Curricula

Objectives

The student knows the history of midwifery as well as the key legislation, instructions and professional norms and follows them in his/her work. The student can follow national and international midwifery and strive to develop it. He/she knows the support and service systems available for the promotion of sexual and reproductive health and co-operates with individuals, families and communities to promote sexual and reproductive health. The student knows his/her responsibilities as a midwife and is able to make decisions independently and share his/her expertise.The student is able to apply his/her development, innovation, research, project and entrepreneurial skills in developing midwifery. The student makes use of his/her specialist competence in a multi-professional work community. Together with others, he/she develops new, innovative practices and services to meet the needs of partners in co-operation.

Content

-History of midwifery
-Values of midwifery
-Ethical and professional legislation and guidelines
- health care and social services
- research and development -minded approach to work
- Evidence based decision making in midwifery
- planning, conducting and assessing of development
-basics of project work
- skills for multidisciplinary teamwork, network and working with stakeholders

Basics of project work
Planning, implementation and assessment of development activities
Co-operation skills, work with interest groups and in networks
Demonstration-based action
Exploratory, development-oriented approach
Internal entrepreneurship

Learning materials and recommended literature

Raussi-Lehto E & Ryttyläinen-Korhonen, K (toim.)2016.Koulutettu kätilö kanssasi 200 vuotta. Laiho, A. (toim).1991. Viisaista vaimoista nykyajan kätilöiksi. Kätilökoulutus Suomessa 170 vuotta. Helsinki. Kätilöopisto. Valtakunnallinen sosiaali- ja terveysalan eettinen neuvottelukunta ETENE. 2010. Synnytyksessä toteutettavan hyvän hoidon eettiset periaatteet. STM. Keskeinen seksuaali- ja lisääntymisterveyden edistämistä ohjaava lainsäädäntö. Paul Silfverberg. 2007. Ideasta projektiksi. Projektinvetäjän käsikirja. Konsulttitoimisto Planpoint Oy. Työministeriö or Kylmäläinen H-R., Lakkala M., Carver E. & Kamppari K. 2016. Opas projektityöskentelyyn. Helsingin yliopisto.

Teaching methods

Project Based Learning, Future Fastory
Independent work
Peer group
Dialogue Trainings

Practical training and working life connections

Opintojaksoon liittyvä kehittämistyö tehdään alakohatisena tai moniammatillisena Future factory projektina.

Student workload

Project Based Learning 135 t
E-learning 27 t
Peer group 7 t
Dialogue Trainings 10 t

Content scheduling

Project Based Learning autumn 2022 - spring 2023
E-learning autumn 2022 - spring 2024
Peer group autumn 2022 - spring 2024
Dialogue autumn 2022 - spring 2024

Further information for students

During the course, assessment is carried out on the principle of continuous feedback. Self-assessment and peer review also play a key role. Assessment is based on the course objectives and assessment criteria.

Evaluation scale

Pass/Fail

Evaluation criteria, satisfactory (1-2)

The student is able to acquire, assess and share information to conduct the research- and development assignment.

Evaluation criteria, pass/failed

The student is able to acquire, assess and share information to conduct the research- and development assignment.

Prerequisites

The student masters the theoretical and clinical skills that are part of vocational studies in client -oriented nursing that promotes health and functional ability. Student uses evidence based information in decision making.