledge and competence.
Learning is a way of creating new knowledge and competence that links learning to innovation activities in the
relevant field and area. For the students, the period they spend in education is a collective project for building up
their expertise and developing and exceeding themselves, aiming for a combination of knowledge that is relevant
and useful from the perspective of future workplace requirements.

The foundation for competence development is an enriching community. The community is an environment of
shared expertise in which the learner's role is to act as a specialist, a developer and an agent exerting influence.

The learners develop their competence by interacting with their environment and their sector. Resources for
competence development include a learning culture that favours creativity and goal-oriented action, expert guidance
and instruction, as well as a learning environment that supports competence development. Participatory instruction
is used to guide competence. Every teacher is a tutor whose expertise and operating methods support the
reinforcement of expertise. The learning environment consists of a competence network, an innovation environment,
a platform for developing competence and structures that support learning. When putting together learning
environments, empowering people and enabling their enthusiasm and their interaction is stressed to foster creativity.

Rather than focusing on presenting and repeating information and controlling the students' command of it, the
teaching strives for a learning process demonstrated as progressive problem-solving, continuous learning and
developing and exceeding oneself. The goal is at competence that is useful in knowledge-intensive service
organisations where work increasingly is a function of creativity and where a precondition for directing the
organisation is an ability to create a responsible, result-oriented management culture that is based on giving space
for the individual's creativity. Competence is demonstrated as impact and development competence.

DEGREE STRUCTURE IN EDUCATION LEADING TO A MASTER'S DEGREE

Scope and Extent of the Degree
The scope of the degree is 90 credits of which thesis forms 30 credits.The degree takes on average 1.5-2.5 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

Master’s degree studies at Laurea consists of core competence modules including thesis, and complementary
competence modules. The modules comprise competence areas that are part of the degree.

The scope of the compulsory core competence modules is 60 credits in master’s degree. Complementary modules
make it possible to deepen or extend your knowledge. Complementary competence modules support individual
study paths and competence. Complementary competence modules that can be selected freely are offered on
Laurea's various campuses. The extent of complementary competence in a Master's degree is 30 credits.

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.

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 have been taken into account in the degree contents.

The level of the degree corresponds with level 7 of the National Qualifications Framework (NQF) and level 7 of the
European Qualifications Framework (EQF).

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
Y       CORE COMPETENCE                                                   40             20
V097    GLOBAL DEVELOPMENT AND MANAGEMENT IN
        HEALTH CARE
V1500   Global Health Promotion                                           5
V1501   Regulation and Ethical approaches                                 5
V1502   International and National Health Policies and Models             5
V1553   Development and Management in Health Care                         10
V1505   Health Care Communication and Consulting                          5
V098    THESIS
V1506   Master's thesis                                                   10             20
T       COMPLEMENTARY COMPETENCE                                          30
V116    HEALTH CARE SERVICE DEVELOPMENT
V1564   Health Economics                                                  5
V1565   Health Care Service Design                                        5
V1566   Research Methods in Health Care                                   5
V102    QUALITY MANAGEMENT IN INFECTION
        PREVENTION
V1518   Theoretical Aspects of Global Infection Prevention                5
V1562   Epidemiology and Biostatistics                                    5
V1563   Health Care Evaluation and Infection Prevention                   5
        Interventions
R024    OTHER COMPLEMENTARY COMPETENCE
                                                                          70             20
V097 GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE, 30 cr


V1500 Global Health Promotion, 5 cr

The student is able to:
•   to apply evidence based knowledge, theories, models and methods in global health
•   to analyze and syntheses the preventive manner global health topics
•   to create new and safe approach to global health services



V1501 Regulation and Ethical approaches, 5 cr

The student is able to:
•   to critically analyze ethical and legal issues in global health care
•   to progress legal performance of global health care
•   to progress ethical performance of global health care



V1502 International and National Health Policies and Models, 5 cr

The student is able to:
•   to implement and apply international health policies and models in local contexts
•   to critically analyse and discuss international health policies and models
•   to develop in multi-professional and cross-cultural health care services and projects



V1553 Development and Management in Health Care, 10 cr

The student is able to:
•   to analyze health care management from different perspectives (human; society; technology)
•   develop her/his identity as an innovative health care leader
•   manage cross-cultural partnerships; and multidisciplinary networks and teams in public and
•   private consortiums transnationally and internationally
•   to lead innovatively transition and multiprofessional development projects



V1505 Health Care Communication and Consulting, 5 cr

The student is able to:
•   develop client oriented communication
•   progress international discussion in professional context
•   publish results of development project being in responsible for them



V098 THESIS, 30 cr


V1506 Master's thesis, 30 cr

The student is able to:
•   plan, carry out and evaluate a health care development project within a given timeframe by applying appropriate
    methods
•   manage and transform work contexts that are complex, unpredictable and require new strategic approaches
•   identify and formulate problems and solutions critically, independently and creatively
•   use the specialised problem solving skills required in research and innovation in order to develop new
    procedures and knowledge and to integrate knowledge from different fields
•   take responsibility for contributing to professional practice and knowledge
•   carry out and manage project tasks, take initiatives, adopt a developmental approach to work and initiate and
    implement change processes


Contents of the study unit:
•  The Final project module consists of work-life integrated transnational research / development 30 ECTS project
   (Figure 1). The project will be performed according to PICO-model in chosen focus group (client/patient/
   personnel group/organization/multi-professional service delivery group).
•  The structure of the personalized study program follows the process of research and development project. It
   supports the real time planning, implementation, work-life validation, evaluation and publication of the
   completed R&D project.
•  The project language is English.



V116 HEALTH CARE SERVICE DEVELOPMENT, 15 cr


V1564 Health Economics, 5 cr

The student is able to:
•   to implement knowledge about health care costs and health benefits in allocation of health care resources
•   to evaluate health economic evidence in safe, efficient and cost-effective practice
•   to co-create, implement and assess health care budgets and public procurements



V1565 Health Care Service Design, 5 cr

The student is able to:
•   to manage and develop information technology in health care
•   to anticipate and develop future patient centered health care services
•   to develop and co-create future patient centered, lean health care facilities



V1566 Research Methods in Health Care, 5 cr

The student is able to:
•   to apply concepts, designs and methods of qualitative and quantitative research
•   to assess qualitative and quantitative research
•   to plan, implement and assess qualitative and quantitative project in theory



V102 QUALITY MANAGEMENT IN INFECTION PREVENTION , 15 cr


V1518 Theoretical Aspects of Global Infection Prevention, 5 cr

The student is able to:
•   to analyse the pathogenesis and prevention of infectious diseases
•   to analyse relevant concepts, policies and procedures of global infection prevention
•   to develop evidence based best practices for infection prevention procedures
V1562 Epidemiology and Biostatistics, 5 cr

The student is able to:
•   to analyse the pathogenesis of infectious diseases
•   to analyse and implement infection surveillance data in infection prevention
•   to implement epidemiological tools in infection prevention and outbreak management



V1563 Health Care Evaluation and Infection Prevention Interventions, 5 cr

The student is able to:
•   to analyse concepts, principles and policies of health care evaluation
•   to implement evidence-based infection prevention measures in health care
•   to development efficient, cost-effective and effective infection prevention interventions



R024 OTHER COMPLEMENTARY COMPETENCE, 0 cr

Description:
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.

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.