The Management of the Team of Clinical ExpertiseLaajuus (5 cr)

Objective

The student is able to manage him/herself in changing operating environments. The student learns about the management of expertise in his or her area of responsibility and knows how to manage projects and different processes in their expert community.

Content

Deepening the student’s knowledge of him/herself; thinking, acting and inner motivation. Development of own expertise. Empowerment and the learning organisation, entrepreneurship. Management and development of competence, management and quality of client relationships in clinical care work, management of processes and projects.

Qualifications

Evidence based practice

Assessment criteria, satisfactory (1)

The general criteria of the competences that the Master's Degrees awarded by Finnish Universities of Applied Sciences provide can be found on JAMK's web pages (www.jamk.fi/english/forstudents/studyguidemaster).

Assesment criterias are based on TAMK UAS´s quality system.
Very Good 4-5
- The student participates actively in contact teaching days and discussions
- The student is an active participant in Moodle discussions and uses his or her contributions to expand on the topic and introduce new viewpoints
- The essay is a well-balanced whole in terms of sources, content and analysis
- The presentation is a successfully put together, visually clear and activates the listeners; the group functions well together
- Is active in the role of discussant and offers broad-based reasoning for his or her opinions.

Good 3
- The student participates in contact teaching days and discussions
- The student participates in Moodle discussions
- The essay is more narrow in scope and is partly on a declarative level, but also contains parts that involve analysis and reasoning
- The presentation is clear, and the whole group contributes to the way it is presented to the class, listeners are involved in the discussion
- Acts as discussant and provides reasoning for his or her opinions

Satisfactory 1-2
- The student's participation is lacking
- Student does not demonstrate their knowledge and skills on the topic in Moodle discussions
- The essay is on a declarative level
- The presentation does not demonstrate expertise by the group or activate listeners
- The student’s activities as discussant are lacking, does not provide reasoning for opinions