Academic year 2020 - 2021

• JAMK Leadership Programme in Silicon Valley, USA (YHIHV320-3001),
       25.01.2021 – 31.05.2021,  5 cr  (YBB20S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will understand what makes Silicon Valley so different from the rest of the world. Is it because of risk-taking culture, the environment, communication and networking or access to capital?
  
  Competences
  Service business management competence
  Business management competence
  Internationalisation and communications competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  You will be able to recognize the interaction of Silicon Valley business institutions, culture, and environment with the behavior of individuals. You will also understand how the Government plays an important role in creating balanced ecosystems: policy making, role of convener, regulator, supporter, partnership building, place-making and walkable friendly neighborhoods, and connected infrastructure. You will know which sectors have drawn most venture capital and/or crowd sourced capital, and understand the process of raising early stage financing.
  
  You will familiarize with some features of the American business culture. You will practice listening and speaking American English, and compose and deliver elevator speeches. You will be able to identify the business dynamics of cultural, gender/sexual, age-based, class, regional, national, transnational, and global identities and the similarities, differences, linkages, and interactions between them.
  
  You will understand how social media fits into marketing, why it is important, and the applicability of various tools to use to develop a social media strategy, but also how to develop an integrated social media strategy, and how to measure social media's impact.
  
  You will understand Importance of design and the user experience, and get familiar with theoretical versus practical application of customer service. You will also visit an exceptionally successful international start-up in Silicon Valley, a global well-known big company, and experience the excellence of services of the Californian recreation industry in the Pebble Beach area.

  Prerequisites and co-requisites

  You are able to communicate fluently in English

  Course contents

  The course contents include the online- orientation session, pre-assignment, 10 days study tour to Silicon Valley, USA in late November, and the post-assignment.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  You show only a sufficient knowledge of the objectives, material and concepts, but they are in need of further clarification. You fail to show a convincing ability to apply the knowledge to real life situation nor to recognize or communicate the concepts in an effective manner. You present the results superficially, in the form of a list and insufficiently. You summarize sources that are inadequately connected to the objectives of the report. You recognize the key concepts. You write unstructured text with many different repeated language and style errors. You follow JAMK’s reporting instructions insufficiently.
  
  Satisfactory 2
  You define the objectives too broadly, but define the key concepts. You show only a satisfactory knowledge of the material and concepts but fail to show a convincing ability to apply the knowledge to real life situation nor to communicate the concepts in an effective manner. You present partly illustrated results whose connection to the development tasks remains thin. There are minor shortcomings in the reporting. You demonstrate expertise. You write partly unstructured text with occasional language and style errors. You follows JAMK’s reporting instructions with mistakes.

  Assessment criteria - grade 3 and 4

  Good 3
  You show good knowledge of material and concepts and are able to communicate these in an effective way. You define the principle objectives relevant for development work back at home. You delineate the topics form several different viewpoints and justify them. You use current, reliable international sources. You use key concepts fluently. You describe the data and its analysis sufficiently. You present conclusions and duly substantiated further action proposals based on them to your own work back at home. You demonstrate convincing expertise. You write structured text with occasional language and style errors. You follow JAMK’s reporting instructions.
  
  Very good 4
  You show very good knowledge of material and concepts. You define relevant objectives that have been delineated clearly. You delineate the topics from several different viewpoints. You choose source material that is diverse, current, reliable and relevant. You analyze and compare the key concepts of each subject and prepare summaries of them. You describes the data and its analysis systematically. You present results in a logical, well-reasoned and illustrative manner. You write text in fluent and almost error-free formal style. You follow JAMK’s reporting instructions.

  Assessment criteria - grade 5

  Excellent 5
  You define challenging objectives with a new viewpoint that have been delineated clearly. You delineate the topics of the assignments with critical justification and assessment. You show exceptional knowledge of subject material. You master consistently the key concepts defined. You discuss concepts critically and insightfully. You demonstrate the ability to apply the material to real-life situations and challenges with superior communications skills. You report convincingly, presenting a logically coherent whole. You substantiate the relationship between theory, lectures and visits with insightful and critical reasoning and interpretation. You present a carefully reasoned analysis making versatile use of the data. You demonstrate critical thinking in writing. By connecting own work and discussion of theory you present conclusions that are versatile and to the point as well as further actions and development task in your own company/organization. You follow JAMK’s reporting instructions as well as ability to connect your own work to the development of the professional work back at home organization/company.

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  Language of instruction

  English

  Location and time

  Online meetings via Zoom in the last week of November . Exact online times will be informed to all participants later.
  
  San Jose State University, USA February 12 February 19, 2021

  Planned learning activities, teaching methods and guidance

  Webinars before the study tour and face to face teaching in USA

  Learning materials and recommended literature

  Ramnarayan, S. (2012). Marketing in a world of digital sharing: Are you drowning in social media noise and chaos? MARS Publishing.The Silicon Valley Edge,AuthorsChong Moon Lee, William F. Miller, Marguerite Gong Hancock, Hnery S. Rowen isbn 0 – 8047-4063- 1
  
  What makes Silicon Valley tick

  Lecturer(s)

  Risto Korkia-Aho

  Internationality

  JAMK partner university San José State University, Silicon Valley, USA

  Timing

  25.01.2021 - 31.05.2021

  Learning assignments and student workload

  Pre-assignments 20h Study Tour 55h Individual report = Post-assignment 40h Literature 20h Total 135h ( one credit equals 27 hours of student work)

  Content scheduling

  Online meetings via Zoom in the last week of November Exact online times will be informed to all participants later.
  
  
  San Jose State University, USA February 12 February 19 , 202

  Groups

  • YBB20S1
  • YSV19S1
  • YHS19S1
  • YBB19S1
  • YHO19S1
  • YMJ20S1
  • YSY19SM
  • YHV19S1
  • YSY19SJ
  • YHS20S1
  • YSY19SK
  • YHO20S1
  • YSY19ST
  • YMJ19S1
  • YMV19S1
  • YKM19S1

  Alternative learning methods

  NONE

  Seats

  0 - 20

  Assessment methods

  The academic content of the course is designed with the professors of San José State University, California.
  The visits each year vary and they are organized via various business network connections in USA.
  Students are responsible for costs of their accommodation and flights.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Sport Business Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Music, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in International Business Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  Liiketoimintayksikkö
• Leadership Dynamics (YZZZ0220-3007),
       04.01.2021 – 14.05.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  You understand the differences between different theories and models of leadership. You differentiate between and classify key concepts of leadership. You discuss the subject from different perspectives. You recognise the key skills in, and benefits of, emotional intelligence, as well as methods for developing them. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You evaluate your leadership and interaction competence and recognise your principal development target. You write in an illustrative manner, but the text contains illogicalities and shortcomings.
  
  Satisfactory 2
  You apply the theory of leadership you have delineated. You select and define the key concepts. You utilise key emotional intelligence skills and development methods. You find a solution to the problem and illustrate the results with examples. The examples exhibit understanding and independent thinking that is connected to theory. You are able to cooperate in a responsible manner in a problem-solving situation and take responsibility for a colleague’s work. You understand the significance of equitable and ethical leadership. You evaluate and substantiate your own leadership and interaction competence with examples. You write in a logical and illustrative manner, but the text exhibits certain shortcomings. You write text that is partly unstructured and exhibits numerous different language and style errors.

  Assessment criteria - grade 3 and 4

  Good 3
  You analyse essential and well-delineated theory and concepts of leadership and justify their choice. You demonstrate an ability to follow and analyse the development and/or research in your area of expertise. You analyse key emotional intelligence skills and development methods and understand how you can control your own emotions. You lead or plan a research, development or innovation project in which you apply new methods. You develop the operations of the organisation by finding an alternative solution. You combine theory and practice. You analyse and substantiate the significance of equitable and ethical leadership. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical and illustrative manner, substantiating the points you make. You write structured text with occasional language and style errors.
  
  Very good 4
  You outline a coherent whole from the key theories and concepts of leadership and emotional intelligence, which you reflect upon critically. You analyse, follow and discuss the development of, and international research in, your area of expertise. You develop key emotional intelligence skills, interpreting and managing emotions. You lead or plan a research, development or innovation project in which you resolve a practical problem. You assess the process and the outcome by mirroring them against usability and theory. You reflect upon leadership and ethicality from the point of view of equality. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical, analytical and competent manner. You write structured text in a fluent and almost error-free formal style.

  Assessment criteria - grade 5

  Excellent 5
  You produce new perspectives or new knowledge about leadership and emotional intelligence for your own organisation. You assess and interpret critically the development of professional fields and international research knowledge on leadership. You define the key concepts related to the specialised competence in theories of leadership in relation to one other. You show development responsibility for increasing new knowledge and practices in your own professional field and for goal-oriented learning in your own organisation from the leadership point of view. You create a plan to test how your own emotional intelligence or that of your organisation can be improved. You lead a research, development or innovation project in which you produce and analyse new knowledge and revise operating practices in the changing operating environment of your field. You assess, analyse, compare and substantiate the leadership and emotional intelligence development process, its outcome and its action proposals that are linked to the set objectives and criteria. You reflect upon leadership and ethicality at the societal level. You assess the development of your own leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  E-learning, assignments, small group work, independent work and literature.

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  A current book on leadership.
  Articles from. example The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Hallinnon tutkimus or Työelämän tutkimus -journals.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  04.01.2021 - 14.05.2021

  Content scheduling

  Webinars:
  11.1. klo 17-18.30 (orientation)
  9.2. klo 17-19
  9.3. klo 17-19

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SK

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 40

  Assessment methods

  The course is implemented entirely as webinars and distance learning.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Managerial Accounting (YZZZ0230-3009),
       09.03.2021 – 09.05.2021,  5 cr  (ZJA20SHY2) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

  Excellent 5
  You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. Your report has created new perspectives or overall views by combining things in a new way. Your text displays the ability for critical thinking and the skill of communicating the results.

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  Language of instruction

  Finnish

  Location and time

  Course schedule is 9.3.2021 - 9.5.2021.
  The course is based on virtual studies.
  Webinars are being held on Tuesdays at 17-19.
  Webinar dates are 9.3., 23.3., 6.4., 20.4. and 4.5.

  Planned learning activities, teaching methods and guidance

  Webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. (2013). Talousohjaus ja kustannuslaskenta (2. uud. painos). Helsinki : Sanoma Pro. ISBN 978-952-63-2005-2 (nidottu).
  Neilimo, K. & Uusi-Rauva, E. (2005). Johdon laskentatoimi. (6. uud. painos). Helsinki : Edita. ISBN 978-951-37-4109-9 (nidottu).
  Pellinen, J. (2019). Kustannuslaskenta ja kannattavuusajattelu (3. uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3588-1 (verkkoaineisto) ja ISBN 978-952-14-3586-7 (nidottu).
  Pellinen, J. (2017). Talousjohtaminen (2 uud. painos). Helsinki : Alma Talent. ISBN 978-952-14-3009-1 (verkkoaineisto) ja ISBN 978-952-14-3007-7 (nidottu).

  Lecturer(s)

  Aki Laaksonen

  Exam dates and re-exam possibilities

  An exam is not part of this course.

  Timing

  09.03.2021 - 09.05.2021

  Learning assignments and student workload

  Student's time usage in total 135h
  Webinars 10h
  Video material 5h
  Literature 25h
  Exercises and assignments 95h

  Content scheduling

  Opintojaksolla vuorottelevat itsenäinen kirjallisuuteen ja videomateriaaliin perehtyminen, webinaarit sekä oppimis- ja harjoitustehtävät. (not translated)

  Groups

  • ZJA20SHY2

  Alternative learning methods

  Hyväksilukeminen (korvaaminen ja sisällyttäminen)
  Muulla tavoin hankitun osaamisen tunnistaminen ja tunnustaminen
  Opinnollistaminen
  Tarkemmat ohjeet löytyvät tutkintosäännöstä ja opinto-oppaasta. (not translated)

  Assessment methods

  Avoin amk 43 (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Liiketoimintayksikkö
• Research-based Development (YZZZ0110-3004),
       01.02.2021 – 21.05.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Tapio Mäkelä, Sirpa Tuomi

  Exam dates and re-exam possibilities

  It is recommended that the online exam be taken as soon as the online learning environment opens.
  
  An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

  Timing

  01.02.2021 - 21.05.2021

  Learning assignments and student workload

  - recorded online lectures 5 h
  - webinars 10 h
  - learning tasks 40 h
  - studying the course material 40 h
  - preparation for the exam 40 h
  Total 135 hours.

  Content scheduling

  Online Implementation in Moodle:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 3 webinars, dates will be informed later..

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • ZJA20SSYS

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  15 - 40

  Assessment methods

  Assessment Methods:
  Reflective self-assessment
  Peer assessment
  Summative assessment

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Qualitative Research (YZZZ0130-3004),
       24.05.2021 – 31.07.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course is implemented as webinars, where during three (3) different webinars (3 hours / webinar) you get acquainted with qualitative research in your field, present the research data collection, analysis and results, and discuss ethical issues related to research in the group.
  During the course, you will practice using mini-research to collect and analyze research material, and in a seminar conducted as a webinar, you will present the qualitative research you have done.

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage
  TAI
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  TAI
  Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4th ed. Chichester: Wiley-Blackwell
  TAI
  Klenke, K. 2016. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  
  The Application of Content Analysis in Nursing Science Research. 2018 or 2020. Edit.. H. Kyngäs, K. Mikkonen & M. Kääriäinen, M. Cham: Springer.
  
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook

  Lecturer(s)

  Sari Järvinen

  Exam dates and re-exam possibilities

  Independent and group works, no exam

  Timing

  24.05.2021 - 31.07.2021

  Learning assignments and student workload

  Total 135 hours:
  - Contact 21 hours
  - Independent work 114 hours

  Content scheduling

  In a qualitative course, you have four different assignments:
  Task 1: individual task
  - Select two (2) scientific articles in your field and make a written summary of them.
  - Return the summary to an online learning environment.
  
  Task 2: group work
  -Get familiar the background material on research ethics
  - Participate in discussions with your group on ethical issues in research,
  -Make a summary with your group on an ethical issue and present it to everyone in a joint webinar
  
  Task 3: group task
  - Collect qualitative data, analyze it by using qualitative analysis methods and form the main results of the analysis.
  - Produce a Power Point presentation of your research that will be presented to others
  - Return your Power Point presentation to online learning environment.
  - Participate in the peer review
  
  Task 4: individual task
  - Read the Power Point presentation of one group and give an oral peer review, in which you look at the different stages of the research process and possible development needs

  Groups

  • YSY20SM
  • YSY20ST
  • YSV19S1
  • YSY20SJ
  • YSY20SK
  • YSV20S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  15 - 35

  Assessment methods

  Task 1: pass / fail
  Task 2: pass / fail
  Task 3: number 1-5
  Task 4: pass / fail

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Sexual Health Promotion and Human Rights (YSZY0820-3001),
       08.02.2021 – 18.06.2021,  5 cr  (YSV19S1, ...) — Online learning +-
  Learning outcomes of the course

  The student
  - understands the diversity of the human rights and sexuality in regard to sexual orientation, age and preferences;
  - understands the scope of sexuality in society including myths, norms, laws, cultural aspects and social policies and institutions;
  - uses the basic terminology of sexology appropriately;
  - is familiar with human and sexual rights and ethics and is able to promote them in work-life;
  - knows the basic goals and tools of promotion of human rights and sexual health and is able to implement them in work-life;
  - knows how to address the basic sexual health problems and how to refer patients to the specialists

  Prerequisites and co-requisites

  Bachelor´s Degree

  Course contents

  - Sexual health promotion and human rights in individual and community levels
  - Orietation to human rights including laws and agreements, teminology and education
  - Orientation to sexual health including sexual diversity, terminology and sexual rights
  - Basics of human sexuality through the lifespan
  - Society and sexuality including myths, taboos, influences of culture and media, values, beliefs, relationships, legislation and social institutions
  - Sexual and human rights violance including FGM, prostitution and human trafficking
  - Skills in sexual health including the PLISSIT model, ethics, sexual reactions, sexual problems and sex aids

  Assessment criteria

  Assessment criteria - grade 1 and 2

  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 (http://opinto-oppaat.jamk.fi/en/Study-Guide-Masters-Degrees/). The learning outcomes of individual courses are assessed in relation to the objectives of the course concerned. Assessment is based on knowledge, skills and competence in accordance with the National and European Qualifications Framework (NQF/EQF), level 7.
  
  This course is graded as Pass/Fail, marked as S (Pass) or 0 (Fail).
  
  Pass (S): Minimum requirements are:
  The student understands that sexuality is a diverse and complex phenomenon (scientifically, socially, culturally and individually) and that every patient/client is an individual who needs individually applied interaction and treatment. The student understands the basic terminology of sexology and the ethical basis of sexual health promotion including sexual rights.
  The student can use academic literature about sexual health and sexual health promotion and is able to express professional opinions about the topics in writing.
  The student knows basic methods of sexual health promotion and is able to implement them in practice.
  
  More exact information about the learning assessment criteria used shall be provided in Optima online environment of the course.
  
  If the student does not meet the minimum criteria set for the course, the grade is 0 (Fail).

  Assessment criteria, passed/failed

  Pass:
  Minimum requirements are: The student understands that sexuality is a diverse and complex phenomenon (scientifically, socially, culturally and individually) and that every patient/client is an individual who needs individually applied interaction and treatment. The student understands the basic terminology of sexology and the ethical basis of sexual health promotion including sexual rights. The student can use academic literature about sexual health and sexual health promotion and is able to express professional opinions about the topics in writing. The student knows basic methods of sexual health promotion and is able to implement them in practice.

  ---

  Language of instruction

  English

  Location and time

  e-learning 8.2.-18.6.2020

  Planned learning activities, teaching methods and guidance

  e-learning
  essay
  discussion

  Lecturer(s)

  Christina Mantsinen

  Lecturer(s)

  Christina Mantsinen, Heidi Pasonen

  Timing

  08.02.2021 - 18.06.2021

  Learning assignments and student workload

  135h

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  10 - 25

  Assessment methods

  Open JAMK 5 students
  CampusOnline 5 students
  EduFutura 5 students

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Digital Expertise in Health Care and Social Services (YSZY0510-3001),
       04.01.2021 – 14.05.2021,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is to increase knowledge and expertize of digitalization in social services and health care.
  
  After the course you will recognize the effects and potentialities of digitalization in your own field of expertise. You will get transferable skills to utilize digital methods and to reflect critically and openly to introduce digital methods in the social services and health care sector.

  Course contents

  – Digitalization and related, current effects in the social services and health care sector
  – Digital methods, example gamification, online and mobile, and the attitudes and competences related to their deployment.
  – Information security and privacy protection in digital services in social services and health care sector

  Assessment criteria

  Assessment criteria, passed/failed

  For the passed performance you master the key concepts related to digitalisation.You recognize the effects and potentialities of digitaliaztion in your own field of expertise and you are capable of reflecting them based on evidence in a variety of ways. You possess the capability to reflect the idea of deploying digital methods and you are able to critically assess their deployment in the social services and health care sector.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Two intensive days (includes lectures, work shops) and written assignments (pre-course, between the intensive days, final)

  Learning materials and recommended literature

  Häyrinen, K. (2018). Social and health care meets digitalization – challenges and possibilities. FinJeHew, 10(2–3), 186-188.
  Punna, M. & Raitio, K. 2016.Mobiilimenetelmät ja pelillisyys työmenetelminä sosiaali-ja terveysalan asiakastyössä. FinJeHew, 8 (4) 244-230.
  Sosiaali- ja terveysministeriö. (2016). Digitalisaatio terveyden ja hyvinvoinnin tukena. Sosiaali- ja terveysministeriön digitalisaatiolinjaukset 2025. Available: http://urn.fi/URN:ISBN:978-952-00-3782-6.

  Lecturer(s)

  Emilia Lahdenperä, Katja Raitio, Mari Punna

  Campus

  Lutakko Campus

  Timing

  04.01.2021 - 14.05.2021

  Learning assignments and student workload

  Pre- and middle-assignments 1 ect, intensive days 1 ect, final assignment 3 ect

  Content scheduling

  Pre-assignment will be given a month before intensive days. Middle assignment will be done between the intensive days and final assignment will be given during the intensive days.

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Seats

  15 - 25

  Assessment methods

  Avoin amk 5 paikkaa (not translated)

  Degree Programme

  Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Entrepreneurship in Social and Health Care Services (YSJA0400-3001),
       04.01.2021 – 14.05.2021,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The student recognises the business opportunities in the health and wellness sector arising from the reform of social and health care services. The student masters the basic concepts of wellness entrepreneurship and recognises various operating logics in wellness entrepreneurship. The student masters the basic business planning and earning logic of a start-up business. The student has tools at his/her disposal that can be used for assessing the feasibility of a business idea.

  Prerequisites and co-requisites

  Bachelor's Degree

  Course contents

  - The reform of social and health care services and its effects on business in the wellness sector.
  - Business in the wellness sector and forms of entrepreneurship in the student’s own field.
  - Planning the operating concept of the business to be set up.
  - Description of the industry sector and surveying of the competitive situation.
  - Evaluation of the business idea.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Pass (S)
  The student masters the basics of entrepreneurship in the social services and health care sector and the operating logic of entrepreneurship. The student recognises the client-oriented, sustainable and financially profitable mechanisms of entrepreneurship. The student recognises the opportunities for entrepreneurship offered by the social welfare and health care reform.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The starting point of the study module is to combine problem-based learning (PBL) and desing thinking. Learning utilizes situations and problems arising from practice for theoretical consideration. Solution presentations utilize design thinking method.
  
  Working methods:
  contact and distance learning
  workshop
  coaching

  Learning materials and recommended literature

  - Haapa-aho, M. 2014. Hyvinvointialan yrittäjyys. Näkemyksiä hyvinvointialan yrittäjyyden tulevaisuudesta. Metropolia ammattikorkeakoulu. (viitattu 14.3.2017) http://hyrrat.metropolia.fi/?page_id=23
  - Kostiainen, H. 2020. Yhteiskunnalliset yritykset Suomessa. http://julkaisut.valtioneuvosto.fi/handle/10024/162094
  - Tevameri, T. 2020. Missä mennään sote-toimiala? : Sosiaali- ja terveysalan toimialaraportti. https://tem.fi/julkaisu?pubid=URN:ISBN:978-952-327-480-8

  Lecturer(s)

  Tapio Mäkelä, Armi Hirvonen

  Campus

  Main Campus

  Timing

  04.01.2021 - 14.05.2021

  Learning assignments and student workload

  pre-assignment and preparation 10 h
  lectures and workshops 20 h
  peer-evaluation 10 h
  virtual learnin 45 h
  independent work 50 h

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Alternative learning methods

  Studification is an alternative method for course implementation according to JAMK degree regulations.

  Seats

  15 - 30

  Assessment methods

  Open university 10 places
  
  The course is implemented through project based learning, in which the lectures, group work and independent work complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review and final feedback.

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Master's Thesis (YZZON100-3005),
       01.08.2020 – 31.12.2020,  30 cr — Face-to-face +-
  Learning outcomes of the course

  The purpose of the course
  The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.
  
  Course competencies
  Ethical competence
  Learning and information management skills
  Entrepreneurship, innovation and work community skills
  
  Course objectives
  You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

  Course contents

  Master's Thesis process and practices at JAMK
  Research ethics and responsible conduct of research
  Subject of thesis and electronic thesis topic proposal
  Systematic information seeking
  Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
  Research writing
  Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
  Written, oral or visual publication of the results of research or development work in a community of experts
  Finishing and assessment of the thesis and process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 3 and 4

  Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 5

  Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

  Further information

  Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Tarja Stenman, Laura Vertainen, Tero Vesisenaho, Jyrki Kataja

  Campus

  Institute of Bioeconomy

  Timing

  01.08.2020 - 31.12.2020

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 30 cr

  Unit

  TA16 - Biotalousinstituutti
• Advanced Person-centered Care Process in Mental Health and Substance Abuse Care I (YSSK0103-3001),
       01.03.2021 – 21.05.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  After the course you manage the assessment process in co-operation with clients and significant others and to develop caring processes by using evidence-based knowledge. You are able to critically evaluate and develop clinical decision-making skills based on the clinical and ethical principles of mental health and substance abuse care, and conduct clinical examinations and manage examination methods used in mental health and substance abuse care. You have also competence to plan the goal-directed care in co-operation with the clients and their significant others by exploiting multi-professional knowledge.

  Course contents

  - Independent need assessment of care in co-operation with the clients and their significant others
  - Developing clinical and ethical decision making skills
  - Clinical examination and the methods of clinical examination
  - Goal setting for care by exploiting the multi-professional knowledge and information from clients and their significant others

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opintojakson arvosana muodostuu opintojakson kirjallisen tehtävän perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 1 tai 2 kykenet hakemaan tietoa opintojakson aihealueeseen liittyen ja käyttämään kansallisia ja kansainvälisiä lähteitä. Kykenet soveltamaan kuvailevalla tasolla keräämäänsä tietoa nykyisten käytäntöjen ja toimintatapojen tarkastelussa, mutta et osoita aihealueen kriittistä arviointia. Osallistumisesi opintojaksolle on vaihtelevaa ja kirjallisissa tehtävissä tuotat vain osin tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 3 and 4

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 3 tai 4 kykenet hakemaan näyttöön perustuvaa tietoa sekä kansallisista, että kansainvälisistä tietolähteistä sekä arvioimaan lähteitä kriittisellä otteella. Osaat tehdä analyysiä ja synteesiä aihealueesta ja osoitat kykeneväsi käyttämään hankkimaasi tietoa nykyisten toimintatapojen kriittisessä arvioinnissa ja kehittämisessä. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 5

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 5 kykenet hakemaan näyttöön perustuvaa tietoa useista kansallisista ja kansainvälisistä tiedonlähteistä, arvioimaan tutkimuksia kriittisellä otteella ja muodostamaan kerätystä tiedosta synteesin. Osoitat syvällisen näkemyksen aihealueesta ja kykenet kriittisesti arvioimaan nykyisiä käytäntöjä ja luomaan uusia, tutkimukseen perustuvia toimintatapoja. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat selkeää, tutkimusperustaista asiantuntijatekstiä. (not translated)

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days will be during the spring 2021, in Turku University of Applied Sciences.

  Planned learning activities, teaching methods and guidance

  Pre-assignment, two consecutive intensive days in Turku (includes lectures, group works), written assignment

  Lecturer(s)

  Katja Raitio

  Learning materials and recommended literature

  From the book: Santos, JC. & Cutcliffe, JR. 2018. European Psychiatric/Mental Health Nursing in the 21st Century. A Person-Centered Evidence-Based Approach. Springer International Publishing Switzerland.
  Laitila M (2010) Asiakkaan osallisuus mielenterveys- ja päihdetyössä. Fenomenografinen lähestymistapa. Väitöskirja. Kuopio, Itä-Suomen yliopisto Hoitotieteen laitos. Terveystieteiden tiedekunta.
  Lönnqvist J, Henriksson M, Marttunen M, Partonen T. (2011) Psykiatria. 9.uudistettu painos. Kustannus Oy Duodecim. Helsinki.
  Rathert C, Wyrwich MD & Boren SA (2013) Patient-centered care and outcomes: a systematic review of the literature. Medical Care Research and Review 70(4): 351-79.

  Lecturer(s)

  Katja Raitio

  Timing

  01.03.2021 - 21.05.2021

  Learning assignments and student workload

  Pre-assignment 1 ect, intensive days 1 ect, written assignment 3 ect

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment will be given during the intensive days.

  Groups

  • YSY20ST
  • YSY20SK
  • YSY18SK
  • YSY18ST
  • YSY19ST

  Seats

  0 - 20

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  TA50 - Terveysala
• Expertise and Leadership in Health Promotion (YSEA0200-3002),
       11.01.2021 – 21.05.2021,  5 cr  (YSY20ST) — Online learning +-
  Learning outcomes of the course

  Purpose
  The purpose is that you get the ability to act as an expert to require health and well-being of public, private and non-governmental organizations. You will learn to lead and coordinate well-being and health promotion activities in a variety of organizations and stakeholder engagement.
  
  Competencies:
  Ethical competence
  Entrepreneurship, Innovation and working community competence
  Expertise in health promotion
  
  Learning outcomes
  After completing the course, you are aware of the international requirements for health and well-being expertise and strategic management of health promotion. You are capable of critically assessing your own expertise in promotion of health and well-being, striving for its continuous development, dialogical learning and sharing expertise. You can assess in a future-oriented and critical manner the changes in your own sector and services and their impact on health promotion activities. You can activate and collaborate with networks and stakeholders to promote the implementation of a health promotion strategy and evidence-based actions. You can utilize evidence-based health promotion management tools in the development and management of health promotion activities.

  Course contents

  Expertise in health promotion management
  Health promotion strategies and programme
  Network and stakeholder collaboration in health promotion management
  Evidence-based health promotion management tools

  Assessment criteria

  Assessment criteria, passed/failed

  Passing the course
  The student is able to critically evaluate his or her own health promotion expertise according to the international assessment criteria and to present his or her own development targets in health promotion competence. During the course the student demonstrates the ability to learn together and share expertise. He or she examines changes in his field of activity and services, and their impact on health promotion and management, in a future-oriented and critical way. The student knows what kind of networks and stakeholders are involved in health promotion activities in his or her field of activity. He or she will adopt a variety of networking and stakeholder engagement and collaborative working methods to help implement the health promotion strategy and develop research-based activities. Students will be able to use research-based health promotion management tools to develop and lead well-being and health promotion activities in public, private or non-governmental organizations.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course is implemented entirely online. Guidance and feedback takes place in an e-learning environment.
  
  The course has recorded online lectures with test questions as learning assignments.
  
  Dialogical learning and peer support, especially in course webinars and small group assignments
  
  Health promotion expert’s blog or vlogi text for a website
  
  Reflective assessment of one's own health promotion expertise in accordance with international accreditation criteria (IUHPE Health Promotion Practitioner accreditation criteria)
  
  Knowledge tests

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Green, J., Cross, R. Woodall, J. & Tones, K. 2019. Health promotion: planning and strategies. Los Angeles: Sage. (Health public policy, Mass communication, Working with communities, Settings for health)
  
  IUHPE health promotion accreditation system. Health Promotion Practitioner. https://www.iuhpe.org/index.php/en/the-accreditation-system
  
  Jalava, M. 2017. Sidosryhmien kartoitus ja sidosryhmäsuhteiden hallinta. Kandidaatintyö. Lappeenrannan teknillinen yliopisto, tuotantotalous. http://urn.fi/URN:NBN:fi-fe201705156414
  
  Melkas, T. 2013. Health in all policies as a priority in Finnish health policy: A case study on national health policy development. Scandinavian Journal of Public Health. Viitattu 7.12.2018. https://doi.org/10.1177/1403494812472296
  
  Ottawa Charter. 1986. WHO. https://www.who.int/healthpromotion/conferences/previous/ottawa/en/
  
  Stakeholder engagement. 2014. RICS guidance not.e. 1st edition
  https://www.apm.org.uk/media/6673/stakeholder_engagement_1st_edition_pgguidance_2014.pdf
  
  Terveyden edistämisen laatusuositus. 2006. STM julkaisuja 2006:19. Terveyden edistämisen
  laatusuositus. 2006. STM julkaisuja 2006:19. http://urn.fi/URN:NBN:fi-fe201504226805
  
  Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa. 2011. Toim. S. Sundqvist & L. Oulasvirta. Kuntaliitto. http://shop.kuntaliitto.fi/product_details.php?p=2572
  
  TEA-viisari. 2019. Terveyden ja hyvinvoininlaitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Hyvinvointijohtaminen kunnassa. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Terveyden ja hyvinvoinnin kansalliset suositukset ja ohjelmat opiskelijan oman asiantuntijuusalueen mukaan.
  
  
  PODCASTs AND VIDEOS:
  Podcast: Vaikutusten ennakkoarvioinnilla kestäviä päätöksiä. Kuntaliitto (23:42) https://www.kuntaliitto.fi/podcast-vaikutusten-ennakkoarvioinnilla-kestavia-paatoksia
  
  Tietojen hyödyntäminen suunnittelussa ja johtamisessa. 2019. Verkkokoulutus. Terveyden ja hyvinvoinnin laitos. https://verkkokoulut.thl.fi/web/tietojen-hyodyntaminen
  
  WEBPAGES - applicable parts
  Hyvinvoinnin ja terveyden edistämisen johtaminen. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Health Impact Assessment. WHO/Europe. http://www.euro.who.int/en/health-topics/environment-and-health/health-impact-assessment
  
  Päätösten vaikutusten ennakkoarviointi (EVAUS). 2019. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/hyvinvointijohtaminen/paatosten-vaikutusten-ennakkoarviointi
  
  WHO Health Promotion. https://www.who.int/health-topics/health-promotion#tab=tab_1
  
  EuroHealthNet. https://eurohealthnet.eu/

  Lecturer(s)

  Sirpa Tuomi

  Working life cooperation

  In this course we have alumni visits.

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  Webinars (incl. pre- and post-studies) 12 hours
  Online lectures and knowledge tests 6 hours
  Self-assessment by using IUHPE accreditation criteria and video presentation 6 hours
  Learning tasks and tests 54 hours
  Independent studies 57 hours
  Total 135 hours

  Content scheduling

  The eLearning environment is modular, each module takes 2-3 weeks to complete.
  M1: Expertise in health promotion management
  M2: Health promotion strategies and programs
  M3: Network and stakeholder collaboration in health promotion management
  M4: Evidence-based tools for health promotion management
  
  Each module has one webinar.

  Groups

  • YSY20ST

  Seats

  15 - 30

  Assessment methods

  Assessment is a developmental assessment based on the competences and learning outcomes of the course. A key role is your own reflective self-assessment of the development of your competencies. Peer review will support you in learning health promotion expertise and leadership.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Innovator in Multidisciplinary Rehabilitation (YSMA0300-3002),
       01.03.2021 – 04.06.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you master participatory developinginterventions of the multi-disciplinary rehabilitation and you are able to utilize competence in your own work.
  
  Competences
  Expertise in multidisciplinary and multiprofessional
  
  Learning Objective:
  
  - You are capable of planning, implementing and assessing
  the client consultations and coaching process of multi-disciplinary rehabilitation;
  -You master the principles of network consultation and networking and is able to apply them in consultations with the client;
  - You master the principles of partnership work and is able to construct working life-oriented development processes.

  Prerequisites and co-requisites

  Bachelor's Degree

  Course contents

  Coaching and developer competence
  Network consultation, process consultation: principles and working approaches
  Networking and partnership, constructing extensive actor networks, hybridism
  Innovation, engaging the other parties

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student is aware of the opportunities of consultation/coaching as part of multi-disciplinary rehabilitation development work and masters the fundamentals of process and consultation work in his/her work
  
  (Satisfactory 2: The student is masters of the opportunities of consultation/coaching as part of multi-disciplinary rehabilitation development work and masters the fundamentals of process and consultation
  .

  Assessment criteria - grade 3 and 4

  Good 3
  The student understands and she/ he is able to substantiate a consultative/coaching approach b in his or her own work approach. The student masters the basic principles of process and substance consultation, practice-oriented development work and innovation.
  
  Very good 4
  The student understands and she/he is able to substantiate a consultative/coaching approach by theory and variedly in her/his or her own work approach. The student masters the basic principles of process and substance consultation, practice-oriented development work and innovation.

  Assessment criteria - grade 5

  Excellent 5
  The student through peer sparring and written proficiency tests, shown that she/he have mastered the basics of process and substance consultation and innovation activities, and she/he is able to flexibly apply this competence in various kinds of multi-disciplinary rehabilitation settings.

  Assessment criteria, passed/failed

  0 (Fail)
  The student is unable to complete the course assignments and has not sufficiently attended classroom teaching.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Contact and distance learning, learning assignments and guidance discussions.Case study, project-/ problem-based learning
  Webinars
  Positive pedagogy, solutionfocused interventios

  Learning materials and recommended literature

  Konsultointi keskusteluna - vuorovaikutuksen vivahteita ja tilanneherkkää tasapainoilua. 2015. Toim. R. Puutio & V.-L. Kykyri. Oulu: Metanoia insituutti. ISBN:78-952-67406-7-6
  Sabatino, C., H 2014. Consultation Theory and Practice: A Handbook for School Social Workers. USA: Oxford University Press.ISBN:9780-19-993462-1

  Lecturer(s)

  Asta Suomi, Sanna Sihvonen

  Campus

  Main Campus

  Timing

  01.03.2021 - 04.06.2021

  Learning assignments and student workload

  Lectures/online lectures 20
  - Learning tasks 90 h
  - Webinars/replacing assignments 3 h
  - On-line discussions 12
  - Studying the course material 10 h
  
  Total 135 hours

  Groups

  • YSY20SM
  • ZJA20SSYM

  Seats

  15 - 30

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Health Economics in Health Care and Social Services (YSZZV320-3001),
       04.01.2021 – 21.05.2021,  5 cr  (YSV19S1, ...) — Online learning +-
  Learning outcomes of the course

  The student
  - understands the key concepts of health economics and the basic premises of theoretical thinking in micro and macroeconomic levels
  - masters some of the current discourse and trends connected to the health economic and policy in social and health care
  - are able to analyze typical resource allocation problems involving social and health care
  - has mastered different types of health economic evaluations
  - has mastered the basics of cost-effectiveness analysis
  - learns how to consider medical and/or ethical issues in financial decision-making

  Course contents

  - Introduction of health economics for social and health care professionals
  - Basic of health economics theories
  - Theoretical basis of health economic evaluation
  - Cost Minimization Analysis (CMA)
  - Cost-benefit Analysis (CBA)
  - Cost-effectiveness Analysis (CEA)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the basic concepts and methods of health economics, guidance and follow-up. The student understands the basic mechanisms of health economic evaluation. The student knows some of the health economic indicators.
  
  Satisfactory 2
  The student is able to apply the basic concepts and methods of health economics, planning, guidance and follow-up in their work. The student is able to implement health economic evaluation. The student applies the health economic indicators for his/her work.

  Assessment criteria - grade 3 and 4

  Good 3
  Students master the basic concepts and methods of health economics, planning, guidance and follow-up and apply them in practical leadership. The student is in charge of health economic evaluation. The student analyzes key health economic indicators and understands their connection to evaluate the effectiveness of their operations.
  
  Very good 4
  Students master the basic concepts and methods of health economics, planning, guidance and follow-up and are able to create plans based on them. The student is in charge of health economic evaluation. The student analyzes key health economic indicators and understands their connection to evaluate the effectiveness of their operations

  Assessment criteria - grade 5

  Excellent 5
  The student is able to master and understand the concepts and methods of health economics, planning, guidance and follow-up and can critically review them in supervisory work. The student is able to create health economic evaluation. The student is able to evaluate and critically examine the health economic indicators and apply them to evaluate the effectiveness of the activity.

  ---

  Language of instruction

  English
  Finnish
  

  Planned learning activities, teaching methods and guidance

  Total double-language online course. Erilaiset verkko-oppimistehtävät, ennakkotehtävä, verkkokeskustelu.

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Phillips, C.J. 2005. Health Economics: an introduction for health professionals. BMJ Books, Blackwell Publishing Ltd. ISBN-13: 978-0-7279-1849-9. Available at: http://irhea.ir/files/site1/health_economics___an_introduction_for_health_professionals.pdf
  
  Folland, S., Goodman, A.C., Stano, M. 2013. The economics of health and health care, 7th edition. Pearson Publishing Ltd. ISBN-13: 978-0-13-277369-0
  
  Tan-Torresedejer, T., Baltussen, R., Adam, T., Hutubessy, R., Acharya, A., Evans, D.B., Murray, C.J.L. 2003. Making choices in health: WHO guide to cost-effectiveness analysis. World Health Organization, Geneva. ISBN 92-4-154601-8. Available at: https://www.who.int/choice/publications/p_2003_generalised_cea.pdf
  
  Additional material:
  Eureval-C3E 2006. Study on the use of cost-effectiveness analysis in EC¿s evaluations. Center for European Evaluation Expertise, European Commission. Available at: http://ec.europa.eu/smart-regulation/evaluation/docs/cea_finalreport_en.pdf
  
  Rascati, K.L. 2014. Essentials of pharmacoeconomics, 2nd edition. Wolters Kluwer. ISBN 978-1-4511-7593-6. Available at: http://www.e-hotline.info/files/web/1999/books/essentials.

  Lecturer(s)

  Arshia Amiri

  Timing

  04.01.2021 - 21.05.2021

  Learning assignments and student workload

  Online studies and independent study 135 h

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 paikkaa
  CampusOnline 5 paikkaa (not translated)

  Degree Programme

  Master's Degree Programme in Project Management, Master's Degree Programme in Sport and Exercise Physiotherapy, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Research-based Development (YZZZ0110-3015),
       12.01.2021 – 16.05.2021,  5 cr  (ZJA20SHY2) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Online exam (based on the book written by Toikko & Rantanen, 2009)
  Individual learning assignments: essays
  Lectures and webinars

  Learning materials and recommended literature

  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Tarja Niemelä

  Working life cooperation

  It is recommended that the online exam be taken as soon as the online learning environment opens.
  An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

  Exam dates and re-exam possibilities

  - online lectures 6 h
  - webinars/replacing assignments 6 h
  - learning tasks 43 h -
  studying the course material 40 h
  - preparation for the exam 40 h
  Total 135 hours

  Internationality

  .

  Timing

  12.01.2021 - 16.05.2021

  Learning assignments and student workload

  Online Implementation:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 2-3 webinars

  Content scheduling

  Online Implementation:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 2-3 webinars

  Groups

  • ZJA20SHY2

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Assessment methods

  Avoin amk 43 (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Liiketoimintayksikkö
• Knowledge and Quality Management in Health Care and Social Services (YSJA0104-3001),
       01.03.2021 – 28.05.2021,  5 cr  (YSY20SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  During this course you will focus on knowledge and quality management, their opportunities and tools as part of management and leadership in the field of health care and social services.
  
  Competences
  Managerial competence
  Ethical competence
  Learning and information management competence
  
  Learning outcomes
  You are able to use research-based evidence in knowledge and quality management in the field of health care and social services.You recognize and apply knowledge management theories and approaches in the field of health care and social services..You are aware of the potential of digital data and you can identify the latest technology opportunities for work community development and leadership support. You manage some of the knowledge management tools for development of work place, learning and leadership in work community.
  
  You know the principles and quality systems of customer-oriented quality development and quality thinking. You identify and conceptualize the different environments to which quality management and the idea of continues quality improvement can be applied. You are able to choose appropriate quality practices for the situation, lead the change, and design solutions that support change.

  Course contents

  Interactions and interfaces between different actors in the field of health care and social services and the potential of new technology
  Theoretical starting points of knowledge management and the basic concepts and structures of a knowledge intensive organization.computer-supported collaborative work and learning
  Knowledge management and leadership tools in a digital environment
  Technologies and tools to enhance the health care and social services organization's ability to create value through knowledge and knowledge.
  
  Theoretical starting points and practices of quality management.Customer-oriented quality as the starting point and result of operations.Key quality recommendations in the field of social and health care. Quality, quality thinking and identification of quality systems. Quality tools as a starting point for quality development. Measurement and continuous quality improvement.
  
  Importance of organizational strategic choices for Information and quality management.The added value of digitalisation for improving productivity and quality of working life. Addressing information security in social and health services.
  
  Scientific and practice based debate of knowledge and quality management in the field of social and health services.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the basics of knowledge and quality management. The student recognises some theories or operating models of knowledge and quality management. The student is familiar with some of the approaches, metrics and practices of knowledge and quality management.
  Satisfactory 2
  The student masters the basics of knowledge and quality management and the thinking related to the change in the operating environment. The student is familiar with the theories and operating models of knowledge and quality management. The student masters some of the approaches, metrics and practices of knowledge and quality management.

  Assessment criteria - grade 3 and 4

  Good 3
  The student applies the theories of knowledge and quality management in the changing operating environment of the health care and social services sector. The student is capable of utilising knowledge and quality management in their operating environment. The student applies the approaches and metrics of knowledge and quality management in practice.
  Very good 4
  The student analyses the practices of knowledge and quality management in relation to theory and evidence-based knowledge in the changing operating environment of the health care and social services sector. The student analyses the activities of the work community in relation to the approaches and metrics of knowledge and quality management and uses them to develop operations in practice.

  Assessment criteria - grade 5

  Excellent 5
  The student analyses, critically assesses and draws conclusions from the practice of knowledge and quality management in relation to evidence-based knowledge in the changing operating environment of the health care and social services sector. The student analyses, critically assesses and draws conclusions from the various approaches of knowledge and quality management and the deployment of metrics. Based on them, the student develops operations in a way that supports the strategic choices of the organisation.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Leskelä, R-L., Haavisto, I., Jääskeläinen, A-, Helander, N., Sillanpää, V., Laasonen, V., Ranta, T. & Torkki, P. 2019. Tietojohtaminen ja sen kehittäminen: tietojohtamisen arviointimalli ja suosituksia maakuntavalmistelun pohjalta. Valtioneuvosto, julkaisuja. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/161659/42_19_Tulevaisuuden_tietojohtaminen.pdf
  
  Klemola, K., Uusi-Illikainen, J. & Askola, T. 2014. Sosiaali- ja terveyspalveluiden tietojohtamisen käsikirja. Sitra. https://www.sitra.fi/julkaisut/sosiaali-ja-terveyspalveluiden-tietojohtamisen-kasikirja/
  
  CAF - Organisaation kehittäminen itsearvioinnin avulla 2013. http://www.kunnat.net/fi/asiantuntijapalvelut/tuke/arviointi-laatu/laatu/caf/Documents/CAF%202013%20suomeksi.pdf
  
  Tavoitteena hyvä elämä, hyvä hoiva, hyvä työ. 2020. Toim. Riitta Räsänen. https://www.esperi.fi/sites/default/files/attachments/Laaturyhm%C3%A4n_raportti_tammikuu_2020_0.pdf
  
  Gast, J. Gundolf K., Harms R., Collado, E.M. 2019. Knowledge management and coopetition: How do cooperating competitors balance the needs to share and protect their knowledge? Industrial Marketing Management; 77: 65–74. https://doi.org/10.1016/j.indmarman.2018.12.007 (not translated)

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Timing

  01.03.2021 - 28.05.2021

  Learning assignments and student workload

  pre-assignment and preparation for it 10 h
  lectures and workshops 20 h
  peer evaluation 10 h
  on-line learning 45 h
  independent work 50 h

  Groups

  • YSY20SJ
  • ZJA20SSYS

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 35

  Assessment methods

  The course is implemented in a project-based way, where lectures, group work and independent study complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review, final feedback.

  Degree Programme

  Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Qualitative Research (YZZZ0130-3003),
       04.01.2021 – 14.05.2021,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course is implemented as webinars, where during three (3) different webinars (3 hours / webinar) you get acquainted with qualitative research in your field, present the research data collection, analysis and results, and discuss ethical issues related to research in the group.
  During the course, you will practice using mini-research to collect and analyze research material, and in a seminar conducted as a webinar, you will present the qualitative research you have done.

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage
  TAI
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  TAI
  Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4th ed. Chichester: Wiley-Blackwell
  TAI
  Klenke, K. 2016. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  
  The Application of Content Analysis in Nursing Science Research. 2018 or 2020. Edit.. H. Kyngäs, K. Mikkonen & M. Kääriäinen, M. Cham: Springer.
  
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook

  Lecturer(s)

  Sari Järvinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Independent and group works, no exam

  Timing

  04.01.2021 - 14.05.2021

  Learning assignments and student workload

  Total 135 hours:
  - Contact 21 hours
  - Independent work 114 hours

  Content scheduling

  In a qualitative course, you have four different assignments:
  Task 1: individual task
  - Select two (2) scientific articles in your field and make a written summary of them.
  - Return the summary to an online learning environment.
  
  Task 2: group work
  -Get familiar the background material on research ethics
  - Participate in discussions with your group on ethical issues in research,
  -Make a summary with your group on an ethical issue and present it to everyone in a joint webinar
  
  Task 3: group task
  - Collect qualitative data, analyze it by using qualitative analysis methods and form the main results of the analysis.
  - Produce a Power Point presentation of your research that will be presented to others
  - Return your Power Point presentation to online learning environment.
  - Participate in the peer review
  
  Task 4: individual task
  - Read the Power Point presentation of one group and give an oral peer review, in which you look at the different stages of the research process and possible development needs

  Groups

  • YSV19S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  15 - 30

  Assessment methods

  Task 1: pass / fail
  Task 2: pass / fail
  Task 3: number 1-5
  Task 4: pass / fail

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Research-based Development (YZZZ0110-3007),
       26.10.2020 – 24.01.2021,  5 cr  (ZJA20STPYLO, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Opintojakso toteutetaan täysin verkossa eli opintojaksolla sovelletaan erilaisia verkkopedagogisia menetelmiä.
  Webinaarit/verkkoluennot
  Oppimistehtävät (not translated)

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino
  Ojasalo, K., Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro (not translated)

  Lecturer(s)

  Eero Aarresola, Sanna Nieminen

  Working life cooperation

  Opintojaksolla laaditaan kehittämistyön suunnitelma työelämän kehittämiseksi. (not translated)

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Verkkotentti marraskuussa 2020. Opiskelijalla on kaksi uusintamahdollisuutta. (not translated)

  Timing

  26.10.2020 - 24.01.2021

  Learning assignments and student workload

  webinaarit 2 h
  oppimistehtävät 50 h
  opiskelumateriaaliin perehtyminen 43 h
  tenttiin valmistautuminen 40 h
  Yhteensä 135 tuntia. (not translated)

  Groups

  • ZJA20STPYLO
  • YSV20S1
  • YLO20S1
  • YTV20S1

  Seats

  0 - 100

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin. Kokonaisarvosana muodostuu tentin ja kehittämistyön suunnitelman arvosanan keskiarvosta.
  Tentti arvioidaan asteikolla 0-5
  Kehittämistyön suunnitelma arvioidaan asteikolla 0-5
  Hissipuhe arvioidaan asteikolla hyväksytty - hylätty.
  Vertaisarviointi arvioidaan asteikolla hyväksytty - hylätty.
  
  Avoin AMK 45 (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services, Open Studies

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZZZ0230-3005),
       05.12.2020 – 28.02.2021,  5 cr  (ZJA20STPYLO, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

  Excellent 5
  You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. Your report has created new perspectives or overall views by combining things in a new way. Your text displays the ability for critical thinking and the skill of communicating the results.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation between 12/2020 - 02/2021. Contact days are: 5.12.2020, 22.1.2021 and 23.1.2021. Place: JAMK main campus, Rajakatu 35.

  Planned learning activities, teaching methods and guidance

  Lessons and group works during contact days, self-studies and learning assignments.

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  According the information described on course description and contact lessons materials.

  Lecturer(s)

  Petri Vauhkonen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam, instead an independent development assignment, timetable will be informed during contact days.

  Timing

  05.12.2020 - 28.02.2021

  Learning assignments and student workload

  One credit corresponds to an average of 27 hours of work, which means that the load of five credits is approximately 135 hours.
  Number of contact hours 18 h, self-studies and independent work 115 h.

  Groups

  • ZJA20STPYLO
  • YLO20S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices.

  Seats

  0 - 30

  Assessment methods

  Places for open UAS: 5

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Formulating Strategy (YZZZ0210-3003),
       04.01.2021 – 14.05.2021,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.
  
  Course competences
  Internationalization and communication competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

  Course contents

  Strategic thinking, principles of strategic management, vision, mission, values, goals.
  Development directions of the strategy and connections to the decision-making process.
  Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
  Indicators and measuring as parts of efficient leadership, and evaluation of the results.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.
  
  Satisfactory 2
  The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.
  
  Very good 4
  The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
  Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
  Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Timing

  04.01.2021 - 14.05.2021

  Learning assignments and student workload

  pre-assignment and preparation for it 10 h
  lectures and workshops 20 h
  peer evaluation 10 h
  on-line learning 45 h
  independent work 50 h

  Groups

  • YSV19S1
  • YSY20SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • ZJA20SSYS

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 40

  Assessment methods

  The course is implemented in a project-based way, where lectures, group work and independent study complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review, final feedback.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Pharmacology (YSYSL300-3001),
       01.01.2021 – 17.12.2021,  11 cr  (YSY20SK, ...) — Online learning +-
  Learning outcomes of the course

  Farmakologian opintojakson tarkoituksena on antaa perustiedot lääkeaineiden vaikutuksista elimistöön, niiden käyttäytymisestä elimistössä ja keskeisten lääkeaineryhmien ominaisuuksista ja kliinisestä käytöstä. Opintojakso sisältää myös lääkeainetoksikologian perusteet.
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  
  Osaamistavoitteet
  Osaat kriittisesti arvioida ja kehittää lääkkeen määräämiseen liittyvää osaamistasi ja työyhteisön toimintatapoja potilaiden lääkehoidossa moniammatillisen tiimin jäsenenä.
  
  Sovellat lääkkeitä valitessasi ja määrätessäsi tehokkaan, turvallisen ja tarkoituksenmukaisen lääkehoidon periaatteita.
  
  Hallitset farmakologian ja lääkeainetoksikologian perusteet ja kykenet soveltamaan niitä työssäsi.
  
  Ymmärrät ja osaat kuvata lääkeaineiden vaiheet elimistössä, niihin vaikuttavat tekijät sekä vaikutuskohteet elimistössä.
  
  Hallitset tärkeimpien lääkeaineryhmien vaikutusmekanismit, hoidollisen käytön perusteet sekä lääkkeisiin liittyvät haitta- ja yhteisvaikutukset.
  
  Tunnet yksilöllisen lääkehoidon vaatimukset ja periaatteet.
  
  Osaat analysoida lääkkeiden valintaan, niiden annokseen ja hoidon toteuttamiseen vaikuttavia tekijöitä farmakologian perustietoja soveltaen.
  
  Osaat tunnistaa ja ohjata edelleen lääkehoidon kokonaisarviointia tarvitsevat potilaat. (not translated)

  Course contents

  Yleisfarmakologia, farmakodynamiikka ja kinetiikka: lääkeaineiden vaiheet elimistössä ja niihin vaikuttavat tekijät, lääkeaineiden vaikutustavat ja -kohteet elimistössä.
  Tärkeimmät lääkeaineryhmät ja niiden käyttö sairauksien hoidossa.
  Lääkehoidon erityiskysymyksiä ja tavallisimpia lääkehoidon ongelmatilanteita
  Yksilöllisen lääkehoidon periaatteet ja merkitys.
  Kliininen toksikologia.
  Lääkkeiden valintaan, annokseen ja hoidon toteuttamiseen vaikuttavia tekijöitä farmakologian perustietoja soveltaen.
  Lääkehoidon monitorointi (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opintojakso toteutetaan yhteistyössä Itä-Suomen yliopiston kanssa ja arviointi toteutetaan Itä-Suomen yliopiston erillisten arviointikriteerien mukaisesti. (not translated)

  Assessment criteria - grade 3 and 4

  Opintojakso toteutetaan yhteistyössä Itä-Suomen yliopiston kanssa ja arviointi toteutetaan Itä-Suomen yliopiston erillisten arviointikriteerien mukaisesti. (not translated)

  Assessment criteria - grade 5

  Opintojakso toteutetaan yhteistyössä Itä-Suomen yliopiston kanssa ja arviointi toteutetaan Itä-Suomen yliopiston erillisten arviointikriteerien mukaisesti. (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Videoluentotallenteet
  Live-verkkoluennot
  10 oppimistehtävää
  3 välitenttiä
  Lopputentti (not translated)

  Lecturer(s)

  Hannele Tyrväinen

  Learning materials and recommended literature

  Koulu, M. & Mervaala, E. (toim). 2019. Farmakologia ja toksikologia. Medicina, Porvoo: Bookwell Oy
  tai
  Pelkonen, O. & Ruskoaho, H. (toim). 2019 Lääketieteellinen farmakologia ja toksikologia. Helsinki: Kustannus Oy Duodecim (not translated)

  Lecturer(s)

  Hannele Tyrväinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Välitenttien ajankohdat Itä-Suomen yliopiston erillisen aikataulun mukaan
  Tentti marraskuussa 2021, uusintamahdollisuudet tammi- ja helmikuussa 2022 (not translated)

  Timing

  01.01.2021 - 17.12.2021

  Learning assignments and student workload

  Videoluentotallenteet 61 t
  Live-verkkoluennot 5 t (aloitusluento 2 t, kyselytunti 3 x 1 t)
  Itsenäinen opiskelu yhteensä 231 t sisältäen
  10 oppimistehtävää
  3 välitenttiä (3 x 45 min)
  lopputentti 4 t (not translated)

  Content scheduling

  Itä-Suomen yliopiston myöhemmin ilmoittaman aikataulun mukaan. Kuukausittain avautuvat katsottaviksi teemoittain luentotallenteet sekä luentoihin liittyvä materiaali tehtävineen.
  Välitentit ajoittuvat huhti-, kesä- ja lokakuulle ja niitä edeltää kertausluento (kyselytunti).
  
  Lopputentti marraskuussa 2021. (not translated)

  Groups

  • YSY20SK
  • YSY18SK
  • YSY19SK

  Seats

  10 - 20

  Assessment methods

  Opintojakso toteutuu kokonaan verkossa. (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  11 cr

  Credits

  • 11 cr

  Unit

  Hyvinvointiyksikkö
• Leadership Dynamics (YZZZ0220-3009),
       30.10.2020 – 08.01.2021,  5 cr  (YSV20S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  You understand the differences between different theories and models of leadership. You differentiate between and classify key concepts of leadership. You discuss the subject from different perspectives. You recognise the key skills in, and benefits of, emotional intelligence, as well as methods for developing them. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You evaluate your leadership and interaction competence and recognise your principal development target. You write in an illustrative manner, but the text contains illogicalities and shortcomings.
  
  Satisfactory 2
  You apply the theory of leadership you have delineated. You select and define the key concepts. You utilise key emotional intelligence skills and development methods. You find a solution to the problem and illustrate the results with examples. The examples exhibit understanding and independent thinking that is connected to theory. You are able to cooperate in a responsible manner in a problem-solving situation and take responsibility for a colleague’s work. You understand the significance of equitable and ethical leadership. You evaluate and substantiate your own leadership and interaction competence with examples. You write in a logical and illustrative manner, but the text exhibits certain shortcomings. You write text that is partly unstructured and exhibits numerous different language and style errors.

  Assessment criteria - grade 3 and 4

  Good 3
  You analyse essential and well-delineated theory and concepts of leadership and justify their choice. You demonstrate an ability to follow and analyse the development and/or research in your area of expertise. You analyse key emotional intelligence skills and development methods and understand how you can control your own emotions. You lead or plan a research, development or innovation project in which you apply new methods. You develop the operations of the organisation by finding an alternative solution. You combine theory and practice. You analyse and substantiate the significance of equitable and ethical leadership. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical and illustrative manner, substantiating the points you make. You write structured text with occasional language and style errors.
  
  Very good 4
  You outline a coherent whole from the key theories and concepts of leadership and emotional intelligence, which you reflect upon critically. You analyse, follow and discuss the development of, and international research in, your area of expertise. You develop key emotional intelligence skills, interpreting and managing emotions. You lead or plan a research, development or innovation project in which you resolve a practical problem. You assess the process and the outcome by mirroring them against usability and theory. You reflect upon leadership and ethicality from the point of view of equality. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical, analytical and competent manner. You write structured text in a fluent and almost error-free formal style.

  Assessment criteria - grade 5

  Excellent 5
  You produce new perspectives or new knowledge about leadership and emotional intelligence for your own organisation. You assess and interpret critically the development of professional fields and international research knowledge on leadership. You define the key concepts related to the specialised competence in theories of leadership in relation to one other. You show development responsibility for increasing new knowledge and practices in your own professional field and for goal-oriented learning in your own organisation from the leadership point of view. You create a plan to test how your own emotional intelligence or that of your organisation can be improved. You lead a research, development or innovation project in which you produce and analyse new knowledge and revise operating practices in the changing operating environment of your field. You assess, analyse, compare and substantiate the leadership and emotional intelligence development process, its outcome and its action proposals that are linked to the set objectives and criteria. You reflect upon leadership and ethicality at the societal level. You assess the development of your own leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Contact and e-learning.
  Online and contact teaching, assignments, small group work, independent work and literature.
  The implementation option can also be the study of work or a Future Factory project.

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Työelämän tutkimus, Hallinnon tutkimus -lehdistä.

  Lecturer(s)

  Eero Aarresola, Kari Jaatinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Opintojaksolla ei järjestetä tenttiä. (not translated)

  Timing

  30.10.2020 - 08.01.2021

  Learning assignments and student workload

  Lähipäivät tai verkkotapaamiset 15-35 h
  Itsenäinen työskentely ja ryhmätyöt 100-120 h
  Yhteensä 135 h (not translated)

  Content scheduling

  Opintojakso alkaa webinaarilla 29.9. klo 17.00-18.00.
  Webinaarissa ohjeistetaan ja vaiheistetaan opintojakson eteneminen ja annetaan ennakkotehtävä ensimmäiselle kontaktille 6.11.
  Opintojakson keskeinen oppimistehtävä on opiskelijan omaan (tai kuviteltuun) työorganisaatioon opintojakson aikana tekemä työelämälähtöinen kehittämistehtävä. Opiskelija voi itse valita ajankohtaisen, opintojakson teemoihin liittyvän kehittämisen kohteen omasta organisaatiostaan.
  Tavoitteena on soveltaa teoreettista tietoa käytännön ongelman ratkaisemiseen sekä kirjoittaa siitä projektisuunnitelmatyyppinen pohdiskeleva essee tai projektiraportti. (not translated)

  Groups

  • YSV20S1
  • ZJA20STPYVJ
  • YTV20S1

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  0 - 35

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin.
  
  Eri suoritukset arvioidaan seuraavasti:
  
  Ennakkotehtävät (S)
  Lukupiiri (S)
  Videoblogi (S)
  Artikkelitehtävä (S)
  Oppimispäiväkirja ja oman johtajuuden arviointi (30 %)
  Kehittämistehtävä sisältäen itsearvioinnin (70 %)
  
  Avoin AMK 2 (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Bachelor's Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZZZ0230-3007),
       27.03.2021 – 11.06.2021,  5 cr  (YTV20S1) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  You will gain skills, knowledge and tools for assessing and developing managerial accounting procedures.
  
  Competences
  
  Learning outcomes
  You are aware of the essential current theories of managerial accounting and are able to apply them to your work. You display an ability to critically follow and analyse the information in the field and area of study. You recognize the challenges of managerial accounting and are able to develop your own skills and practices in managerial accounting. You are able to evaluate, develop and reform managerial accounting in an organisation.

  Course contents

  profitability, contribution margin thinking, activity based analysis, performance measurement, key figure analysis, investments, budgeting, cash flow, forecasting, sensitivity analysis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by you is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed by you in a list-like and summarising manner. Your independent thinking is lacking.
  
  Satisfactory 2
  You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate your understanding and your independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in their field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your own thinking.
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in their field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. Your report is written in a consistent, justified and illustrative manner. It contains your reflection and criticism.

  Assessment criteria - grade 5

  Excellent 5
  You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. Your report has created new perspectives or overall views by combining things in a new way. Your text displays the ability for critical thinking and the skill of communicating the results.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation between 03/2021 - 05/2021. Contact days are: 27.3.2021, 7.5.2021 and 8.5.2021. Place: JAMK main campus, Rajakatu 35.

  Planned learning activities, teaching methods and guidance

  Lessons and group works during contact days, self-studies and learning assignments.

  Lecturer(s)

  Jaakko Oksanen

  Learning materials and recommended literature

  According the information described on course description and contact lessons materials.

  Lecturer(s)

  Petri Vauhkonen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam, instead an independent development assignment, timetable will be informed during contact days.

  Timing

  27.03.2021 - 11.06.2021

  Learning assignments and student workload

  One credit corresponds to an average of 27 hours of work, which means that the load of five credits is approximately 135 hours.
  Number of contact hours 18 h, self-studies and independent work 115 h.

  Groups

  • YTV20S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices.

  Seats

  0 - 30

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Prevention and Care of Non-Communicable Diseases (YSAA0510-3001),
       11.01.2021 – 21.05.2021,  5 cr  (YSY20SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoituksena on lisätä ymmärrystä väestön terveydentilasta ja hyvinvointi- ja terveyserojen syistä, taustoista sekä muutossuunnista kansansairauksien hoitotyön kehittämisessä.
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  Yrittäjyys-, innovaatio- ja työyhteisöosaminen
  Eettinen osaaminen
  
  Osaamistavoitteet
  
  Osaat hyödyntää tietoa väestön terveydentilasta ja hyvinvointi- ja terveyserojen syistä, taustoista sekä muutossuunnista kansansairauksien hoitotyön kehittämisessä.
  
  Sovellat näyttöön perustuvaa tietoa ja tarkoituksenmukaisia menetelmiä kansantautien syntyyn vaikuttavien elintapojen ja riskitekijöiden tunnistamisessa, arvioinnissa, niiden ehkäisyssä ja varhaisessa puuttumisessa sekä kansansairauksien hoidossa.
  
  Perustat kliinisen päätöksenteon hoidon valinnassa hoitosuosituksiin ja tutkittuun tietoon vaikuttavista hoitomenetelmistä potilaan yksilöllisen tilanteen huomioiden. Hyödynnät hoitopäätöksen teossa potilaan ja hänen läheisiään sekä moniammatillista työryhmää.
  
  Sovellat pitkälle erikoistunutta osaamistasi terveyden edistämisestä ja sairauden ehkäisystä yksilön, yhteisön ja yhteiskunnan tasoilla terveyshyötyä tuottavalla tavalla. (not translated)

  Course contents

  Väestön terveys ja hyvinvointi sekä niihin yhteydessä olevat tekijät ja tulevaisuuden haasteet
  Väestön terveyden muutossuunnat terveys- ja sosiaalipalvelujen kehittämisen ja hoitotyön asiantuntijuuden kehittymisen haasteina
  Valtakunnalliset ja kansainväliset strategiat, toimintaohjelmat ja suositukset kansanterveyden edistämisessä ja kansansairauksien ehkäisyssä ja hoidossa
  Kansanterveyttä heikentävät elintavat ja riskitekijät ja niiden seulonta- ja tunnistamismenetelmät
  Terveyteen liittyvä toimintakyky ja terveysvalmennus (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1
  Hyödynnät oppimistehtävissäsi tietoa väestön terveydestä ja terveyden riskitekijöistä ja niihin liittyvistä haasteista sekä tunnet joitakin valtakunnallisia toimintaohjelmia ja tarkoituksenmukaisia menetelmiä. Kykenee hakemaan relevanttia tietoa ja soveltamaan sitä kuvailevalla tasolla työpajatyöskentelyyn ja oppimistehtävien aihealueeseen.
  
  Tyydyttävä 2
  Hyödynnät oppimistehtävissäsi tietoa väestön terveydestä ja terveyden riskitekijöistä ja niihin liittyvistä haasteista sekä sovellat keskeisiä valtakunnallisia toimintaohjelmia ja tarkoituksenmukaisia menetelmiä esittäen joitakin kehittämisideoita.Kykenet hakemaan relevanttia tietoa ja soveltamaan sitä kuvailevalla tasolla työpajatyöskentelyyn ja oppimistehtävien aihealueeseen. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3
  Hyödynnät oppimistehtävissäsi monipuolisesti tietoa väestön terveydestä ja terveyden riskitekijöistä ja osaat selittää niiden merkitystä ja muutossuuntia sekä niihin liittyviä haasteita. Sovellat valtakunnallisia toimintaohjelmia ja tarkoituksenmukaisia menetelmiä esittäen kehittämisideoita. Kykenet hakemaan relevanttia kansainvälistä ja kansallista tietoa, arvioimaan sitä sekä soveltamaan tietoa työpajatyöskentelyyn ja oppimistehtävien aihealueeseen.
  
  Kiitettävä 4
  Sovellat oppimistehtävissäsi monipuolisesti tietoa väestön terveydestä ja terveyden riskitekijöistä ja osaat selittää niiden merkitystä ja muutossuuntia sekä niihin liittyviä haasteita. Sovellat valtakunnallisia toimintaohjelmia ja tarkoituksenmukaisia menetelmiä esittäen kehittämisideoita. Kykenet hakemaan relevanttia kansainvälistä ja kansallista tietoa, arvioimaan sitä sekä soveltamaan tietoa työpajatyöskentelyyn ja oppimistehtävien aihealueeseen. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5
  Sovellat oppimistehtävissäsi monipuolisesti erilaista tietoa väestön terveydestä ja terveyden riskitekijöistä. Pohdit analyyttisesti ja kriittisesti niiden merkitystä ja muutossuuntia sekä niihin liittyviä haasteita. Sovellat kansainvälisiä ja valtakunnallisia toimintaohjelmia ja tarkoituksenmukaisia menetelmiä tarkastellen kehittämisideoita eri näkökulmista. Kykenet hakemaan laajasti monitieteistä kansainvälistä ja kansallista tutkimukseen perustuvaa tietoa sovellat sitä kriittisesti ja kehittävästi työpajatyöskentelyyn ja oppimistehtävien aihealueeseen. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Luennot
  Webinaari
  Seminaari
  Oppimistehtävät: Seminaaritehtävä parityönä (painoarvo arvioinnissa 50 % ja kirjallinen tehtävä painoarvo 50 %) (not translated)

  Lecturer(s)

  Hannele Tyrväinen

  Learning materials and recommended literature

  https://thl.fi/fi/tutkimus-ja-kehittaminen/tutkimukset-ja-hankkeet/tutkimukset-ja-hankkeet-aiheittain/kansantaudit-tutkimukset-ja-hankkeet
  https://thl.fi/fi/web/kansantaudit
  Terveys, toimintakyky ja hyvinvointi Suomessa : FinTerveys 2017 -tutkimus. http://urn.fi/URN:ISBN:978-952-343-105-8
  https://www.healthitoutcomes.com/doc/technology-megatrends-for-healthcare-in-0001
  https://ec.europa.eu/knowledge4policy/foresight/topic/shifting-health-challenges_en
  https://link.springer.com/article/10.1007/s40309-017-0118-4
  https://thl.fi/fi/tutkimus-ja-kehittaminen/tutkimukset-ja-hankkeet/kansallinen-finterveys-tutkimus/ajankohtaista (not translated)

  Lecturer(s)

  Hanna Hopia, Hannele Tyrväinen

  Campus

  Lutakko Campus

  Exam dates and re-exam possibilities

  - (not translated)

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  Luennot 4 t
  Workshop (tulevaisuuspyörä) 4 t
  Webinaari 2 x 2 t
  Seminaari 8 t
  Oppimistehtävät 115 t (not translated)

  Content scheduling

  Orientaatio ja workshop 4 t Tammikuu 2021
  
  Kontaktiluennot 4 t Helmikuu 2021
  
  Webinaari 2 t Maaliskuu 2021
  
  Webinaari 2 t Huhtikuu 2021
  
  Seminaari 8 t toukokuu 2021 (not translated)

  Groups

  • YSY20SK
  • ZJA20SSYK

  Seats

  15 - 20

  Assessment methods

  5 paikkaa avoimen AMK:n opiskelijoille (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Specific Issues in Advanced Nursing Practice (YSLA0110-3001),
       15.03.2021 – 21.05.2021,  5 cr  (YSY20SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoituksena on vahvistaa opiskelijan tietoperustaa hänen yksilöllisesti valitsemaltaan kliinisen hoitotyön alueelta sekä syventää tutkivan ja kehittävän työotteen käyttöä valitulla asiantuntijuusalueella.
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  Yrittäjyys-, innovaatio- ja työyhteisöosaaminen
  
  Osaamistavoitteet
  Kykenet arvioimaan valitsemallasi kliinisen hoitotyön alueella käytettävien menetelmien vaikutuksia, käyttökelpoisuutta ja tarkoituksenmukaisuutta sekä potilaan hoidon tuloksia.
  
  Kykenet tuottamaan hoitotyön asiantuntijuusalaasi kuuluvaa uutta tietoa sekä arvioimaan sen soveltamisen vaikutuksia.
  
  Ymmärrät syvällisesti valitsemasi hoitotyön alueen ja siihen liittyvien eri alojen rajapintojen tietoihin liittyvät kysymykset.
  
  Kykenet jakamaan osaamistasi hoitotyön asiantuntijuusalaasi liittyen työelämän kehittämisessä.
  
  Hallitset tutkivan ja kehittävän työotteen.
  
  Pystyt arvioimaan tulevaisuuden haasteita ja niiden vaikutuksia hoitotyön asiantuntijuusalallasi. (not translated)

  Course contents

  Valitun kliinisen hoitotyön alueen ajankohtaiset ilmiöt ja käsitteet.
  Valitun kliinisen hoitotyön alueen viimeisin tutkimustieto ja julkaistut hoitosuositukset.
  Tutkimustiedon implementointi.
  Eri rajapintoihin ja -aloihin liittyvä yhteistyö kliinisessä hoitotyössä.
  Tulevaisuuden haasteet hoitotyössä.
  Kliinisenä asiantuntijana kehittyminen. (not translated)

  Assessment criteria

  Assessment criteria, passed/failed

  Hyväksytyn suorituksen kriteerinä on, että kykenet arvioimaan valitsemallasi kliinisen hoitotyön alueella käytettävien menetelmien vaikutuksia, käyttökelpoisuutta ja tarkoituksenmukaisuutta. Kykenet tuottamaan asiantuntijuusalaasi kuuluvaa tietoa sekä arvioimaan sen soveltamisen vaikutuksia. Ymmärrät valitsemasi hoitotyön alueen ja siihen liittyvien eri alojen rajapintojen tietoihin liittyvät kysymykset. Kykenet jakamaan osaamistasi hoitotyön asiantuntijuusalaasi liittyen työelämän kehittämisessä. Osaat arvioida tulevaisuuden haasteita ja niiden vaikutuksia hoitotyön asiantuntijuusalallasi. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Orientoituminen:
  Kontaktiluennot 4 t (1x4 t)
  
  Tiedon rakentaminen:
  Kontaktiluennot 4 t (1 x 4 t)
  Live webinar 2t (1x2t)
  Seminaari 8 t (kontakti) (1x 8 t)
  
  Oppimisen arviointi:
  Live webinar 2 t (1x2t)
  
  Oppimistehtävät:
  Konferenssiesitys seminaarissa ja kirjallinen tuotos (yksilötyö): hyv-hyl, ryhmäpalaute, opettajan palaute
  Itsearviointi: hyv-hyl (not translated)

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Bryant-Lukosius, D. & Martin-Misener, R. 2020. Advanced Practice Nursing:An Essential Component of Country Level Human Resources for Health. ICN Policy Paper.
  Available online: https://www.who.int/workforcealliance/knowledge/resources/ICN_PolicyBrief6AdvancedPracticeNursing.pdf?ua=1
  
  Schober, M. 2020. Guidelines on Advanced Practice Nursing. International Council of Nurses. Available online: https://www.icn.ch/system/files/documents/2020-04/ICN_APN%20Report_EN_WEB.pdf
  
  Kotila, J. et al. 2018. Sairaanhoitajien uudet työnkuvat –laatua tulevaisuuden sote-palveluihin. Suomen sairaanhoitajaliitto ry.
  https://sairaanhoitajat.fi/wp-content/uploads/2020/01/Laajavastuinen-sairaanhoitaja-muuttaa-sote-palveluita.pdf (not translated)

  Lecturer(s)

  Hanna Hopia

  Working life cooperation

  Oppimistehtävä tehdään työelämän tarpeita palvellen. (not translated)

  Campus

  Main Campus

  Timing

  15.03.2021 - 21.05.2021

  Learning assignments and student workload

  Luennot ja seminaari: 16 t
  Live webinar: 4 t
  Konferenssiesitys ja kirjallinen tuotos: 107 t
  Itsearviointi: 8 t (not translated)

  Content scheduling

  Orientoituminen:
  Luennot 4 t (1x4 t), Tammikuu 2021
  
  Tiedon rakentaminen:
  Luennot 4 t (1 x 4 t) Helmikuu 2021
  Live webinar 2 t (1x 2 t) Maaliskuu 2021
  Seminaari 8 t (1x 8 t) Huhtikuu 2021
  
  Oppimisen arviointi:
  Live webinar 2 t Toukokuu 2021
  
  Oppimistehtävät:
  Konferenssiesitys seminaarissa ja kirjallinen tuotos (yksilötyö): hyv-hyl, ryhmäpalaute, opettajan palaute
  Itsearviointi: hyv-hyl (not translated)

  Groups

  • YSY20SK
  • ZJA20SSYK

  Seats

  15 - 20

  Assessment methods

  Avoin amk 5 paikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Entrepreneurship Development (YSJZV100-3002),
       01.01.2021 – 31.07.2021,  5 cr  (YSY20SM, ...) — Face-to-face +-
  Learning outcomes of the course

  The students have deepened their entrepreneurship competence in accordance with their personal study plan.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Defined in personal study plan.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Pass (S): The assessment criteria will be defined in the beginning of the course.

  Assessment criteria, passed/failed

  Pass (S): The assessment criteria will be defined in the beginning of the course.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The implementation of the course is based on a personal study plan and the implementation is agreed with the student, a member of JAMK's Future Factory team and a tutor teacher. The co-operation utilizes the Startup Factory's educational institution offer. https://yritystehdas.fi/en/learn/

  Lecturer(s)

  Suvi Salminen

  Learning materials and recommended literature

  Will be agreed in the beginning of the course.

  Lecturer(s)

  Suvi Salminen

  Campus

  Lutakko Campus

  Timing

  01.01.2021 - 31.07.2021

  Learning assignments and student workload

  The workload capacity is 135 hours in total. A more detailed assessment of time use and workload takes place in the context of a personal planning discussion.

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSV20S1

  Seats

  0 - 20

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Evidence-based Mental Health Promotion (YSSK0102-3001),
       11.01.2021 – 21.05.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is to deepen the understanding of evidence based mental health promotion and the perspectives related to it.
  
  After the course you are able to critically evaluate national and international perspectives, good practices and special issues of mental health promotion. You have competence to analyze the agency, developmental needs and future perspectives of the social- and health care services from the mental health promotion point of view, also critically examine and develop the realization of participation from the perspectives of individual, family, community and society- You have competence to apply multidisciplinary, research-based mental health promotion related knowledge in different development activities and to implement mental health promoting methods in your own field of expertise and critically evaluate their impact

  Course contents

  - Mental health promotion strategies, programs and campaigns (in municipal-, national-, EU- and international levels)
  - Prevention and promotion, evidence-based in mental health promotion
  - Ethical questions and stigma related to promotion of mental health
  - Participation and prevention of exclusion
  - Recovery orientation
  - Early interaction and trauma orientation
  - Digital methods supporting mental health promotion

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opintojakson arvosana muodostuu opintojakson kirjallisen tehtävän perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 1 tai 2 kykenet hakemaan tietoa opintojakson aihealueeseen liittyen ja käyttämään kansallisia ja kansainvälisiä lähteitä. Kykenet soveltamaan kuvailevalla tasolla keräämäänsä tietoa nykyisten käytäntöjen ja toimintatapojen tarkastelussa, mutta et osoita aihealueen kriittistä arviointia. Osallistumisesi opintojaksolle on vaihtelevaa ja kirjallisissa tehtävissä tuotat vain osin tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 3 and 4

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 3 tai 4 kykenet hakemaan näyttöön perustuvaa tietoa sekä kansallisista, että kansainvälisistä tietolähteistä sekä arvioimaan lähteitä kriittisellä otteella. Osaat tehdä analyysiä ja synteesiä aihealueesta ja osoitat kykeneväsi käyttämään hankkimaasi tietoa nykyisten toimintatapojen kriittisessä arvioinnissa ja kehittämisessä. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 5

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 5 kykenet hakemaan näyttöön perustuvaa tietoa useista kansallisista ja kansainvälisistä tiedonlähteistä, arvioimaan tutkimuksia kriittisellä otteella ja muodostamaan kerätystä tiedosta synteesin. Osoitat syvällisen näkemyksen aihealueesta ja kykenet kriittisesti arvioimaan nykyisiä käytäntöjä ja luomaan uusia, tutkimukseen perustuvia toimintatapoja. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat selkeää, tutkimusperustaista asiantuntijatekstiä. (not translated)

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  Language of instruction

  Finnish

  Location and time

  Intensive days will be 01/2021, JAMK, Jyväskylä

  Planned learning activities, teaching methods and guidance

  Pre-assignment, two consecutive intensive days in Jyväskylä (includes lectures, group works), written assignment

  Lecturer(s)

  Katja Raitio

  Learning materials and recommended literature

  Kirjasta Santos, JC. & Cutcliffe, JR. 2018. European Psychiatric/Mental Health Nursing in the 21st Century. A Person-Centered Evidence-Based Approach. Springer International Publishing Switzerland. Chapters 17, 18 , 23.
  Doyle, L., Ellilä, H., Jormfedlt, H., Lahti, M., Higgins, A., Keogh, B., Meade, O, Sitvast, J., Skärsäter, I. Stickley, T. & Kilkku, N. (2017). Preparing master-level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project. International Journal of Mental Health Nursing 27(2), pp. 823-832. doi: 10.1111/inm.12370
  Tamminen, N., Solin, P., Kannas, L., Linturi, H., Stengård, E. & Kettunen, T. (2018). Mental health promotion competencies in the health sector based on a Delphi study. The Journal of Mental Health Training, Education and Practice 13(6), 297-306. Saatavilla: https://doi.org/10.1108/JMHTEP-01-2018-0003

  Lecturer(s)

  Katja Raitio

  Campus

  Main Campus

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  Pre-assignment 1 ect, intensive days 1 ect, written assignment 3 ect

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment will be given during the intensive days.

  Groups

  • YSY20ST
  • YSY20SK
  • YSY18SK
  • YSY18ST
  • YSY19ST

  Seats

  0 - 20

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  TA50 - Terveysala
• Evidence-based Practice (YSMA0510-3003),
       11.01.2021 – 21.05.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoitus
  Tällä opintojaksolla perehdyt näyttöön perustuvan toiminnan suunnitteluun, jotta voit kehittää toimintoja ja luoda uusia laadukkaita toimintatapoja omalle asiantuntijuusalueellesi hyödyntäen näyttöön perustuvaa tietoa.
  
  Opintojakson osaamiset
  Oppimisen ja tiedonhallinnan osaaminen
  Kansainvälisyys- ja viestintäosaaminen
  
  Opintojakson osaamistavoite
  Osaat hankkia, arvioida, käsitellä ja tuottaa tietoa kriittisesti. Otat vastuun yhteisön tavoitteellisesta oppimisesta sekä osaamisen jakamisesta. Osaat analysoida vallitsevia toimintatapoja ja laatia suunnitelmia näyttöön perustuvien toimintojen implementoimiseksi. Kehität toimintaa ja toimintatapoja näyttöön perustuen ja toimintaympäristön muutoksia ennakoiden. Osaat soveltaa toiminnassasi hyvän tieteellisen käytännön periaatteita. (not translated)

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Näyttöön perustuva toiminta
  Tutkimustiedon kriittinen arviointi
  Implementoinnin prosessi
  Asiantuntijaviestintä (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1
  Löytää tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. On valmiudet tutkimustiedon kriittiseen tarkasteluun. Tunnistaa työelämästä nousevia kehittämishaasteita ja ilmiöitä ja tietää mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. On valmius asianomaisen aihealueen tutkimustiedon ja ammattikäytännön kehityksen seuraamiseen ja erittelyyn. Kuvaa työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Tyydyttävä 2
  Hakee systemaattisesti näyttöön perustuvaa tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. Tarkastelee tutkimustietoa kriittisesti. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Tietää, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa asianomaisen aihealueen tutkimustietoa ja ammattikäytännön kehitystä. Erittelee työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3
  Hakee systemaattisesti näyttöön perustuvaa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Arvioi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa ja erittelee aihealueensa tutkimustietoa ja ammattikäytännön kehitystä. Käyttää tutkimustietoa näyttöön perustuvan toiminnan implementoimiseksi ja kehittää siten omaa asiantuntijuusaluettaan. Tuottaa monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Kiitettävä 4
  Kerää systemaattisesti näyttöön perustuvaa oman asiantuntijuusalueensa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Arvioi monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii tarkan toteutuskelpoisen suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5
  Kerää systemaattisesti luotettavaa tietoa useista tietokannoista, kehittäen näyttöön perustuvaa toimintaa omalla asiantuntijuusalueellaan. Lukee ja pohtii kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee luovasti työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi ammattikäytännön kehitystä näyttöön perustuvan toiminnan implementoimiseksi. Kerää monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja luo laadukkaan toteutuskelpoisen suunnitelman näyttöön toiminnan implementoimiseksi. Käyttää luovasti työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Face-to-face learning: 8 h (2x4 h), seminar 4 h
  eLearning: webinar 3 h
  Independent study: 120 h
  
  Assignments:
  Preparation of the PICO question: passed-failed
  Evaluation of scientific articles: passed-failed
  Evaluation of the systematic review: 0-5 (self-evaluation and teacher evaluation)
  Implementation plan: approved-failed (peer review)

  Lecturer(s)

  Tiina Kuukkanen

  Learning materials and recommended literature

  Hoffmann T, Bennett S, Del Mar C. 2018. Evidence-based practice across the health professions. Chatswood: Elsevier.
  Korhonen, A., Jylhä, V., Korhonen, T., Holopainen, A. 2018. Näyttöön perustuva toiminta. Tarpeesta tuloksiin. Helsinki: Skhole Oy.
  Law, M. & MacDermid, J. 2014. Evidence-Based Rehabilitation, A Guide for Practice. Thorofare: SLACK Incorporation. 3rd ed.
  Melnyk, B. M. 2016. Implementing the evidence-based practice (EBP) competencies in healthcare: A practical guide to improving quality, safety, and outcomes. Wolters Kluwer Health.

  Lecturer(s)

  Tiina Kuukkanen

  Working life cooperation

  Learning assignments are prepared to serve the needs of working life.

  Campus

  Main Campus

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  Lectures and webinar: 15 h
  PICO question preparation: 5 h
  Evaluation of scientific articles: 20 h
  Evaluation of the systematic review: 40 h
  Implementation plan: 55 h

  Groups

  • YSY20ST
  • ZJA20SSYM
  • ZJA20SSYT

  Seats

  15 - 30

  Assessment methods

  Self-assessment, Peer review. Teacher evaluation

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Interventions and Processes in Multidisciplinary Rehabilitation (YSMA0200-3001),
       11.01.2021 – 21.05.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you can plan, develop and assess rehabilitation processes and operating models in collaboration with a multi-disciplinary network.
  
  Competences
  Expertise in multidisciplinary and multiprofessional
  
  Learning Objective:
  • You can develop service design, rehabilitation products and service packages that promote the client’s inclusion, activeness and functional ability.
  • You can master develping methods of rehabilitation client work that draw upon research-based information in his or her own work in collaboration with the client, the client’s personal network and other rehabilitation operators.
  • You can utilise the results of the impact assessment and principle working practices of rehabilitation in his or her own work.

  Course contents

  * Client referral and the stage of assessing the need for rehabilitation, ‘readiness and motivation for rehabilitation’; goal-oriented client process.
  • Contents, operating models and methods of the rehabilitation process.
  • Client-oriented approach and agency, interactive client situations, dialogical process.
  • Change in approaches to rehabilitation and new rehabilitation concepts (everyday, home, family and remote rehabilitation and their trial use).
  • Planning of rehabilitation functions (interventions, methods and means) and the client’s life situation as the starting point of rehabilitation.
  • Methods: Psychosocial work, systematic working model, support measures for employment, multi-professional working, networks, the client’s personal network, the client’s life situation circle diagram, working ability indicator.
  • Rehabilitation operating environment, stage of operations and services, service design.
  • Assessment of inclusion and functional ability.
  • Assessment of the effectiveness of perceived rehabilitation and its utilisation in the development of rehabilitation work.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1:
  The student is capable of:
  • differentiating between various kinds of rehabilitation processes by making use of rehabilitation operating models and of working as a member of a multi-disciplinary collaboration network;
  • naming service packages and rehabilitation products that promote the client’s inclusion and functional ability, and is aware of the principles of service design and their significance in the creation of service packages;
  • differentiating between and utilizing methods of rehabilitation in client work that draw upon research-based information in collaboration with the client, the client’s network and other rehabilitation operators;
  • explaining the results of a rehabilitation impact assessment and the principal working practices of impact assessment.
  
  2 (Satisfactor)
  The student is capable of:
  • supplies between various kinds of rehabilitation processes by making use of rehabilitation operating models and of working as a member of a multi-disciplinary collaboration network;
  • differentiating between and utilizing methods of rehabilitation in client work that draw upon research-based information in collaboration with the client, the client’s network and other rehabilitation operators;
  • explaining the results of a rehabilitation impact assessment and the principal working practices of impact assessment.

  Assessment criteria - grade 3 and 4

  Good 3
  You are capable of:
  - analysing and comparing the rehabilitation processes used by making use of a range of rehabilitation operating models in collaboration with a multidisciplinary collaboration network
  - comparing and applying service packages and rehabilitation products that promote the client’s inclusion, and functional ability, and understands the principles of service design and their significance in the creation of service packages
  - applying and analysing methods of rehabilitation in client work that draw upon research-based information in collaboration with the client, the client’s network and other rehabilitation operators
  - utilising the results of a rehabilitation impact assessment and the principal working practices of impact assessment in his or her own work.
  
  Very good 4
  You are capable of:
  - constructing and substantiating the rehabilitation process by making use of a range of rehabilitation operating models in collaboration with a multi-disciplinary collaboration network
  - comparing and analysing service packages and rehabilitation products that promote the client’s inclusion, and functional ability from the point of view of the principles of service design
  - developing and analysing methods of rehabilitation in client work that draw upon research-based information in collaboration with the client, the client’s network and other rehabilitation operators
  - applying the results of a rehabilitation impact assessment in his or her own work.

  Assessment criteria - grade 5

  Excellent 5
  You are capable of
  - constructing, analysing and assessing rehabilitation processes by making use of a range of rehabilitation operating models in collaboration with a multi-disciplinary collaboration network
  - creating and assessing new service packages and rehabilitation products that promote the client’s inclusion, and functional ability by making use of service design in his or her work
  - developing and assessing methods of rehabilitation in client work that draw upon research-based information in collaboration with the client, the client’s network and other rehabilitation operators
  - developing rehabilitation impact assessment and applying the results in his or her own work.

  Assessment criteria, passed/failed

  0 (Fail)
  The student is unable to complete the course assignments and has not sufficiently attended classroom teaching.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Contact and distance learning, learning assignments and guidance discussions.
  Design thinking, project-based learning
  Webinars

  Lecturer(s)

  Asta Suomi

  Learning materials and recommended literature

  Ahonen, T. 2017. Palvelumuotoilu sotessa: Palvelumuotoilun käsikirja sosiaali- ja terveysalan palvelujen kehittämiseen. 2. painos. Espoo: Tarja Ahonen. (myös eKirjana). ISBN978-952-68686-0-8
  
  Empowerment Evaluation Knowledge and Tools for Self-Assessment, Evaluation Capacity Building, and Accountability. 2015. Toim. D. M.Fetterman, S. J. Kaftarian. & A. Wandersman. Los Angeles: Sage. ISBN 978-1-4522-9953-2

  Lecturer(s)

  Asta Suomi

  Campus

  Main Campus

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  online lectures 16 h
  Webinars 6 h
  Learning tasks 60 h
  Studying the course material 52 h

  Content scheduling

  The course lasts during module 2 and module 3
  The course has 2 webinars in module 2 and module 3.

  Groups

  • YSY20SM
  • ZJA20SSYM

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 paikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Incorporating the Internet into Teaching (AJ00BA20-3001),
       09.11.2020 – 28.02.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  During this course, you will develop your online working capabilities and competence in online pedagogy by planning a learning and guidance process carried out online, either alone, in pairs or in groups, or by applying online tools to the different stages of the learning and guidance process of your classroom teaching.
  
  You will form an understanding of and a practice for the stages involved in the planning, production and implementation of the online learning and guidance process. You will gain the capabilities to choose suitable online working tools and methods for the pedagogical model you apply. You will be able to analyse and evaluate online implementations. You will practice your skills in providing feedback and develop your reflection skills.
  
  You will develop your competence by planning an online learning and guidance process or by utilising online tools in your own teaching in a meaningful way. Your reflection skills will be improved by participating in joint discussions, and peer assessment will strengthen your feedback skills.
  
  Course competences
  
  In this course you will develop your facilitating learning skills, learning environment skills, interaction skills, reflection skills and developmental skills.
  
  Facilitating learning skills consists of:
  - Teachers’ theoretical and philosophical understanding of learning.
  - Ability to plan, implement and assess meaningful learning processes.
  - Take into consideration the diversity of learners.
  
  Learning environment skills refers to:
  - Teachers’ ability to develop varied, motivating and accessible learning environments.
  - Ability to utilise different digital resources to support learning.
  
  Interaction skills refers to:
  - Teachers’ capacity to work in different interactive relationships and partner networks in an ethically sound manner.
  
  Reflection skills means
  - Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.
  
  Developmental skills refers to:
  - Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
  - The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.
  
  The learning objectives of the course
  
  You are able to plan and develop meaningful learning and guidance processes in terms of content and procedures for an online learning environment or for the needs of classroom teaching by making use of the web and online tools. You have familiarised yourself with the curricula of your field, and you know how to guide and evaluate learning in a way that enables learner-oriented working in line with the learning objectives by making use of the web and online tools. You are capable of interacting with the learners and other interested parties in online environments using online tools in a positive way to achieve the learning objectives.

  Prerequisites and co-requisites

  You are currently completing teacher studies, or work or have previously worked as a teacher

  Course contents

  The planning of a learning and guidance process in an online environment or the use of online tools as part of the learning and guidance process in classroom teaching. Participation in both online discussions and in the collaborative knowledge building in peer assessments (optionally also in pair or group work).

  Assessment criteria

  Assessment criteria, passed/failed

  The criteria for assessing the approved level are as follows
  
  Facilitating learning skills:
  You are aware of the theoretical and philosophical bases of learning and are capable of planning, implementing and evaluating meaningful learning processes, taking into account a wide range of learners.
  
  Learning environment skills:
  You are able to develop and renew different learning environments suitable for vocational learning that are safe and accessible in collaboration with others. You have the ability to utilise different digital resources in a manner that supports learning.
  
  Interaction skills:
  You have the ability to work in various interactive relationships and partner networks in a meaningful and ethically sound manner with regard to the goals set for learning.
  
  Reflection skills:
  You have the ability to recognise and critically assess the basic concepts, values and attitudes related to your role as a teacher as well as your own thought patterns and work methods. You are able to assess your own learning and competence at the relevant level.
  
  Developmental skills:
  You have the ability to develop your own activities in collaboration with others.

  Further information

  The course is suitable for those who have acquired basic knowledge about learning, currently work or have previously worked as a teacher and want to expand their learning and guidance competence in the planning of online studies.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course includes independent studies, learning by doing and community-based knowledge building. The learning assignments of the course include online discussion, exercise, peer assessment and self-reflection.

  Lecturer(s)

  Heli Kinnunen

  Learning materials and recommended literature

  - Kalliala, E. 2002. Verkko-opettamisen käsikirja. Helsinki. Finnlectura.
  - Koli, H. 2008. Verkko-ohjauksen käsikirja. Helsinki. Finnlectura.
  - Nevgi, A. & Tirri, K. 2003. Hyvää verkko-opetusta etsimässä. Oppimista edistävät ja estävät tekijät verkko-oppimisympäristössä - opiskelijoiden kokemukset ja opettajien arviot. Turku. Suomen Kasvatustieteellinen Seura.
  - Tella, S. ym. 2001. Verkko opetuksessa - opettaja verkossa. Helsinki. Edita.
  
  You will find additional learning materials and assignments in the online learning environment.

  Lecturer(s)

  Heli Kinnunen

  Timing

  09.11.2020 - 28.02.2021

  Learning assignments and student workload

  In total, the course consists of 135 hours (5 x 27h) of students’ work, which consists of online learning sessions, independent work and learning circle work.

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SK
  • YSY20SJ
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • ZJA20SA
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • YTB20S1

  Seats

  0 - 5

  Assessment methods

  The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Versatile Online Learning Assignments (AJ00BA21-3002),
       19.01.2021 – 06.04.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  During this course, you will complete various working life oriented and participatory learning assignments and learn how to plan, build and guide varied learning processes in which the web is utilised in a way suitable for the purpose.
  
  You will learn to draw up a pedagogical manuscript for the learning process. You will expand your learning environment thinking by utilising different ICT opportunities (software, online services, devices and tools) at different stages of the learning assignment. You will learn to summarise the learning process into a task assignment.
  
  Course competences
  
  In this course you will develop your facilitating learning skills, reflection skills and developmental skills.
  
  Facilitating learning skills consists of:
  - Teachers’ theoretical and philosophical understanding of learning.
  - Ability to plan, implement and assess meaningful learning processes.
  - Take into consideration the diversity of learners.
  
  Reflection skills means
  - Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.
  
  Developmental skills refers to:
  - Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
  - The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.
  
  The learning objectives of the course
  
  You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching. You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.

  Prerequisites and co-requisites

  Basic skills for e-learning

  Course contents

  This course consists of 4 parts.
  In part 1, you will become familiar with different types of learning assignments and learn to recognise the elements of a good learning assignment.
  In part 2, you will learn to plan learning assignments / a learning process by taking into account aspects such as the learning objectives and the learner’s point of view.
  In part 3, you will build the learning assignment/process that you have previously planned. You will gain knowledge about different kinds of digital applications and environments and will be able to incorporate them in a substantiated manner in the learning assignment or process that you have planned.
  In part 4, you will implement the learning assignment/process that you have previously built. Alternatively, you will study in depth the assignments/processes built by your peers and provide constructive feedback on them.

  Assessment criteria

  Assessment criteria, passed/failed

  The criteria for assessing the approved level are as follows
  
  Facilitating learning skills:
  - You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process.
  - You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching.
  - You are able to pedagogically substantiate the learning assignments you have prepared and select a suitable ICT environment for completing the assignment.
  
  Reflection skills:
  - You are able to reflect upon your learning assignments and your own learning.
  
  Developmental skills:
  - You are able to further develop the learning process you have planned based on the peer feedback you have received.
  - You are capable of utilising learning assignment templates when planning new learning assignments.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course will be offered in the form of online studies, including voluntary webinars. The studies have been scheduled, but are highly independent in nature. You will receive guidance in the form of weekly guidance messages. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

  Lecturer(s)

  Mika Loponen

  Learning materials and recommended literature

  - Vanninen, R. 2013. Oppimistehtävät verkossa, Ideoita lähi- ja verkkotyöskentely sisältävälle kurssille, https://www.slideshare.net/RiikkaVanninen/oppimistehtvt-verkossa-290813-ss?qid=2c69bb20-c03b-443c-810c-de1a6c03fbbf&v=&b=&from_search=2
  - Johns Hopkins University. 2014. Course Design on a Shoestring Budget: Meaningful Learning Activities, https://www.youtube.com/watch?v=OOfotsHDIwE
  - Pönkä, H. 2016. (Verkko-)vuorovaikutus ja ohjaus, https://www.slideshare.net/hponka/verkkovuorovaikutus-ja-ohjaus?qid=1ce1cdc2-7e2a-4d27-b009-f657d373a46d&v=&b=&from_search=1
  - Leppisaari, I. 2004. Oppimistehtävät ja palaute verkko-opetuksessa ja -ohjauksessa, http://www.averko.fi/tiedostot/verkkomentorointi/Leppisaari_oppimistehtavatjapalaute.pdf
  - Top 100 Tools for Learning, https://www.toptools4learning.com/

  Lecturer(s)

  Mika Loponen

  Timing

  19.01.2021 - 06.04.2021

  Learning assignments and student workload

  In total, the course consists of 135 hours (5 x 27h) of students’ work.
  
  The course will be offered as scheduled online implementation utilising various online tools and working methods. The amount of independent work ranges from 6 to 8 hours/week. The course consists of four parts. The study process in parts 1 to 3 is pre-scheduled and proceeds with a steady workload, so it is advisable for the student to schedule their study time in advance. Part 4 allows more time to be used in relation to the subject being studied to allow those willing to do so to test in their teaching practice the learning assignment/process they planned in the previous parts.

  Enrollment

  02.11.2020 - 30.11.2020

  Content scheduling

  Voluntary online webinars:
  - start webinar Thu 21.1.2021 14:00 - 15:30
  - guidance clinic Thu 18.2.2021 10:00 - 11:00

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • ZJA21KA
  • YTB20S1

  Seats

  0 - 5

  Assessment methods

  The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.
  
  You will also receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Video as a Pedagogic Tool (AJ00BA22-3002),
       21.01.2021 – 11.04.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  Videos are present in a variety of ways in the everyday lives of students and teachers. Videos have become a natural way of communicating and presenting their own competences for an increasing number of people. Videos are also a versatile pedagogical tool for the students and teachers to utilise at different stages of the learning process.
  
  During this course, you will become acquainted with a wide range of opportunities for utilising videos as part of the learning process. You will concretely go through the video production process so that in the future, you will be able to independently produce videos and plan learning assignments where students demonstrate their competences by means of video.
  
  Course competences
  
  In this course you will develop your developmental skills, interaction skills and reflection skills.
  
  Developmental skills refers to:
  - Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
  - The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.
  
  Interaction skills refers to:
  - Teachers’ capacity to work in different interactive relationships and partner networks in an ethically sound manner.
  
  Reflection skills means
  - Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.
  
  The learning objectives of the course
  
  You grasp the versatile opportunities for utilising video at different stages of the learning process. You understand the video production process, from scriptwriting to publishing and distribution. In your choices, you are capable of taking copyright into account.

  Prerequisites and co-requisites

  basic computer skills and e-learning skills

  Course contents

  This course consists of 3 parts.
  In part 1, you become acquainted with the various ways of using video in teaching and mapping out video material that is suitable for your field. In addition, you will learn to implement a pedagogically well-reasoned interactive video.
  In part 2, you will apply your previously learned skills in planning and implementing your own video, from scriptwriting and shooting up to publication.
  In part 3, you will learn to prepare an assignment where the students will demonstrate their competences by means of video.

  Assessment criteria

  Assessment criteria, passed/failed

  The criteria for assessing the approved level are as follows
  
  Developmental skills:
  - You will learn to understand the video production process, from scriptwriting to publishing and distribution.
  - You are capable of producing a pedagogical video independently, going through the aforementioned video production process.
  
  Interaction skills:
  - You grasp the versatile opportunities for utilising asynchronic video at different stages of the learning process.
  
  Reflection skills:
  - You are able to assess your own learning and competence in a relevant manner.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course will be offered in the form of online studies, including voluntary webinars. However, attending the start-up webinar is highly recommended. The studies have been scheduled, but are highly independent in nature. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive guidance during the guidance clinics held at the transition points of the course and in the form of weekly guidance messages. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback from the instructor on the video you produced and on your self-assessment.

  Lecturer(s)

  Mika Loponen

  Learning materials and recommended literature

  - Hakkarainen & Kumpulainen (toim.) 2011. Liikkuva kuva – muuttuva opetus ja oppiminen. Lapin yliopisto, kasvatustieteiden tiedekunta, mediapedagogiikkakeskus. Jyväskylän yliopisto, Kokkolan yliopistokeskus Chydenius, Kokkola 2011.
  - eTEVÄ, eTeknologiavälitteinen taidon oppimisen ohjaus. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/raportointiohje/lahteet/
  - Ajatus liikku – iloa oppimiseen! Ammatillisen osaamisen ja taidon tarkastelu videolta. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/ajatusliikkuu/ammatillisen-osaamisen-ja-taidon-tarkastelu-videolta/
  - Oppiminen.fi: Opetus- ja palautevideot opettajan työkaluna. Viitattu 10.3.2020. http://www.oppiminen.fi/2016/03/opetus-ja-palautevideot-oppimisen-opettamisen-ja-ohjauksen-tukena/
  - Apogee.fi: Videotuotannon perusteet. Viitattu 10.3.2020. https://www.apogee.fi/oppaat/videotuotannon-perusteet/
  - YLE: Opettaja: näillä ohjeilla teet hyvän videon – katso Yle Uutisluokan opetusvideot. Viitattu 10.3.2020. https://yle.fi/uutiset/osasto/uutisluokka/opettaja_nailla_ohjeilla_teet_hyvan_videon__katso_yle_uutisluokan_opetusvideot/9347161

  Lecturer(s)

  Mika Loponen

  Timing

  21.01.2021 - 11.04.2021

  Learning assignments and student workload

  In total, the course consists of 135 hours (5 x 27h) of students’ work. The implementation consists of 3 sections. Credits and time use are distributed as follows:
  - section 1: 1,5 cr = 40,5 h
  - section 2: 2 cr = 54 h
  - section 3: 1,5 cr = 40,5 h

  Enrollment

  02.11.2020 - 30.11.2020

  Content scheduling

  Voluntary online meetings:
  - start webinar Thu 21.1.2021 14 - 15.30
  - guidance clinic 1: Thu 11.2.2021 14 - 15
  - guidance clinic 2: Thu 25.2.2021 14 - 15
  - guidance clinic 3: Wed 10.3.2021 14 - 15
  - gala Thu 8.4.2021 14 – 16

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • ZJA21KA
  • YTB20S1

  Seats

  0 - 5

  Assessment methods

  You will receive guidance and feedback during the guidance clinics held at the transition points of the course. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback based on the learning objectives from the instructor on the video you produced and on your self-assessment.
  
  The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Understanding Adult Learning (AJ00BA18-3004),
       04.01.2021 – 31.07.2021,  8 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  This course will introduce you to the basic concepts of education and the professional terminology used in teachers’ work. Further, you will become familiar with learning as a phenomenon and gain deepened understanding on the different phases of learning process, and their implications on planning, implementation and assessing learning. You will also be able to assess and reflect upon your own learning realistically and justifiy your pedagogical choices. This course is a part of the educational studies of teacher education.
  
  Course competences
  
  In this course you will develop your facilitating learning skills and reflection skills.
  
  Facilitating learning skills consists of:
  - Teachers’ theoretical and philosophical understanding of learning.
  - Ability to plan, implement and assess meaningful learning processes.
  - Take into consideration the diversity of learners.
  
  Reflection skills means teachers’
  - Ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.
  
  The learning objectives of the course
  
  You will understand the opportunities that studies on adult learning and human development have on facilitating learning. You will be able to follow relevant educational research, and be able to utilise the knowledge of human development and learning in supporting the professional growth of your students and developing your own professional teacher identity.

  Prerequisites and co-requisites

  -

  Course contents

  During this course, you will discover the main theories and concepts of learning, as well as, the significance of educational research in teacher's thinking and practices. You will develop theoretical knowledge and understanding related to the facilitating learning.

  Assessment criteria

  Assessment criteria, passed/failed

  Assessment criteria for an acceptable level are as follows:
  
  Facilitating learning skills
  - You are familiar with and understand the basic concepts of education and the professional terminology used in the work of a teacher.
  - You are capable of searching for information independently and can find up-to-date sources of information, research and reports important to their own work.
  - You are familiar with learning as a phenomenon and receive basic information for planning, implementing and assessing the facilitation of learning.
  
  Reflection skills
  - You assess your own learning realistically and with justification.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning sessions and assignments.
  
  During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

  Lecturer(s)

  Juha Hautanen

  Learning materials and recommended literature

  - Lehtinen, E., Vauras, M. & Lerkkanen, M-K. 2016. Kasvatuspsykologia. E-kirja. PS-KustannusTAI
  - Rinne, R, Kivirauma, J. & Lehtinen, E. 2015. Johdatus kasvatustieteisiin. E-kirja. PS-kustannus.
  - Nivala E. & Saastamoinen M. (toim.). 2010. Nuorisokasvatuksen teoria. Perusteita ja puheenvuoroja (2. painos). E-kirja.
  
  You will find additional learning materials and assignments in the online learning environment.

  Lecturer(s)

  Kirsti Vänskä, Outi Pylkkä

  Timing

  04.01.2021 - 31.07.2021

  Learning assignments and student workload

  In total, the course consists of 216 hours (8 x 27h) of students’ work
  - Orientation 6 h
  - Self-directed learning in online environment, reading the learning materials, completing the learning assignments 190 h
  - Peer tutoring and self-assessment 20 h

  Enrollment

  02.11.2020 - 30.11.2020

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • YTB20S1

  Seats

  0 - 10

  Assessment methods

  The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  8 cr

  Credits

  • 8 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Education and Society (AJ00BA19-3002),
       04.01.2021 – 31.07.2021,  8 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  This course will introduce you to the basic discipline of the Sociology of Education, the basic terminology, theoretical concepts and perspectives. In addition, you will consider the relationship between education and society and current phenomena. This course is a part of the Basic of Educational Sciences studies.
  
  Course competences
  
  In this course you will develop your future orientation. Future orientation refers to
  - teachers being involved in creating the future for VET learning, working life and society by investigating and critically analysing existing practices and structures.
  - the courage to rethink and support the development of social equality, democracy and human rights.
  
  The learning objectives of the course
  
  You will understand the basic concepts of educational sociology and you are able to analyse issues related to education as social and cultural phenomena.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  During this course, you will get acquainted with the education sociology. You look at people’s socialization into society and culture. You will become familiar with social phenomena such as school differentiation, differences in learning outcomes, exclusion and the heritability of education. You will also examine the roles and behavior of the teacher and the student, the gender debate, social justice and ethnicity. The course will guide you to think of the future of education, to try to look beyond the boundaries.

  Assessment criteria

  Assessment criteria, passed/failed

  The criteria for assessing the approved level are as follows:
  
  Future Orientation
  - You will be able to critically assess the current state of education and training.
  - You will be able to outline future directions for developing education and your own professional field and/or teaching.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning sessions and assignments.
  
  During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

  Lecturer(s)

  Juha Hautanen

  Learning materials and recommended literature

  Antikainen, A., Rinne, R. & Koski, L. 2015. Kasvatussosiologia. E-kirja. PS-kustannus.
  
  You will find additional learning materials and assignments in the online learning environment.

  Lecturer(s)

  Kirsti Vänskä, Outi Pylkkä

  Timing

  04.01.2021 - 31.07.2021

  Learning assignments and student workload

  In total, the course consists of 216 hours (8 x 27h) of students’ work
  - Orientation 6 h
  - Self-directed learning in online environment, reading the learning materials, completing the learning assignments 190 h
  - Peer tutoring and self-assessment 20 h

  Enrollment

  02.11.2020 - 30.11.2020

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • YTB20S1

  Seats

  0 - 10

  Assessment methods

  The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  8 cr

  Credits

  • 8 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Entrepreneurship Education as a Teacher Competence (AJ00BA23-3003),
       04.01.2021 – 30.04.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  
  The course purpose is to renew your understanding of entrepreneurship education within the teacher framework and to emphasise its importance in society and as part of the work of all trainers. After completing this course, you will understand what entrepreneurship education means and how, as a teacher, you can use your pedagogical solutions to promote the realisation of its values in your own teaching.
  
  Course competences
  
  In this course you will develop your future orientation, developmental skills and reflection skills.
  
  Future orientation refers to
  - Teachers being involved in creating the future for VET learning, working life and society by investigating and critically analysing existing practices and structures.
  - The courage to rethink and support the development of social equality, democracy and human rights.
  
  Reflection skills means
  - Teachers’ ability to recognise and critically assess their values, attitudes, ethical principles and work methods as a facilitator of learning.
  
  Developmental skills refers to:
  - Teachers’ ability to further develop their own and their organisation’s practices in collaboration with others.
  - The ability to develop VET learning, working life and entrepreneurship at the regional, national and international levels by working in partner networks.
  
  The learning objectives of the course
  
  After completing the course, you will have the capabilities to plan, implement and develop entrepreneurship education in your own operating environment.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  During this course, you will learn the key concepts, contents and policies of entrepreneurship education as well as the operators involved and the networks and support materials used in entrepreneurship education. You will gain understanding of the importance of entrepreneurial education in society and become acquainted with the pedagogical starting points and learning environments of entrepreneurship education and entrepreneurial competences.

  Assessment criteria

  Assessment criteria, passed/failed

  The criteria for assessing the approved level are as follows
  
  Future orientation:
  You have the capabilities for developing entrepreneurship education as part of vocational learning, working life and the future of society.
  
  Developmental skills:
  You have the capabilities for developing entrepreneurship education in your own field and level of education.
  
  Reflection skills:
  You are able to assess your own learning and competence in a relevant manner.

  Further information

  The course is intended for those who are currently completing or have previously completed teacher studies or who currently work as a teacher. Technical requirements: Online connection and a headset.
  
  Student feedback on the course:
  
  “I think training in entrepreneurship education should be a compulsory part for all those working in vocational education institutions as teachers or trainers.”
  
  “My own teaching career is only at the beginning, or should I say a distant dream. This course provides a basis for integrating entrepreneurship education as part of my teaching, and I feel that it is a good start.”
  
  “I have to admit that my expectations on this course were not all that high, but on the whole, it was surprisingly rewarding. Things can be perceived from a variety of perspectives, and I can now also look at my own teaching from the entrepreneurship education perspective.”

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course will be offered in the form of online studies. The studying consists of independent working, peer-to-peer comments and discussions in your own network. At the end of the course, the instructor will give you personal feedback.
  
  Your studies will be supported by materials available in the learning environment, such as articles, books, videos and other material on the subject.

  Lecturer(s)

  Piia Kolho

  Learning materials and recommended literature

  Opettajan opas yrittäjyyspedagogiikkaan. 2020. Suomen Yrittäjät. https://www.yrittajat.fi/sites/default/files/sy_opettajan_opas_yrittajyyspedagogiikkaan_a4.pdf
  
  Potinkara, H. 2017. Uskalla innostua – opettajan opas yrittäjyysosaamiseen. Suomen Yrittäjät. https://www.yrittajat.fi/sites/default/files/sy_opettajan_opas_yrittajyysosaamiseen.pdf
  Yrittäjyyslinjaukset. 2019.Opetus- ja kulttuuriministeriö. https://minedu.fi/yrittajyyslinjaukset
  
  Bacigalupo, M., Kampylis, P., Punie, Y. & Van den Brande, G. 2016. EntreComp: The Entrepreneur-ship Competence Framework. Luxembourg: Publication Office of the European Union. EN; doi:10.2791/59388.
  
  McCallum E., Weicht, R., McMullan L., Price, A. , Bacigalupo M. & O'Keeffe W. 2018. EntreComp into Action - Get inspired, make it happen: A user guide to the European Entrepreneurship Competence Framework. Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-action-get-inspired-make-it-happen-user-guide-european-entrepreneurship-competence.

  Lecturer(s)

  Piia Kolho

  Timing

  04.01.2021 - 30.04.2021

  Learning assignments and student workload

  In total, the course consists of 135 hours (5 x 27h) of students’ work
  - Orientation 2 h
  - Self-directed learning in online environment, reading the learning materials, completing the learning assignments. discussions 124 h
  - Peer assessment and self-assessment 8 h
  - Feedback 1 h

  Enrollment

  02.11.2020 - 30.11.2020

  Content scheduling

  The course includes two parts, each with 4 to 5 learning assignments and related materials. Depending on the student’s previous competence, the course can be completed during 1 to 3 months alongside their regular work duties.

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YTK20S1
  • YSY20S1
  • YSV20S1
  • YSB20S1
  • YLO20S1
  • YTV20S1
  • YTG20S1
  • YTH20S1
  • YTM20S1
  • YTO20S1
  • ZJA21KA
  • YTB20S1

  Seats

  0 - 5

  Assessment methods

  In the assessment, learning analytics will be utilised, and the student’s activity in the learning environment will be monitored. The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

  Degree Programme

  Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Lifecycle Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Ammatillinen opettajakorkeakoulu
• Digiosaajana kuntoutus- ja liikunta-alalla (not translated) (YS00BD47-3001),
       01.08.2020 – 31.12.2020,  5 cr — Online learning +-
  Learning outcomes of the course

  Opintojakson tavoitteena on, että
  
  -tunnistat digitalisaation vaikutukset ja mahdollisuudet omalla asiantuntijuusalueellasi
  -pohdit kriittisesti ja avoimesti tutkimusnäyttöä hyödyntäen digitaalisten menetelmien käyttöönottoa omassa toimintaympäristössäsi 
  -hankit valmiuksia hyödyntää digitaalisia menetelmiä (mm. mobiilimenetelmiä, pelillisyys) osana asiantuntijatyötäsi (not translated)

  Course contents

  Opintojakson sisältönä on:
  Digitalisaatio kuntoutus- ja liikunta-alalla 
  Digitaaliset menetelmät ja niiden käyttöönotto 
  Tietoturva ja tietosuoja digitaalisissa palveluissa  (not translated)

  ---

  Language of instruction

  Finnish

  Location and time

  - Opintojaksoon tutustuminen ja ennakkotehtävä, palautus 25.9. mennessä
  - Webinaari 1 (28.9.2020 klo 13-16): Opintojakson esittely, ennakkotehtävien käsittely ja opintoryhmien muodostaminen
  - Webinaari 2 (5.10.2020 klo 14-16): Kuntoutusteknologia
  - Webinaari 3 (20.10.2020 klo 16-18): Digitaaliset- ja mobiilimenetelmät kuntoutus- ja liikunta-alalla
  - Webinaari 4 (2.11.2020 klo 14-16): Pelillisyys ja hyötypelit kuntoutus- ja liikunta-alalla
  - Webinaari 5 (23.11. klo 14-16): Helpdesk - kysymyksiä tehtävästä
  - Opintojakson kirjallinen tehtävä, palautus 7.12.2020 (not translated)

  Planned learning activities, teaching methods and guidance

  Opintojakso toteutetaan verkko-opintoina. Itsenäinen opiskelu, verkko-opiskelu (etäluennot, pienryhmätyöskentely, verkkokeskustelu, vertaisarviointi, kirjalliset tehtävät) (not translated)

  Learning materials and recommended literature

  Eysenbach, G. 2016. The Effectiveness of Self-Management Mobile Phone and Tablet Apps in Long-term Condition Management: A Systematic Review. Journal of Medical Internet Research 18(5), e97. doi: 10.2196/jmir.4883.
  
  Hopia H, Heikkilä J, Lehtovirta M. 2016. Terveyden mobiilisovellukset – hyötyä vai huvia? Tutkiva Hoitotyö 14(1), 44–46.
  
  Hopia, H. & Raitio, K. 2016. Gamification in Healthcare: Perspectives of Mental Health Service Users and Health Professionals. Issues in Mental Health Nursing 37(12), 894-902.
  
  Korhonen, M. & Virtanen, T. 2015. Digitaalisuus ja asiakaslähtöisyys sosiaali- ja terveydenhuollossa - kansalaisen omat tiedot hyötykäyttöön. FinJeHew 7(4).
  
  Sosiaali- ja terveysministeriö. 2016. Digitalisaatio terveyden ja hyvinvoinnin tukena. Sosiaali- ja terveysministeriön digitalisaatiolinjaukset 2025. Sosiaali- ja terveysministeriön julkaisuja 2016:5.
  
  Rintala A, Päivärinne V, Hakala S, Paltamaa J, Heinonen A, Karvanen J, Sjögren T. Effectiveness of Technology-Based Distance Physical Rehabilitation Interventions for Improving Physical Functioning in Stroke: A Systematic Review and Meta-analysis of Randomized Controlled Trials. Arch Phys Med Rehabil. 2018 Dec 6. pii: S0003-9993(18)31513-2.
  
  Hakala S, Rintala A, Immonen J, Karvanen J, Heinonen A, Sjögren T. Effectiveness of technology-based distance interventions promoting physical activity: Systematic review, meta-analysis and meta-regression. J Rehabil Med. 2017 Jan 31;49(2):97-105. Review.
  
  Rintala A, Hakala S, Sjögren T. Etäteknologian vaikuttavuus liikunnallisessa kuntoutuksessa Järjestelmällinen kirjallisuuskatsaus ja meta-analyysi. Helsin¬ki: Kela, Sosiaali- ja terveysturvan tutkimuksia 145, 2017. 166 s. ISBN 978-952¬284-017-2 (nid.), 978-952-284-
  
  Salminen A-L, Hiekkala S. Kokemuksia etäkuntoutuksesta. Kelan etäkuntoutushankkeen tuloksia. Helsinki; Kela, Kelan Tutkimus 2019. URI http://urn.fi/URN:NBN:fi-fe2019052416890 (not translated)

  Lecturer(s)

  Katja Raitio, Sanna Sihvonen, Mari Punna

  Timing

  01.08.2020 - 31.12.2020

  Learning assignments and student workload

  Opintojakso toteutetaan verkko-opintoina. Itsenäinen opiskelu, verkko-opiskelu (etäluennot 12h, pienryhmätyöskentely ja verkkokeskustelu 35h, vertaisarviointi ja kirjalliset tehtävät 88h) (not translated)

  Enrollment

  03.08.2020 - 15.09.2020

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Leadership Dynamics (YZZZ0220-3005),
       07.09.2020 – 30.11.2020,  5 cr  (YSY20SJ, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  You understand the differences between different theories and models of leadership. You differentiate between and classify key concepts of leadership. You discuss the subject from different perspectives. You recognise the key skills in, and benefits of, emotional intelligence, as well as methods for developing them. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You evaluate your leadership and interaction competence and recognise your principal development target. You write in an illustrative manner, but the text contains illogicalities and shortcomings.
  
  Satisfactory 2
  You apply the theory of leadership you have delineated. You select and define the key concepts. You utilise key emotional intelligence skills and development methods. You find a solution to the problem and illustrate the results with examples. The examples exhibit understanding and independent thinking that is connected to theory. You are able to cooperate in a responsible manner in a problem-solving situation and take responsibility for a colleague’s work. You understand the significance of equitable and ethical leadership. You evaluate and substantiate your own leadership and interaction competence with examples. You write in a logical and illustrative manner, but the text exhibits certain shortcomings. You write text that is partly unstructured and exhibits numerous different language and style errors.

  Assessment criteria - grade 3 and 4

  Good 3
  You analyse essential and well-delineated theory and concepts of leadership and justify their choice. You demonstrate an ability to follow and analyse the development and/or research in your area of expertise. You analyse key emotional intelligence skills and development methods and understand how you can control your own emotions. You lead or plan a research, development or innovation project in which you apply new methods. You develop the operations of the organisation by finding an alternative solution. You combine theory and practice. You analyse and substantiate the significance of equitable and ethical leadership. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical and illustrative manner, substantiating the points you make. You write structured text with occasional language and style errors.
  
  Very good 4
  You outline a coherent whole from the key theories and concepts of leadership and emotional intelligence, which you reflect upon critically. You analyse, follow and discuss the development of, and international research in, your area of expertise. You develop key emotional intelligence skills, interpreting and managing emotions. You lead or plan a research, development or innovation project in which you resolve a practical problem. You assess the process and the outcome by mirroring them against usability and theory. You reflect upon leadership and ethicality from the point of view of equality. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical, analytical and competent manner. You write structured text in a fluent and almost error-free formal style.

  Assessment criteria - grade 5

  Excellent 5
  You produce new perspectives or new knowledge about leadership and emotional intelligence for your own organisation. You assess and interpret critically the development of professional fields and international research knowledge on leadership. You define the key concepts related to the specialised competence in theories of leadership in relation to one other. You show development responsibility for increasing new knowledge and practices in your own professional field and for goal-oriented learning in your own organisation from the leadership point of view. You create a plan to test how your own emotional intelligence or that of your organisation can be improved. You lead a research, development or innovation project in which you produce and analyse new knowledge and revise operating practices in the changing operating environment of your field. You assess, analyse, compare and substantiate the leadership and emotional intelligence development process, its outcome and its action proposals that are linked to the set objectives and criteria. You reflect upon leadership and ethicality at the societal level. You assess the development of your own leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  E-learning, assignments, small group work, independent work and literature.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Goleman, D. 1999. Tunneäly työelämässä. Otava tai
  Goleman, D. 2005. Emotional intelligence. Bantam Books tai
  Goleman, D. 2007. Sosiaalinen äly. Otava.
  Pitkänen, L. 2017. Nuorten johtajien eettiset profiilit - Q-metodologinen tutkimus eettisestä johtajuudesta uuden sukupolven määrittämänä. Acta Wasaensia, 385.
  Rakentavan dialogin käytännön taidot. https://www.eratauko.fi/
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Hallinnon tutkimus tai Työelämän tutkimus -lehdistä.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  07.09.2020 - 30.11.2020

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  Opintojakso toteutetaan kokonaan verkossa.
  Opintojakson webinaarit: Zoom: https://jamk.zoom.us/j/5336040602
  30.9. klo 17-18.30
  3.11. klo 17-19
  2.12. klo 17-19 (not translated)

  Groups

  • YSY20SJ
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • ZJA20SSYK
  • ZJA20SSYM
  • ZJA20SSYS
  • ZJA20SSYT

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 40

  Assessment methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Research-based Development (YZZZ0110-3005),
       07.09.2020 – 18.12.2020,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Base line online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Riitta Räsänen, Sirpa Tuomi

  Exam dates and re-exam possibilities

  Material for online exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy. eKirjana TamPub- julkaisuissa http://urn.fi/URN:ISBN:978-951-44-7732-4
  It is recommended that the online exam be taken as soon as the online learning environment opens.
  An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

  Timing

  07.09.2020 - 18.12.2020

  Learning assignments and student workload

  - recorded online lectures 5 h
  - webinars 10 h
  - learning tasks 40 h
  - studying the course material 40 h
  - preparation for the exam 40 h
  Total 135 hours.

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  Online Implementation:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 3 webinars on September, October and November. Dates will be informed later.

  Groups

  • YSY20ST
  • YSY20SK
  • ZJA20SSYT
  • ZJA20SSYV

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  15 - 25

  Assessment methods

  Avoin amk hyvinvointiyksikön polkupaikkoja 15
  Edufutura paikkoja 5 (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Expertise and Leadership in Health Promotion (YSEA0200-3001),
       31.08.2020 – 18.12.2020,  5 cr  (YSY19ST) — Online learning +-
  Learning outcomes of the course

  Purpose
  The purpose is that you get the ability to act as an expert to require health and well-being of public, private and non-governmental organizations. You will learn to lead and coordinate well-being and health promotion activities in a variety of organizations and stakeholder engagement.
  
  Competencies:
  Ethical competence
  Entrepreneurship, Innovation and working community competence
  Expertise in health promotion
  
  Learning outcomes
  After completing the course, you are aware of the international requirements for health and well-being expertise and strategic management of health promotion. You are capable of critically assessing your own expertise in promotion of health and well-being, striving for its continuous development, dialogical learning and sharing expertise. You can assess in a future-oriented and critical manner the changes in your own sector and services and their impact on health promotion activities. You can activate and collaborate with networks and stakeholders to promote the implementation of a health promotion strategy and evidence-based actions. You can utilize evidence-based health promotion management tools in the development and management of health promotion activities.

  Course contents

  Expertise in health promotion management
  Health promotion strategies and programme
  Network and stakeholder collaboration in health promotion management
  Evidence-based health promotion management tools

  Assessment criteria

  Assessment criteria, passed/failed

  Passing the course
  The student is able to critically evaluate his or her own health promotion expertise according to the international assessment criteria and to present his or her own development targets in health promotion competence. During the course the student demonstrates the ability to learn together and share expertise. He or she examines changes in his field of activity and services, and their impact on health promotion and management, in a future-oriented and critical way. The student knows what kind of networks and stakeholders are involved in health promotion activities in his or her field of activity. He or she will adopt a variety of networking and stakeholder engagement and collaborative working methods to help implement the health promotion strategy and develop research-based activities. Students will be able to use research-based health promotion management tools to develop and lead well-being and health promotion activities in public, private or non-governmental organizations.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  The course is implemented entirely online. Guidance and feedback takes place in an e-learning environment.
  
  The course has recorded online lectures with test questions as learning assignments.
  
  Dialogical learning and peer support, especially in course webinars and small group assignments
  
  Health promotion expert’s blog or vlogi text for a website
  
  Reflective assessment of one's own health promotion expertise in accordance with international accreditation criteria (IUHPE Health Promotion Practitioner accreditation criteria)
  
  Knowledge tests

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Green, J., Cross, R. Woodall, J. & Tones, K. 2019. Health promotion: planning and strategies. Los Angeles: Sage. (Health public policy, Mass communication, Working with communities, Settings for health)
  
  IUHPE health promotion accreditation system. Health Promotion Practitioner. https://www.iuhpe.org/index.php/en/the-accreditation-system
  
  Jalava, M. 2017. Sidosryhmien kartoitus ja sidosryhmäsuhteiden hallinta. Kandidaatintyö. Lappeenrannan teknillinen yliopisto, tuotantotalous. http://urn.fi/URN:NBN:fi-fe201705156414
  
  Melkas, T. 2013. Health in all policies as a priority in Finnish health policy: A case study on national health policy development. Scandinavian Journal of Public Health. Viitattu 7.12.2018. https://doi.org/10.1177/1403494812472296
  
  Ottawa Charter. 1986. WHO. https://www.who.int/healthpromotion/conferences/previous/ottawa/en/
  
  Stakeholder engagement. 2014. RICS guidance not.e. 1st edition
  https://www.apm.org.uk/media/6673/stakeholder_engagement_1st_edition_pgguidance_2014.pdf
  
  Terveyden edistämisen laatusuositus. 2006. STM julkaisuja 2006:19. Terveyden edistämisen
  laatusuositus. 2006. STM julkaisuja 2006:19. http://urn.fi/URN:NBN:fi-fe201504226805
  
  Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa. 2011. Toim. S. Sundqvist & L. Oulasvirta. Kuntaliitto. http://shop.kuntaliitto.fi/product_details.php?p=2572
  
  TEA-viisari. 2019. Terveyden ja hyvinvoininlaitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Hyvinvointijohtaminen kunnassa. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Terveyden ja hyvinvoinnin kansalliset suositukset ja ohjelmat opiskelijan oman asiantuntijuusalueen mukaan.
  
  
  PODCASTs AND VIDEOS:
  Podcast: Vaikutusten ennakkoarvioinnilla kestäviä päätöksiä. Kuntaliitto (23:42) https://www.kuntaliitto.fi/podcast-vaikutusten-ennakkoarvioinnilla-kestavia-paatoksia
  
  Tietojen hyödyntäminen suunnittelussa ja johtamisessa. 2019. Verkkokoulutus. Terveyden ja hyvinvoinnin laitos. https://verkkokoulut.thl.fi/web/tietojen-hyodyntaminen
  
  
  WEBPAGES - applicable parts
  Hyvinvoinnin ja terveyden edistämisen johtaminen. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Health Impact Assessment. WHO/Europe. http://www.euro.who.int/en/health-topics/environment-and-health/health-impact-assessment
  
  Päätösten vaikutusten ennakkoarviointi (EVAUS). 2019. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/hyvinvointijohtaminen/paatosten-vaikutusten-ennakkoarviointi
  
  WHO Health Promotion. https://www.who.int/health-topics/health-promotion#tab=tab_1
  
  EuroHealthNet. https://eurohealthnet.eu/

  Lecturer(s)

  Emilia Lahdenperä, Sirpa Tuomi

  Working life cooperation

  In this course we have alumni visits.

  Timing

  31.08.2020 - 18.12.2020

  Learning assignments and student workload

  Webinars (incl. pre- and post-studies) 12 hours
  Online lectures and knowledge tests 6 hours
  Self-assessment by using IUHPE accreditation criteria and video presentation 6 hours
  Learning tasks and tests 54 hours
  Independent studies 57 hours
  Total 135 hours

  Enrollment

  03.08.2020 - 30.08.2020

  Content scheduling

  The eLearning environment is modular, each module takes 2-3 weeks to complete.
  M1: Expertise in health promotion management
  M2: Health promotion strategies and programs
  M3: Network and stakeholder collaboration in health promotion management
  M4: Evidence-based tools for health promotion management
  
  Each module has one webinar.

  Groups

  • YSY19ST

  Seats

  15 - 30

  Assessment methods

  Assessment is a developmental assessment based on the competences and learning outcomes of the course. A key role is your own reflective self-assessment of the development of your competencies. Peer review will support you in health promotion expertise and leadership competence development.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Professional Ethics (YSZY0210-3001),
       01.09.2020 – 18.12.2020,  5 cr  (YSV19S1, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course is to strengthen participants’ ethical knowledge and skills by helping them to reflect, analyse and understand ethical dilemmas occurring in professional practice. Another purpose is to examine general ethical principles and a set of standards adopted by professional communities in health and social care and review their effect on opinion and decision-making of professionals.
  
  Competences:
  Ethical competence
  Internationalisation and communications competence
  
  Learning objectives:
  At the end of the course, you are able to differentiate among values, morals, ethical guidelines and the law and recognize how they effect on professional practice. You have an ability to identify, critically analyse and discuss a wide variety of issues related to ethical dilemmas within your professional practice. In addition, you can apply ethical decision-making processes and generate solutions to conflicts arising in professional practice.

  Course contents

  Introduction to Professional Ethics
  Law and Ethics
  Ethical issues in professional practice
  Ethical decision-making
  Professional competency and autonomy

  Assessment criteria

  Assessment criteria, passed/failed

  Approved S:
  Student identifies main differences between values, morals, guidelines and the law and can explain what is their impact on her or his own professional field of practice. Student demonstrates ability to discuss ethical dilemmas in a critical manner with fellow students. Student applies decision-making and problem-solving knowledge and skills during the course.

  ---

  Language of instruction

  English

  Planned learning activities, teaching methods and guidance

  Online learning:
  Live webinars: 12 hours (6 x 2 hours)
  Independent studies: 123 hours
  
  Assignments:
  Discussion group participation: pass-fail (group feedback, teacher feedback)
  Case analyses paper: pass-fail (teacher feedback)
  Self-evaluation: pass-fail

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Shaping an Ethical Workplace Culture. 2013. SHRM Foundation’s Effective Practice Guidelines Series. Sponsored by Briggs and Morgan, P.A., The Kenrich Group LLC. Available online: https://www.shrm.org/hr-today/trends-and-forecasting/special-reports-and-expert-views/Documents/Ethical-Workplace-Culture.pdf
  
  Monrouxe, L., & Rees, C. E. 2017. Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas. Wiley-Blackwell.
  
  Hopia, H., Lottes, I. & Kanne, M. 2016. Ethical Concerns and Dilemmas of Finnish and Dutch Health Professionals. Nursing Ethics, 23(6), 659–673. doi: 10.1177/0969733015579311

  Lecturer(s)

  Hanna Hopia

  Working life cooperation

  The content of the course will be based partly upon an integration of students' experiences with moral issues and ethical dilemmas arising from professional practice.

  Timing

  01.09.2020 - 18.12.2020

  Learning assignments and student workload

  Live webinars: 12 hours
  Discussion group participation assignment: 50 hours
  Case analyses paper assignment: 60 hours
  Self-evaluation: 13 hours

  Enrollment

  03.08.2020 - 30.08.2020

  Content scheduling

  Live webinars will be realized as follows. Note: Mandatory participation.
  
  1. Webinar: 14.9.2020 Monday 6-8 pm Helsinki time (Introduction to Professional Ethics)
  2. Webinar: 28.9.2020 Monday 6-8 pm Helsinki time (Laws and Ethics)
  3. Webinar: 5.10.2020 Monday 6-8 pm Helsinki time (Ethical issues in professional practice and decision-making I)
  4. Webinar: 19.10.2020 Monday 6-8 pm Helsinki time (Ethical issues in professional practice and decision-making II)
  5. Webinar: 2.11.2020 Monday 6-8 pm Helsinki time (Ethical case analyses)
  6. Webinar: 16.11.2020 Monday 6-8 pm Helsinki time (Professional competency and autonomy)

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Seats

  10 - 20

  Assessment methods

  Group evaluation
  Evaluation given by a teacher
  Self-evaluation

  Degree Programme

  Master's Degree Programme in Sport and Exercise Physiotherapy, Master's Degree Programme in Health Care and Social Services Development and Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Research-based Development (YZZZ0110-3009),
       07.09.2020 – 18.12.2020,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Base line online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts, or lectures in class

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Riitta Räsänen, Sirpa Tuomi

  Exam dates and re-exam possibilities

  It is recommended that the online exam be taken as soon as the online learning environment opens.
  An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

  Timing

  07.09.2020 - 18.12.2020

  Learning assignments and student workload

  - online lectures 5 h
  - webinars 10 h
  - learning tasks 40 h
  - studying the course material 40 h
  - preparation for the exam 40 h
  Total 135 hours.

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  Online Implementation:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 3 webinars, dates will be informed later.

  Groups

  • YSY20SM
  • YSY20SK
  • ZJA20SSYM

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  15 - 30

  Assessment methods

  Avoin amk sote polkupaikkoja 5
  CampusOnline paikkoja 5
  Edufutura paikkoja 5 (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Research-based Development (YZZZ0110-3010),
       15.02.2021 – 31.05.2021,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activitvities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.
  .

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combiningn study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: Elevator speech, essays
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.
  
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Tapio Mäkelä, Sirpa Tuomi

  Exam dates and re-exam possibilities

  It is recommended that the online exam be taken as soon as the online learning environment opens.
  
  An unsuccessful online exam can be taken for the first time in the following month, and a second re-opportunity opens in the following month.

  Timing

  15.02.2021 - 31.05.2021

  Learning assignments and student workload

  - recorded online lectures 5 h
  - webinars 10 h
  - learning tasks 40 h
  - studying the course material 40 h
  - preparation for the exam 40 h
  Total 135 hours.

  Enrollment

  02.11.2020 - 30.11.2020

  Content scheduling

  Online Implementation in Moodle:
  Presenting on the online discussion platform is also a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.
  The course is modular, where it takes 2-3 weeks to complete the materials and learning tasks of the modules.
  
  The course has 3 webinars, dates will be informed later..

  Groups

  • YSY20ST
  • YSY20SM
  • YSY20SK
  • YSY20SJ
  • ZJA20SSYK

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification
  of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  15 - 40

  Assessment methods

  Assessment Methods:
  Reflective self-assessment
  Peer assessment
  Summative assessment

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Developing Expertise in the Mental Health and Substance Abuse Care (YSSK0101-3001),
       01.09.2020 – 18.12.2020,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The aim of this course is to develop understanding of the expertise in mental health and substance abuse care and the factors that influence to it.
  
  After the course you will be able to critically evaluate and develop your own expert identity in the field of mental health and substance abuse care, as well as critically evaluate and develop your own work and the functions of the work communities in your own expertise area. You will be able to analyze extensively and profoundly the development of the mental health and substance abuse service system. In addition, you will be able to critically and extensively analyze development needs in your own field of practice and you are able to lead development processes in an ethical and cost-effective way.

  Course contents

  - Developing the identity as an expert, development of the critical thinking and ethical reflection, reinforcement of reflective manner of working, importance of a clinical supervision
  - Developing work and function: leading the change, evidence-based interventions, example Safewards
  - Quality, cost-effectiveness, changing service system
  - Leading the development processes in a high quality and ethical manner

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opintojakson arvosana muodostuu opintojakson kirjallisen tehtävän perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 1 tai 2 kykenet hakemaan tietoa opintojakson aihealueeseen liittyen ja käyttämään kansallisia ja kansainvälisiä lähteitä. Kykenet soveltamaan kuvailevalla tasolla keräämäänsä tietoa nykyisten käytäntöjen ja toimintatapojen tarkastelussa, mutta et osoita aihealueen kriittistä arviointia. Osallistumisesi opintojaksolle on vaihtelevaa ja kirjallisissa tehtävissä tuotat vain osin tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 3 and 4

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 3 tai 4 kykenet hakemaan näyttöön perustuvaa tietoa sekä kansallisista, että kansainvälisistä tietolähteistä sekä arvioimaan lähteitä kriittisellä otteella. Osaat tehdä analyysiä ja synteesiä aihealueesta ja osoitat kykeneväsi käyttämään hankkimaasi tietoa nykyisten toimintatapojen kriittisessä arvioinnissa ja kehittämisessä. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 5

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 5 kykenet hakemaan näyttöön perustuvaa tietoa useista kansallisista ja kansainvälisistä tiedonlähteistä, arvioimaan tutkimuksia kriittisellä otteella ja muodostamaan kerätystä tiedosta synteesin. Osoitat syvällisen näkemyksen aihealueesta ja kykenet kriittisesti arvioimaan nykyisiä käytäntöjä ja luomaan uusia, tutkimukseen perustuvia toimintatapoja. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat selkeää, tutkimusperustaista asiantuntijatekstiä. (not translated)

  ---

  Language of instruction

  Finnish

  Location and time

  8.-9.10.2020
  SAMK, Pori

  Planned learning activities, teaching methods and guidance

  Pre-assignment, two consecutive intensive days in Pori (includes lectures, group works), written assignment

  Lecturer(s)

  Katja Raitio

  Learning materials and recommended literature

  Ennis, G., Happel, B & Reid-Searl, K. 2015. Enabling professional development in mental health nursing: the role of clinical leadership. http://doi.org/10.1111/jpm.12221.
  Santos, J.C. & Cutcliffe, J.R. 2018. European Psychiatric/ Mental Health Nursing in 21st Century. A Person-Centered Evidence-based Approach. Springer. Luvut 2, 3, 10, 11 ja 35.
  Syvänen,S., Kasvio A., Loppela K., Lundell, S., Tappura, S. & Tikkamäki, K. 2012. Dialoginen johtaminen innovatiivisuuden tekijänä. Työterveyslaitos. http://urn.fi/URN:ISBN:978-952-261-185-7.
  Wahlbeck, K. ym. 2018. Toimivat mielenterveys- ja päihdepalvelut. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja: 98/2017. www.julkari.fi/handle/10024/136063.

  Lecturer(s)

  Katja Raitio

  Timing

  01.09.2020 - 18.12.2020

  Learning assignments and student workload

  Pre-assignment 1 ect, intensive days 1 ect, written assignment 3 ect

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment will be given during the intensive days.

  Groups

  • YSY20ST
  • YSY20SK
  • YSY18SK
  • YSY18ST
  • YSY19ST

  Seats

  0 - 20

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  TA50 - Terveysala
• Multidisciplinary knowledge and interprofessional collaboration in Palliative care (YSAP0106-3001),
       01.09.2020 – 31.12.2020,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  The student
  - participates in ethical discussions in multidisciplinary and scientific networks.
  - conducts ethically high-standard activities in palliative care, ensuring the best interest of the patient and his/her next of kin.
  - develops a multidisciplinary and -professional approach to palliative care, highlighting the value base of one's discipline and care, and the perspective of knowledge and research as part of multidisciplinary and professional collaboration.
  - evaluates multiprofessional co-operation in palliative care and defines ways to develop collaboration using multiprofessional collaborative methods.
  develops the expertise of different professionals in his/her organization, utilizing practices that support multiprofessional co-operation and well-being at work, as well as the development of expertise.
  - is part of the palliative care network and is committed to its continuous maintenance and development
  - enhances dissemination and utilization of evidence-based practice in regional, national and international multiprofessional health-related networks.

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

  Quality of life and good life; Networking as a form of working life collaboration; Teamwork, group dynamics and leadership in expert work; Developing, organizing and coordinating multi-professional work in palliative care; Consulting practices, negotiation skills, and support in team conflict situations; Utilizing work community skills and promoting well-being at work; atient and his/her next of kin as part of expert activity

  Assessment criteria

  Assessment criteria, passed/failed

  Hyväksytty S:
  Opiskelija:
  - Osaa tarkastella ja analysoida perustellen moniammatillisuuden ja monitieteisen tietoperustan merkitystä palliatiivisessa hoidossa. Opiskelija hyödyntää reflektoinnissa kansallista ja kansainvälistä tutkimus- ja asiantuntijatietoa.
  - Osaa kuvata oman roolinsa ja vastuunsa moniammatillisen tiimin jäsenenä palliatiivisessa ja saattohoidossa. Tunnistaa toisten tiimin jäsenten ja asiakkaan / potilaan roolin yhteistyössä ja jaetussa päätöksenteossa ihmislähtöistä palliatiivista hoitoa toteutettaessa.
  - Osaa laatia suunnitelman moniammatillisen tiimin toiminnasta palliatiivisessa hoidossa, sekä analysoida kriittisesti tiimin toimintaa, sen jäsenten rooleja ja tiimin johtamista. Opiskelija hyödyntää reflektoinnissa kansallista ja kansainvälistä tutkimus- ja asiantuntijatietoa.
  - Ymmärtää konfliktien ratkaisutaitojen merkityksen tiimin toiminnalle ja omalle työhyvinvoinnilleen ja osaa soveltaa taitoja kuvatessaan omaa toimintaansa.
  - Osaa reflektoida oman asiantuntijuutensa kehittymistä palliatiivisen ja saattohoidon moniammatillisen tiimin jäsenenä.
  - Osallistuu aktiivisesti palliatiivisen hoidon verkoston luomiseen ja käy eettisesti korkeatasoista keskustelua sen suunnitteluprosessissa. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Distance learning in an eLearning environment, recorded video lectures, webinars, learning assignments (online discussion, professional network, work develoment) and independent study.

  Lecturer(s)

  Merja Kurunsaari

  Learning materials and recommended literature

  - Kuorilehto, R. 2014. Moniasiantuntijuus sosiaali- ja terveydenhuollon perhetyössä. Väitöskirja. Oulu: Oulun yliopisto.
  - Palliatiivinen hoito ja saattohoito, Käypähoito -suositus. 2019. Suomalaisen Lääkäriseuran Duodecimin ja Suomen Palliatiivisen Lääketieteen yhdistyksen asettama työryhmä. Helsinki: Suomalainen Lääkäriseura Duodecim, Saatavilla Internetissä: www.käypähoito.fi
  - Palliatiivisen hoidon hyvät käytännöt, 2018. Toim. T. Saarto, J. Hänninen, R. Antikainen & A. Vainio. Helsinki: Duodecim
  - Izumi, S. 2019. Advance Care Planning. Teoksessa Oxford Textbook of palliative Nursing. Toim. B. R. Ferrel ja JA. Paice. 5th edition. Oxford university press, 79-86.
  - Mazanec, P., Reimer, R., Bullington, J., Coyne, PJ., Harris, H., Dubois, McC., Rogers, C. & Aron, J. 2019. Interdiciplinary Palliative Care Teams, Specialists in Delivering Palliative Care. Teoksessa Oxford Textbook of palliative Nursing. Toim. B. R. Ferrel ja JA. Paice. 5th edition. Oxford university press, 89-97.
  - Wittenberg, E. & Sun, V. 2016. Interdiciplinary Team Collaboration and the Provision of Spiritual Care. Teoksessa Advanced Practice Palliative Nursing. Toim. C. Dahlin, P. J. Coyne & Ferrel, B. R. Oxford University Press. 454- 460.

  Lecturer(s)

  Merja Kurunsaari

  Working life cooperation

  The course utilizes working life experts and experience peer experts in online lectures.

  Timing

  01.09.2020 - 31.12.2020

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  The e-learning environment of the course opens on 2.9.
  For new students, programme starts 2.9. from 13-14 in the webinar and
  introduction of the course is 11.9. from 14.30-16.00 for everyone
  
  A more detailed schedule will be described later.

  Groups

  • YSY20ST
  • YSV19S1
  • YSY20SK
  • YSY20SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  0 - 15

  Assessment methods

  Avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Evidence-based Knowledge Management and Development in Palliative Care (YSAP0108-3001),
       14.09.2020 – 11.12.2020,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  The student
  explains the organisation of palliative care at a regional, national and international level.
  
  applies the core knowledge base for the development and management of palliative care.
  
  develops and manages palliative care based on the values and principles of the organisation’s strategy.
  
  assesses and develops person-centred palliative care based on ethical values and evidence.
  
  considers the constraints and specific issues of research on palliative care when doing research and development.
  
  assesses analytically and critically the meaning of personnel resources and well-being at work as a quality factor in palliative care.

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

  Organization of palliative care and the social and health care system
  
  Knowledge base of person-centred expertise and leadership in palliative care
  
  The values behind the organisation's strategies and their importance for development and management
  
  Personnel expertise as the basis for person-centred palliative care
  
  Occupational well-being and methods to support the well-being
  
  Evidence-based R&D activities and the special features in the palliative care context

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opiskelija
  - tietää palliatiivisen hoidon järjestämisen tasot ja pyrkii peilaamaan niitä sekä niiden edellyttämää henkilöstön osaamisen kehittämisen tarpeita organisaation strategiaan, arvoihin ja periaatteisiin
  - osaa perustella palliatiivisen hoidon kehittämistarpeita tulevaisuusorientoituneesti yhteistyössä organisaation toimijoiden ja alan asiantuntijoiden kanssa
  - osaa kartoittaa palliatiivisen hoidon tarpeisiin perustuvaa henkilöstön osaamista ja laatii henkilöstön osaamisen kehittymissuunnitelman
  - pyrkii arvioimaan henkilöstön osaamisen kehittymissuunnitelmaa
  - pyrkii huomioimaan tutkimus- ja kehittämistoiminnassa palliatiivisen hoidon kontekstin erityispiirteet
  - pyrkii kehittämään ja johtamaan hoitohenkilöstön työhyvinvointia (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3 - Kiitettävä 4
  Opiskelija
  - tietää palliatiivisen hoidon järjestämisen tasot ja peilaa niitä sekä niiden edellyttämää henkilöstön osaamisen kehittämisen tarpeita organisaation strategiaa, arvoja ja periaatteita sekä osin yhteiskunnallisia ja tulevaisuuden ennusteita hyödyntäen
  - osaa perustella palliatiivisen hoidon kehittämistarpeita tulevaisuusorientoituneesti yhteistyössä organisaation toimijoiden ja alan asiantuntijoiden kanssa sekä integroi ne toimintakontekstiin, yhteiskunnalliseen kontekstiin ja koulutusalan aikaisempaan tietoperustaan
  - osaa kartoittaa palliatiivisen hoidon tarpeisiin perustuvaa henkilöstön osaamista ja laatii hyödynnettävissä olevan henkilöstön osaamisen kehittymissuunnitelman
  - osaa arvioida henkilöstön osaamisen kehittymissuunnitelmaa ja pyrkii kehittämään sitä organisaation arvoja, periaatteita ja tarpeita palvelevaksi
  - osaa ottaa huomioon tutkimus- ja kehittämistoiminnassa palliatiivisen hoidon kontekstin erityispiirteet
  - osaa kehittää ja johtaa hoitohenkilöstön työhyvinvointia hallitusti (not translated)

  Assessment criteria - grade 5

  Opiskelija
  - osaa tarkastella palliatiivisen hoidon järjestämisen tasoja peilaten niitä ja niiden edellyttämää henkilöstön osaamisen kehittämisen tarpeita innovatiivisesti organisaation strategiaa, arvoja ja periaatteita sekä yhteiskunnallisia ja tulevaisuuden ennusteita hyödyntäen
  - osaa analysoida ja perustella palliatiivisen hoidon kehittämistarpeita tulevaisuusorientoituneesti yhteistyössä organisaation toimijoiden ja alan asiantuntijoiden kanssa sekä integroi ne toimintakontekstiin, yhteiskunnalliseen kontekstiin ja koulutusalan aikaisempaan tietoperustaan
  - osaa laatia palliatiivisen hoidon tarpeisiin perustuvan suunnitelmallisen, jäsennellyn ja hyödynnettävissä olevan henkilöstön osaamisen kehittymissuunnitelman
  - osaa arvioida kriittisesti henkilöstön osaamisen kehittymissuunnitelmaa ja kehittää sitä organisaation arvoja, periaatteita ja tarpeita tukevaksi
  - osaa ottaa huomioon tutkimus- ja kehittämistoiminnassa palliatiivisen hoidon kontekstin erityispiirteet
  - osaa kehittää ja johtaa hoitohenkilöstön työhyvinvointia näyttöön perustuen (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Recorded online lectures, webinars, learning assignments, peer discussion, guided independent studies

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Oppimateriaali ja kirjallisuus ilmoitetaan myöhemmin. (not translated)

  Lecturer(s)

  Annina Kangas-Niemi, Sirpa Tuomi

  Timing

  14.09.2020 - 11.12.2020

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  The course starts on 14.9.2020, when the introductory webinar from 15.00 to 16.30;
  Lectures and learning task A by 30.10., peer feedback and discussion by 13.11. and self-assessment by 20.11.; Lectures and learning task B by 27.11., peer feedback by 3.12. and self-assessment 9.12.; Overall assessment of the course and feedback by 10.12. Closing webinar on 11.12.2020.

  Groups

  • YSY20ST
  • YSV19S1
  • YSY20SK
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  0 - 15

  Assessment methods

  The whole course is evaluated on a numerical scale failed (0) / satisfactory (1) - commendable (5). The assessment of the course is based on the overall assessment made by the teacher.
  
  The assessment of the course consists of the following learning tasks:
  A. Evidence-based competence management and development in palliative care (separate instruction in Moodle under Learning Tasks and their Return) Assessment Rejected (0) / Satisfactory (1) - Commendable (5).
  B. Learning task related to well-being at work (separate instruction in Moodle under Learning tasks and their return) Assessment rejected (0) / satisfactory (1) - commendable (5).
  
  The overall grade of the course emphasizes learning task A.
  The overall assessment also includes the fact that the student has made self- and peer assessments and participated in peer discussion in learning task A. In addition, the student has told / given final feedback.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Maturity Test (YTZZ0601-3003),
       01.08.2020 – 30.05.2022,  (YSY18SM, ...) — Online learning +-
  Learning outcomes of the course

  The students demonstrate mastery of their field and good proficiency in Finnish or Swedish. Students who have completed their education in a language other than Finnish can take the maturity test in Finnish or in the language of instruction.

  Prerequisites and co-requisites

  The master's thesis is being assessed.

  Course contents

  Media bulletin concernig the Master¿s thesis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The supervisor of the master's thesis will assess content and language of media bulletin.
  
  The maturity test is graded pass or fail.
  
  Note: To pass the test, the length must be 3000¿3500 characters.
  
  Things assessed in the text:
  
  1. Content: comprehensibility of the bulletin, key results of the thesis and its usefulness to the field, and competent treatment
  2. Language: independence of the text (the content of the bulletin is understandable even if the reader has not read the thesis), consistency of the treatment (the structure of a bulletin), good formal style and error-free language and spelling.
  
  Pass(S):
  The content of media bulletin corresponds master's thesis content and language is acceptable in formal style.
  
  Fail (0):
  The maturity test does not fulfill Pass level criteria or the title is missing or it is written in I form.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Independent study, media bulletin will be published in jamk.fi

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  - Your own master´s thesis
  - JAMK open course material Internal Bulletin as a Maturity Tes

  Lecturer(s)

  Jaana Ritsilä, Tiina Kuukkanen, Tapio Mäkelä, Sari Järvinen, Asta Suomi, Mari Punna, Irmeli Matilainen, Kari Jaatinen, Hannele Tyrväinen, Riitta Räsänen, Katja Raitio, Sanna Sihvonen, Sirpa Tuomi

  Timing

  01.08.2020 - 30.05.2022

  Learning assignments and student workload

  - Preparation for a maturity test 3 hours
  - Writing a maturity test for 3 hours

  Enrollment

  01.08.2020 - 30.04.2022

  Groups

  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSV18S1

  Seats

  0 - 100

  Assessment methods

  The supervisor of the master's thesis will assess content and language of media bulletin.

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Unit

  TA50 - Terveysala
• Maturity Test (YTZZ0601-3004),
       01.08.2020 – 31.05.2023,  (YSV19S1, ...) — Online learning +-
  Learning outcomes of the course

  The students demonstrate mastery of their field and good proficiency in Finnish or Swedish. Students who have completed their education in a language other than Finnish can take the maturity test in Finnish or in the language of instruction.

  Prerequisites and co-requisites

  The master's thesis is being assessed.

  Course contents

  Media bulletin concernig the Master¿s thesis

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The supervisor of the master's thesis will assess content and language of media bulletin.
  
  The maturity test is graded pass or fail.
  
  Note: To pass the test, the length must be 3000¿3500 characters.
  
  Things assessed in the text:
  
  1. Content: comprehensibility of the bulletin, key results of the thesis and its usefulness to the field, and competent treatment
  2. Language: independence of the text (the content of the bulletin is understandable even if the reader has not read the thesis), consistency of the treatment (the structure of a bulletin), good formal style and error-free language and spelling.
  
  Pass(S):
  The content of media bulletin corresponds master's thesis content and language is acceptable in formal style.
  
  Fail (0):
  The maturity test does not fulfill Pass level criteria or the title is missing or it is written in I form.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Independent study, media bulletin will be published in jamk.fi

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Your own master´s thesis
  JAMK open course material Internal Bulletin as a Maturity Tes

  Lecturer(s)

  Tiina Kuukkanen, Asta Suomi, Sari Järvinen, Tapio Mäkelä, Riitta Räsänen, Katja Raitio, Sanna Sihvonen, Sirpa Tuomi, Irmeli Matilainen, Hanna Hopia, Kari Jaatinen, Hannele Tyrväinen

  Timing

  01.08.2020 - 31.05.2023

  Learning assignments and student workload

  - Preparation for a maturity test 3 hours
  - Writing a maturity test for 3 hours

  Enrollment

  01.08.2020 - 30.04.2023

  Groups

  • YSV19S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YKM19S1

  Seats

  0 - 100

  Assessment methods

  The supervisor of the master's thesis will assess content and language of media bulletin.

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Unit

  Hyvinvointiyksikkö
• Development of Advanced Clinical Practitioner role in Palliative Care (YSAP0101-3001),
       07.09.2020 – 18.12.2020,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  The student
  • understands international and national competence requirements of advanced clinical practice in palliative care and evaluates them critically in diverse environments.
  
  • recognizes the strengths and development needs of his/her expertise and advanced clinical competencies in palliative care and, based on these, creates a personal development and learning plan.
  
  • evaluates critically and based on evidence changes in palliative care and services and their significance for his/her own and his/her work community’s competencies and development.
  
  • is committed to the continuous development of his/her own expertise, learning together and sharing expertise in multidisciplinary networks.
  
  • understands the philosophical and ethical foundations of palliative care in clinical decision-making in palliative care and promotes their realization in practice.

  Prerequisites and co-requisites

  The student has a basic level (A-level) competency in palliative care.

  Course contents

  • Roles of advanced nursing practice in health care, advanced nursing practice in palliative care, competence development and continuous learning
  • Evaluation of expertise and competencies in palliative care – starting point and development objectives
  • International and national guidelines and recommendations on palliative care and competencies in palliative care
  • The philosophical and ethical foundations of palliative care in clinical decision-making in palliative care
  • International and national trends and challenges in palliative care and their connections to the future competencies

  Assessment criteria

  Assessment criteria - grade 1 and 2

  S (Pass):
  The student understands the international and national competence requirements for palliative care expertise and utilizes them in assessing and developing his or her own expertise. She/he critically assesses, based on evidence, changes in palliative care and services, and their significance for competence and its development. Student actively participates in learning together and sharing expertise in multidisciplinary networks. She/he understands the philosophical and ethical foundations of palliative care in clinical decision-making in palliative care and promote their implementation in practice.
  
  0 (Fail):
  The student does not achieve the learning outcomes of the course knowledge at the passed level of the assessment criteria.

  Assessment criteria, passed/failed

  Hyväksytty
  Opiskelija ymmärtää palliatiivisen hoidon asiantuntijuuden kansainväliset ja kansalliset osaamisvaatimukset ja hyödyntää niitä oman asiantuntijuutensa arvioinnissa ja kehittämisessä. Hän arvioi kriittisesti ja näyttöön perustuen palliatiivisen hoidon ja palveluiden muutoksia sekä niiden merkitystä osaamiseen ja sen kehittämiseen. Opiskelija osallistuu aktiivisesti yhdessä oppimiseen ja asiantuntijuuden jakamiseen monialaisissa verkostoissa. Hän ymmärtää palliatiivisen hoidon filosofiset ja eettiset lähtökohdat kliinisessä päätöksenteossa palliatiivisessa hoidossa ja edistää niiden toteutumista käytännössä. (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  eLearning, webinars, learning tasks, recorded virtual lectures, online discussion, independent study

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  ETENE. 2003. Saattohoito – Valtakunnallisen terveydenhuollon eettisen neuvottelukunnan muistio. Työryhmäraportti. Viitattu 28.8.2019 https://etene.fi/documents/1429646/1559090/Työryhmän+raportti+saattohoidosta.pdf/
  
  Kotila, J., Axelin, A., Fageström, L., Flinkman, M., Heikkinen, K., Jokiniemi, K., Meretoja, R. & Suutarla, A. 2016. Sairaanhoitajien uudet työnkuvat – laatua tulevaisuuden sote-palveluihin. Sairaanhoitajat/Fioca e-julkaisu. Viitattu 1.5.2019. https://sairaanhoitajat.fi/2016/laajavastuinen-sairaanhoitaja-muuttaa-sote-palveluita/
  
  Oxford Textbook of Palliative Nursing. 2019. Toim. B. R. Ferrell & J. A. Paice. New York: Oxford University Press. Julkaistu myös e-kirjana. Section VII: Special Issues for Nurse in End-of-Life Care, 809-880. TAI
  
  Advanced Practice Palliative Nursing. 2016. Toim. Dahlin, C., Coyne, P. J. & Ferrell, B. R. New York: Oxford University Press. Part One: The Palliative Advanced Practice Registered Nurse, s. 3-56.
  
  Pihlainen, A. 2010. Hyvä saattohoito Suomessa. Asiantuntijakuulemiseen perustuvat saattohoitosuositukset. Sosiaali- ja terveysministeriön julkaisuja 2010:6. Helsinki: Sosiaali- ja terveysministeriö. Kappaleet; 1-3, 7-8. Viitattu 28.8.2019. http://urn.fi/URN:ISBN:978-952-00-3033-9
  
  Saarto, T. & Finne-Soveri, H. 2019. Palliatiivisen hoidon ja saattohoidon tila Suomessa. Alueellinen kartoitus ja suositusehdotukset laadun ja saatavuuden parantamiseksi. Sosiaali- ja terveysministeriön raportteja ja muistioita 2019:14. Viitattu 2.4.2019. http://urn.fi/URN:ISBN:978-952-00-4041-3
  
  Sairaanhoitajien uudet työnkuvat - laatua tulevaisuuden sote-palveluihin. 2016. Sairaanhoitajaliitto. https://sairaanhoitajat.fi/wp-content/uploads/2016/04/Laajavastuinen-sairaanhoitaja-muuttaa-sote-palveluita.pdf
  
  Yhtenäiset kiireettömän hoidon perusteet 2019. 2019. Sosiaali- ja terveysministeriön julkaisuja 2019:2. Helsinki: Sosiaali- ja terveysministeriö. Sivut 297-302. Viitattu 28.8.2019. http://urn.fi/URN:ISBN:978-952-00-4036-9
  
  Relevant articles will be informed later.

  Lecturer(s)

  Annina Kangas-Niemi, Sirpa Tuomi

  Exam dates and re-exam possibilities

  In Moodle.

  Timing

  07.09.2020 - 18.12.2020

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  The course progresses in modules, each with its own learning tasks.
  The course begins with an orientation of the expertise and competence of palliative care,
  the second module is an introduction to the regulations and recommendations of palliative care, the content of the third module focuses on the philosophical and ethical issues of palliative care, and the final aspect is an examination of trends and challenges in palliative care.

  Groups

  • YSY20ST
  • YSY20SK

  Seats

  0 - 15

  Assessment methods

  Avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Financial Management and Economic Assessment in Healthcare and Social Services (YSZZV700-3001),
       31.08.2020 – 18.12.2020,  5 cr  (YSV19S1, ...) — Online learning +-
  Learning outcomes of the course

  The student
  - becomes familiar with the key theories of financial management and economic evaluation in healthcare and social services and can apply them to different organizations.
  - displays the ability of critically analyzing the financial information of healthcare and social services in micro and macro levels.
  - recognizes the challenges of managerial finance and economic evaluation in health care and social services sector.
  - masters different types of economic evaluations in healthcare.
  - understands and can consider ethical issues in financial decision-making.
  - is able to assess, develop and perform economic evaluation based on financial data in healthcare organizations.

  Prerequisites and co-requisites

  The student has basic knowledge of the healthcare and social services management The student knows the structure and principles of healthcare and social services.

  Course contents

  - Introduction to healthcare and social services financial management
  - Financial condition analysis and forecasting
  - Theory of economic assessment in healthcare and social services
  - Cost Analysis in program evaluation

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the basic concepts and methods of financial management and economic evaluation in healthcare, guidance and follow-up. The student understands the basic mechanisms of economic assessment based on financial data of different healthcare organizations. The student knows some of the financial and economic indicators.
  
  Satisfactory 2
  The student is able to apply the basic concepts and methods of financial management and economic evaluation in healthcare, planning, guidance and follow-up in their work. The student is able to implement economic assessment based on financial data of different healthcare organizations. The student applies the financial and economic indicators for his/her work.

  Assessment criteria - grade 3 and 4

  Good 3
  Students master the basic concepts and methods of financial management and economic evaluation in healthcare, planning, guidance and follow-up and apply them in practical leadership. The student is in charge of economic assessment based on financial data of different healthcare organizations. The student analyzes key financial and economic indicators and understands their connection to evaluate the effectiveness of their operations.
  
  Very Good 4
  Students master the basic concepts and methods of financial management and economic evaluation in healthcare, planning, guidance and follow-up and are able to create plans based on them. The student is in charge of economic assessment based on financial data of different healthcare organizations. The student analyzes key financial and economic indicators and understands their connection to evaluate the effectiveness of their operations.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to master and understand the concepts and methods of financial management and economic evaluation in healthcare, planning, guidance and follow-up and can critically review them in supervisory work. The student is able to create economic assessment based on financial data of different healthcare organizations. The student is able to evaluate and critically examine the financial and economic indicators and apply them to evaluate the effectiveness of the activity.

  ---

  Language of instruction

  English
  Finnish
  

  Planned learning activities, teaching methods and guidance

  Total online course. Different kind of online learning tasks, online lectures

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  - Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. 2015. Talousohjaus ja kustannuslaskenta. Helsinki: Sanoma Pro. 2.-3. painos.
  - Gapenski, L. & Pink, G. 2015. Understanding healthcare financial management. AUPHA/HAP Book. USA: Health Administration Press.7th ed.(soveltuvin osin)
  - Folland, S., Goodman, A.C., Stano, M. 2017. The economics of health and health care, 7th edition. Abingdon, Oxon : Routledge, Taylor & Francis . 8th ed. (soveltuvin osin)
  - Tan-Torresedejer, T., Baltussen, R., Adam, T., Hutubessy, R., Acharya, A., Evans, D.B. & Murray, C.J.L. 2003. Making choices in health: WHO guide to cost-effectiveness analysis. Geneva: World Health Organization. eBook.
  
  Tukimateriaalia:
  - Berger, S. 2014. Fundamentals of health care financial management: A practical guide to fiscal issues and activities. Jossey-Bass & Pfeiffer Imprints, Wiley. 4th ed. (soveltuvin osin)
  - Phillips, C. 2005. Health economics: An introduction for health professionals. BMJ Books.

  Lecturer(s)

  Arshia Amiri, Sirpa Tuomi

  Timing

  31.08.2020 - 18.12.2020

  Learning assignments and student workload

  Verkko-opiskelu ja itsenäinen opiskelu 135 tuntia. (not translated)

  Enrollment

  10.08.2020 - 29.08.2020

  Groups

  • YSV19S1
  • YSY18SM
  • YSY18SK
  • YSY18ST
  • YSY18SJ
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 paikkaa
  Campus online 5 paikkaa (not translated)

  Degree Programme

  Master's Degree Programme in Project Management, Master's Degree Programme in Sport and Exercise Physiotherapy, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Master's Thesis (YZZON100-3008),
       01.08.2020 – 31.07.2024,  30 cr  (YLO20S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course
  The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.
  
  Course competencies
  Ethical competence
  Learning and information management skills
  Entrepreneurship, innovation and work community skills
  
  Course objectives
  You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

  Course contents

  Master's Thesis process and practices at JAMK
  Research ethics and responsible conduct of research
  Subject of thesis and electronic thesis topic proposal
  Systematic information seeking
  Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
  Research writing
  Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
  Written, oral or visual publication of the results of research or development work in a community of experts
  Finishing and assessment of the thesis and process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 3 and 4

  Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 5

  Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

  Further information

  Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

  ---

  Language of instruction

  Finnish

  Location and time

  Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor.

  Planned learning activities, teaching methods and guidance

  Small group and individual guidance held by the main supervisor online as both online and contact meetings
  Peer discussion and support
  Presentation of the thesis topic and plan in small group meetings
  Information seeking workshops held by an Information Specialist
  A separate implementation of research writing provided by the JAMK Language Center
  Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.
  
  Recommended Reading Material
  Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/
  
  Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

  Lecturer(s)

  Eero Aarresola, Sanna Nieminen

  Working life cooperation

  The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

  Campus

  Main Campus

  Timing

  01.08.2020 - 31.07.2024

  Learning assignments and student workload

  1. Thesis planning 189 hours (7 cr)
  - Information seeking workshops - carried out by an Information Specialist
  - Systematic information seeking and familiarization with source material independently
  - Writing and presenting a thesis plan and participating in small group and individual meetings
  - Management of agreements and necessary research permit issues
  
  2. Research writing conducted by JAMK Language Center 81 hours (3 cr)
  
  3. Implementation phase 270 hours (10 cr)
  - Empirical and functional phase, data collection and analysis
  - Participation in small group and individual meetings
  
  4. Thesis reporting and evaluation 270 hours (10 cr)
  - Thesis writing, presentation, evaluation, archiving and publishing
  
  Total 810 hours (30 cr, the workload of one credit is 27 hours)

  Content scheduling

  0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
  1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
  2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
  3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
  4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing

  Groups

  • YLO20S1
  • YTV20S1
  • YLO19S1
  • YTV19S1

  Seats

  0 - 500

  Assessment methods

  The thesis is assessed with separate thesis evaluation criteria.
  The main supervisor of the thesis provides developmental feedback throughout the thesis process.
  Assessment methods: self-assessment, thesis statement - host company or organisation, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of R&D studies

  30 cr

  Share of virtual studies

  25 cr

  Credits

  • 30 cr

  Unit

  Liiketoimintayksikkö
• Management and Leadership Expertise in Health Care and Social Services (YSJA0101-3001),
       05.09.2020 – 23.10.2020,  5 cr  (YSY20SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Course purpose
  In this course you will learn the basic concepts of administration and management, the various models of management, and the tools for administration and leadership in the health care and social services. The course will enhance your capabilities for management and leadership.
  
  Course competences
  Managerial competence
  Internationalization and communication competence
  Learning and information management competence
  
  Learning outcomes
  After completing this study module, you will identify the characteristics of leadership and management, manage the overall picture of leadership development, and you have a capacity to apply the features of newer leadership skills in to the practice.
  
  You will recognize the different roles of management and leadership and their importance for organizations in the field of health care and social services. You understand the importance of theoretical and research-based knowledge in explaining organizational behavior and utilize research- or evidence-based knowledge to practical situations.
  
  You understand the differences between different management models and recognize how social and health organizations accomplish their goals, how they organize their tasks, and how they interact with other public actors
  
  You are able to develop work community and understand the diversity and complexity of leadership and management tools. You master some management and leadership tools and enhance them in your development activities.

  Course contents

  Management expertise and how changes in health care and social services are linked to development of society
  How public administration is managed and what choices public sector organizations have to organize their tasks
  Organizational behavior and managerial roles and responsibilities within the work community
  Theoretical and practical foundations of management and administration as well as organizations
  Interfaces and differences between governance and management
  The most important concepts, areas and tools of management competence
  Diversifying environment and diversity management.
  New management mindset and future work community development
  Self-guided organizations and models
  The future role of the leader and the diverse work communities
  What kind of change management tools and approaches managers have at its disposal

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  Student describes management thinking based on theoretical knowledge base The student recognizes changes in the field of health care and social services and he or she knows some tools of management.
  
  Satisfactory 2
  The student understands the knowledge base of management thinking from the point of view of practice. The student describes the changes in the health care and social services environment and is able to report their effects and classify different management tools.

  Assessment criteria - grade 3 and 4

  Good 3
  The student applies the management knowledge base to practical management activities. The student recognizes changes in the health care and social services environment and highlights their impact on multidisciplinary and diverse cooperation.He or she uses different management tools and is able to explain their significance for the development of work communities.
  
  Very good 4
  The student analyzes practical management by utilizing the research- or evidence-based knowledge of management. The student demonstrates changes in the health care and social services environment and compare impact on multidisciplinary and diverse cooperation. The student analyzes different management tools and their significance for the development of work communities.

  Assessment criteria - grade 5

  Excellent 5
  Student utilizes research- or evidence-based knowledge to develop practical activities and their own leadership. He or she critically assesses the change in the business environment and is able to utilize new management thinking and tools for leadership in multidisciplinary and diverse cooperation. The student is able to evaluate and use critically different management tools and understand their importance in the development of work communities.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Blended learning, which utilizes a contact teaching, distance learning or online education, and self-study.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Asamani, JA., Naab, F., Ansah, AM. 2016. Leadership styles in nursing management: implications for staff outcomes. Journal of Health Sciences;6 (1):23-36. Available at: https://www.researchgate.net/publication/299414105_Leadership_styles_in_nursing_management_implications_for_staff_outcomes
  
  Ahonen, G., Husman, P., Ikonen, R., Juuti, P., Koho, A., Käpykangas, S., Laine, M., Larjomaa, E., Saarelma-Thiel, T., Saari, E. & Wallin, M. 2015. Julkista johtamista jalostamassa. Helsinki: Työterveyslaitos.
  
  Laloux, F. 2016. Reinventing organizations : an illustrated invitation to join the conversation on next-stage organizations. Brussels : Nelson Parker. (lyhennetty versio)
  
  Stenvall, J. & Virtanen, P. 2012. Sosiaali- ja terveyspalvelujen uudistaminen: kehittämisen mallit, toimintatavat ja periaatteet. Helsinki: Tietosanomat.
  
  Stenvall, J. & Virtanen, P. 2019. Julkinen johtaminen. 2, uudistettu laitos.Helsinki: Tietosanoma (not translated)

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Kirjallinen koe 21.10.2020.
  
  Uusintamahdollisuudet:
  To 05.11.20
  Ke 14.01.21 (not translated)

  Timing

  05.09.2020 - 23.10.2020

  Learning assignments and student workload

  Key lectures 13 hours - Written exam 3 hours, based on lectures and reading the study material 66 hours - portfolio and SWOT analysis on students' own competence in management - learning assignment 42 hours Total 5x27 hours = 135 hours

  Enrollment

  03.08.2020 - 05.09.2020

  Groups

  • YSY20SJ
  • ZJA20SSYS

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 35

  Assessment methods

  Avoin amk sote johtamisen polkuopiskelijat 5 paikkaa
  Arvionti:
  Tentti numeerinen arviointi
  Oppimistehtävät: palaute optimaan ja numeerinen arviointi (not translated)

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Administration and Decision-making in Health Care and Social Services (YSJA0102-3001),
       07.09.2020 – 18.12.2020,  5 cr  (YSY20SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you are able to act in accordance with the operating principles of good public administration in various administrative and decision-making situations in the social and health care sector.
  
  Learning Objective:
  
  The student
  - is familiar with the key concepts of public administration and decision-making, as well as legislation and systems for decision-making in the field of health care and social services.
  - is able to assess the factors influencing the decision-making in the field of health care and social services.
  - is able to perceive the importance of the structures, operating principles and actors of the health care and social service system, as well as the health and social policy in their area of expertise.
  - operates in accordance with the principles of good public administration.

  Course contents

  - Key concepts and principles of public administration and decision-making
  - Legislation and systems for decision-making in the field of health care and social services
  - The structures, principles and actors of the health care and social service system
  - Steering mechanisms for health care and social services.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the basics of governance and decision-making in the operating environment. The student recognizes some of the tools for administrative development. He/ she understands the principles of good governance.
  
  Satisfactory 2
  The student understands the basics of administration and decision making. He / she is able to think about the change in the operating environment in the context of health and social policy. The student recognizes and is able to use some development tools. The student recognizes decision-making processes in different operating environments.

  Assessment criteria - grade 3 and 4

  Good 3
  The student knows the basics of management and decision-making in the field of health care and social services. He / She is also familiar with some current issues in health and social policy. Based on these He/She is able to think about changes in the operating environment. The student knows and chooses the right tools for administrative development and decision-making. The student knows different methods to improve service processes. The student acts in accordance with the principles of good governance.
  
  Very good 4
  Students are familiar with the basics of administration and decision-making and are able to form a coherent whole when reviewing changes in the operating environment. The student knows the process of social and health care administration and decision-making and is able to utilize it in everyday management and managerial activities. The student follows the current discussion of social and health policy and is able to link it to the development of his / her own area of expertise. The student is able to apply methods and critically analyze their results to develop services and processes. The student acts in accordance with the principles of good governance and is able to describe its core content.

  Assessment criteria - grade 5

  Excellent 5
  The student is familiar with the key concepts of administration and decision-making and related legislation and systems in the field, and is able to utilize them in everyday management and managerial activities. He / She critically monitors and evaluates research in social and health administration and decision-making, as well as the current social and health policy debate. He / she is able to combine knowledge and present justified perspectives for developing one's own area of expertise. The student works in accordance with the principles of good administration and is able to justify his / her activities.

  Further information

  Assessment methods:
  Pre-assessment
  Written assigment
  Self-assessment
  Teachers' assessment

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  Language of instruction

  Finnish

  Location and time

  Kontaktit: (toteutetaan etäopetuksena Zoomin kautta)
  25.9.2020 klo 8.30-16.00
  22.10.2020 klo 8.30-16.00
  
  
  Huom. Aloituswebinaari 8.9. klo 16.00-18.00 Zoom-osoitteessa https://jamk.zoom.us/j/5336040602 (not translated)

  Planned learning activities, teaching methods and guidance

  Face-to-face and distance learning, literature, written assignments, dialogue discussions.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Salminen, A. 2016. Julkisen johtamisen etiikka. Vaasan yliopiston julkaisuja. Opetusjulkaisu 60. Julkisjohtaminen 3. 4.laajennettu painos. Viitattu 20.6.2019. https://www.univaasa.fi/materiaali/pdf/isbn_978-952-476-707-1.pdf
  
  Zitting, J. & Laulainen, S. & Niiranen, V. Lähi- ja keskijohdon osaamisvaatimukset sosiaali- ja terveyspalvelujen integraatiossa. Yhteiskuntapolitiikka 84 (2019):4, 380-392. Viitattu 19.4.2020. https://www.julkari.fi/bitstream/handle/10024/138586/YP1904_Zittingym.pdf?sequence=2&isAllowed=y
  
  Anttiroiko, A-R., Haveri, A., Karhu, V., Ryynänen, A. & Siitonen, P. 2007. Kuntien toiminta, johtaminen ja hallintasuhteet. Kunnallistutkimuksia. Tampere: Tampereen yliopistopaino Oy.
  
  Heuru, K. 2003. Hyvä hallinto, Helsinki: Edita.
  
  Lehtonen, L., Lohiniva-Kerkelä, M., Pahlman, I. 2015. Terveysoikeus. Helsinki: Talentum Pro.
  
  Mäenpää, O. 2018. Hallinto-oikeus. Helsinki: Alma Talent. uusin painos, josta seuraavat luvut:
  - II Yleinen hallinto-oikeus, 1. Julkishallinnon valtiosääntöiset perusteet (s. 81-108).
  - II Yleinen hallinto-oikeus, 6. Hallinto-oikeudelliset suhteet ja viranomaisen toimivalta (s. 259-285).
  - V Oikeudenkäynti hallintoasioissa, 4, Valitus hallintotuomioistuimeen, josta luvut: Valitusoikeus, Valituskelpoiset hallintopäätökset, Valituskielto ja valituslupa (s. 895-938).
  - VI Kunnallinen itsehallinto ja muut itsehallinnon muodot, 9. Oikeusturva kunnallishallinnossa ja kunnan oikeusturva, josta luvut Oikaisuvaatimusmenettely ja Muutoksenhaku kunnan päätöksiin (s. 1217-1221).

  Lecturer(s)

  Riitta Räsänen, Kari Jaatinen

  Campus

  Main Campus

  Timing

  07.09.2020 - 18.12.2020

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SJ
  • ZJA20SSYS

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 35

  Assessment methods

  Open AMK 5 places.
  
  Assessment: self-assessment, peer review, teacher evaluation.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Human Resource and Work Wellbeing Management (YSJA0103-3001),
       08.10.2020 – 29.01.2021,  5 cr  (YSY20SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you master the key knowledge base and methods of HR management and well-being at work, and you are able to utilize competence in your own work.
  
  Learning Objective:
  
  You can identify the principles of sustainable working life development and understand their connections to the quality and productivity of work, as well as to well-being. You are able operate according HR management theory. You knows how to develop work and work community functions succesfully driven by strategic human resource management principles. You know the essential challenges in human resource and well-being management, you know the essential methods and tools in human resource and well-being management and you can apply them in your own work. You are able to understands the main mechanisms in the construction and maintenance of well-being. You understand and are able to apply the basic principles of a dialogical and coaching leadership style.

  Course contents

  Sustainable development of working life and trends in the operating environment. Key concepts of HR management and occupational wellbeing and their importance to the work community. The role of HR management in sustaining and developing work community cohesion and staff motivation. Development models and good practices of occupational wellbeing. Coaching and dialogic leadership, early intervention and ways to support.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  Student is aware of basics of human resource and well-being management, as well as understands some of the key tools and methods. Student identifies the construction and maintenance mechanism of wellbeing at work. Student knows some methods of dialogic and coaching management.
  
  Satisfactory 2
  Student is aware of basics of human resource and well-being management, as well as knows how to apply key tools and methods in working life.The student knows and applies key mechanisms for the construction and maintenance of wellbeing at work within their own expertise area. The student is able to apply knowledge related to the sustainable development and performance of working life in his/her own work. The student understands and is able to apply some methods of dialogic and coaching management in his / her work.

  Assessment criteria - grade 3 and 4

  Good 3
  Student masters the basics of human resource and well-being management and is able to use the essential tools and methods in working life. Student masters and can use the key mechanisms for the construction and maintenance of wellbeing at work within their own expertise area.The student masters the principles of sustainable development and is able to analyze their connection to productivity and to work place wellbeing
  
  Very good 4
  The student is able to make a synthesis of the models and theories of human resource management and wellbeing at work and their interaction with each other. The student applies their key tools and methods in developing the practices of HR management and wellbeing at work in his/her own field. The student is able to combine key mechanisms of construction and maintaining wellbeing at work in the management of occupational wellbeing in his/her own field. The student is able to combine and synthesize principles related to the sustainable development of working life to develop work productivity and workplace wellbeing in their own field.

  Assessment criteria - grade 5

  Excellent 5
  Student is able to evaluate the practices of human resource management and occupational wellbeing. He or she is able to apply their tools and methods critically but with a working life orientation. Student is able to evaluate critically the key mechanisms of construction and maintaining wellbeing at work. The student is able to justify the sustainable development of working life in accordance with the related principles. He or she can evaluate their relationship to work productivity and the workplace wellbeing.

  Assessment criteria, passed/failed

  0 (Fail)
  The student does not achieve the minimum learning objectives for the course.

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  MacKie, D. 2014. The effectiveness of strength-based executive coaching in enhancing full range leadership development: A controlled study. PDF (verkko-oppimisympäristössä)
  
  Henkilöstöjohtaminen kurkiauran kärkeen: uudistumisen sykettä palveluihin. 2014. Toim. T. Pakarinen & T. Mäki, Helsinki: Edita.
  
  Manka, M.-L., Manka, M. 2016. Työhyvinvointi. Helsinki: Talentum Pro. (myös e-kirjana)
  
  Virtanen, P., Sinokki, M. 2014. Hyvinvointia työstä: työhyvinvoinnin kehittyminen, perusta ja käytännöt. Helsinki: Tietosanoma.
  
  Juuti, P., Salmi, P. 2014. Tunteet ja työ: uupumuksesta iloon. Jyväskylä: PS-Kustannus.
  
  Pyöriä, P. 2012. Työhyvinvointi ja organisaation menestys. Helsinki: Gaudeamus.
  
  Tarkkonen, J. 2012. Työhyvinvointi johtamistehtävänä: periaatteet, rakenteet ja käytännöt. Kuopio: UNIpress.
  
  Aura, O., Ahonen, G. 2016. Strategisen hyvinvoinnin johtaminen. Helsinki: Talentum Pro.
  
  Suonsivu, K. 2011. Työhyvinvointi osana henkilöstöjohtamista. Kuopio: UNIpress

  Lecturer(s)

  Asta Suomi, Kari Jaatinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam.

  Timing

  08.10.2020 - 29.01.2021

  Learning assignments and student workload

  Lähipäivät tai verkkotapaamiset 16 h
  Itsenäinen työskentely ja ryhmätyöt 119 h
  Yhteensä 135 h (not translated)

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SJ
  • ZJA20SSYS

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 35

  Assessment methods

  Open AMK 5 places.
  
  Assessment: self-assessment, peer review, teacher evaluation.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Evidence-Based Practice (YSMA0510-3001),
       05.09.2020 – 17.12.2020,  5 cr  (YSY20SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoitus
  Tällä opintojaksolla perehdyt näyttöön perustuvan toiminnan suunnitteluun, jotta voit kehittää toimintoja ja luoda uusia laadukkaita toimintatapoja omalle asiantuntijuusalueellesi hyödyntäen näyttöön perustuvaa tietoa.
  
  Opintojakson osaamiset
  Oppimisen ja tiedonhallinnan osaaminen
  Kansainvälisyys- ja viestintäosaaminen
  
  Opintojakson osaamistavoite
  Osaat hankkia, arvioida, käsitellä ja tuottaa tietoa kriittisesti. Otat vastuun yhteisön tavoitteellisesta oppimisesta sekä osaamisen jakamisesta. Osaat analysoida vallitsevia toimintatapoja ja laatia suunnitelmia näyttöön perustuvien toimintojen implementoimiseksi. Kehität toimintaa ja toimintatapoja näyttöön perustuen ja toimintaympäristön muutoksia ennakoiden. Osaat soveltaa toiminnassasi hyvän tieteellisen käytännön periaatteita. (not translated)

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Näyttöön perustuva toiminta
  Tutkimustiedon kriittinen arviointi
  Implementoinnin prosessi
  Asiantuntijaviestintä (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1
  Löytää tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. On valmiudet tutkimustiedon kriittiseen tarkasteluun. Tunnistaa työelämästä nousevia kehittämishaasteita ja ilmiöitä ja tietää mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. On valmius asianomaisen aihealueen tutkimustiedon ja ammattikäytännön kehityksen seuraamiseen ja erittelyyn. Kuvaa työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Tyydyttävä 2
  Hakee systemaattisesti näyttöön perustuvaa tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. Tarkastelee tutkimustietoa kriittisesti. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Tietää, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa asianomaisen aihealueen tutkimustietoa ja ammattikäytännön kehitystä. Erittelee työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3
  Hakee systemaattisesti näyttöön perustuvaa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Arvioi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa ja erittelee aihealueensa tutkimustietoa ja ammattikäytännön kehitystä. Käyttää tutkimustietoa näyttöön perustuvan toiminnan implementoimiseksi ja kehittää siten omaa asiantuntijuusaluettaan. Tuottaa monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Kiitettävä 4
  Kerää systemaattisesti näyttöön perustuvaa oman asiantuntijuusalueensa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Arvioi monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii tarkan toteutuskelpoisen suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5
  Kerää systemaattisesti luotettavaa tietoa useista tietokannoista, kehittäen näyttöön perustuvaa toimintaa omalla asiantuntijuusalueellaan. Lukee ja pohtii kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee luovasti työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi ammattikäytännön kehitystä näyttöön perustuvan toiminnan implementoimiseksi. Kerää monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja luo laadukkaan toteutuskelpoisen suunnitelman näyttöön toiminnan implementoimiseksi. Käyttää luovasti työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Face-to-face learning: 8 h (2x4 h), seminar 4 h
  eLearning: webinar 3 h
  Independent study: 120 h
  
  Assignments:
  Preparation of the PICO question: passed-failed
  Evaluation of scientific articles: passed-failed
  Evaluation of the systematic review: 0-5 (self-evaluation and teacher evaluation)
  Implementation plan: approved-failed (peer review)

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Hoffmann T, Bennett S, Del Mar C. 2018. Evidence-based practice across the health professions. Chatswood: Elsevier.
  Korhonen, A., Jylhä, V., Korhonen, T., Holopainen, A. 2018. Näyttöön perustuva toiminta. Tarpeesta tuloksiin. Helsinki: Skhole Oy.
  Melnyk, B. M. 2016. Implementing the evidence-based practice (EBP) competencies in healthcare: A practical guide to improving quality, safety, and outcomes. Wolters Kluwer Health.

  Lecturer(s)

  Hanna Hopia

  Working life cooperation

  Learning assignments are prepared to serve the needs of working life.

  Campus

  Main Campus

  Timing

  05.09.2020 - 17.12.2020

  Learning assignments and student workload

  Lectures and webinar: 15 h
  PICO question preparation: 5 h
  Evaluation of scientific articles: 20 h
  Evaluation of the systematic review: 40 h
  Implementation plan: 55 t

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SK
  • ZJA20SSYK

  Seats

  15 - 30

  Assessment methods

  Self-assessment
  Peer review
  Teacher evaluation

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Quantitative Research (YZZZ0120-3002),
       14.09.2020 – 14.05.2021,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of quantitative research and learn to use quantitative research methods in working life development and research.
  
  Competences
  Learning and information management
  Ethical competence
  
  Subject specific competences
  
  Learning outcomes
  Student knows basics of quantitative research and some methodology. Student understands the strengths and the weaknesses of quantitative research. Student has an ability to conduct a quantitative research and assess it as well as its applicability to his or her own field of research and development work. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions.

  Course contents

  Epistemological grounds of quantitative research
  Definition of the research topic, formulation of the research questions
  Process of quantitative research
  Methods of data collection
  Main analysis methods for Master's thesis
  Reliability of quantitative research
  Ethics in quantitative research

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed.
  
  Satisfactory 2
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student recognises and is able to select different quantitative materials and methods that are suited for the solution of different types of research assignments. The student has basic preparedness to carry out quantitative research. The student perceives how quantitative research is assessed and applies the information to the research and development work of his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student demonstrates an understanding of the epistemological grounds of quantitative research as well as its strengths and weaknesses. The student selects and justifies his/her choice of quantitative material and methods that are suited to solving the research assignments of his/her thesis. The student has good preparedness to carry out quantitative research. The student can assess quantitative research and applies the information to the research and development work of his/her own field.
  
  Very good 4
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has very good preparedness to carry out quantitative research. The student assesses quantitative research and its applicability to the research and development work of his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student specifies with justifications the epistemological grounds and methods of his/her quantitative research. The student competently examines the strengths and weaknesses of quantitative research. The student assesses the suitability of different quantitative materials and methods to solving different types of research assignments. The student has excellent preparedness to carry out quantitative research. The student critically assesses quantitative research and its applicability to the research and development work of his/her own field.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Workshop in contact or webinars 1 cr
  Learning tasks 1 cr
  Independent work 3 cr

  Lecturer(s)

  Tiina Kuukkanen

  Lecturer(s)

  Tiina Kuukkanen, Niilo Kuokkanen

  Working life cooperation

  The implementation method and output of the course are attached to the need for working life.

  Campus

  Main Campus

  Timing

  14.09.2020 - 14.05.2021

  Learning assignments and student workload

  Workshop in contact or webinars 1 cr = 27 hours
  Learning tasks 1 cr = 27 hours
  Independent work 3 cr = 27 hours

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • YSV19S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YKM19S1

  Seats

  15 - 30

  Assessment methods

  In addition to the workshops, webinars focusing on more individual guidance are organized.
  
  The evaluation will use:
  self-assessment
  peer review
  Teacher feedback and evaluation

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Qualitative Research (YZZZ0130-3002),
       01.09.2020 – 20.12.2020,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The aim of the course is to understand the meaning of qualitative research and to be able to use qualitative research and its methods in development and research practices at workplaces.
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  Student has an overall picture of epistemological and ontological considerations of qualitative research and its methodology. Student can identify the applicability of various types of qualitative data and methods for solving different types of research questions. Student understands the strengths and the weaknesses of qualitative research and has an ability to conduct a qualitative research and assess it as well as its applicability to his/her own field of research and development work.

  Course contents

  Qualitative researches¿ information theoretic basis
  Defining the research topic and the research problem and questions
  Qualitative research process
  The main data collection methods in qualitative research
  Different types of literature review
  The main methods of data analysis in qualitative research
  The reliability and validity of qualitative research
  Qualitative research ethical issues

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student knows the theoretical basis of qualitative research as well as the strengths and weaknesses. He or she identifies different types of qualitative data and methods that are applicable to different types of research tasks solving. The student understands how to evaluate qualitative research. The student knows how qualitative research has been applied in research and development.
  
  Satisfactory 2
  The student applies the theoretical basis of qualitative research. The student is able to identify and select the various kinds of qualitative data and methods, which are applicable to different types of research tasks solving. The student can to apply qualitative research in his/her own field.

  Assessment criteria - grade 3 and 4

  Good 3
  The student master the theoretical basics, strengths and weaknesses of qualitative research. The student is able to analyze the suitability of different qualitative data and methods, in his/her own field research. The students can analyze the qualitative research and its suitability in his/her field of research and development.
  
  Very good 4
  The student is able to synthetize and summarize theoretical basics, strengths and weaknesses of qualitative research. The student is able to create new knowledge by utilizing qualitative data and methods. The student is able to create new knowledge by utilizing qualitative research in his/her own field.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to determine critically the reasons for the qualitative research information theoretical foundations and methods. The student evaluates strengths and weaknesses of qualitative research. Student can evaluate a variety of qualitative data and methods for the purpose of different types of research tasks solving. Student evaluates critically qualitative research and its applicability in their own field of research and development.

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  Language of instruction

  Finnish

  Location and time

  WEbinaarit tiistaisin klo.16-19 (3h) x 3
  25.8.20
  22.9.2020
  22.10.20
  Seminaari webinaarin tavoin online 19.11.20; klo 9-16
  
  Viikot 33, 37, 38, 41, 42, 49, 50 poissa suomesta! (not translated)

  Planned learning activities, teaching methods and guidance

  The course is implemented as webinars, where during three (3) different webinars (3 hours / webinar) you get acquainted with qualitative research in your field, present the research data collection, analysis and results, and discuss ethical issues related to research in the group.
  During the course, you will practice using mini-research to collect and analyze research material, and in a seminar conducted as a webinar, you will present the qualitative research you have done.

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage
  TAI
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  TAI
  Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4th ed. Chichester: Wiley-Blackwell
  TAI
  Klenke, K. 2016. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  
  The Application of Content Analysis in Nursing Science Research. 2018 or 2020. Edit.. H. Kyngäs, K. Mikkonen & M. Kääriäinen, M. Cham: Springer.
  
  Resnik D. B. 2011. What is Ethics in Research & Why is It Important? National institute of health science. Available at: http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm
  
  Silverman, D. 2014. Interpreting qualitative data. Methods for analysing talk, text and interaction. 5.painos. London:Sage.
  
  Gerrish, K. & Lathlean, J. 2015. The Research process in Nursing. Wileys & Blackwell. Section 4 and chapter 34. Ebook

  Lecturer(s)

  Sari Järvinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Independent and group works, no exam

  Timing

  01.09.2020 - 20.12.2020

  Learning assignments and student workload

  Total 135 hours:
  - Contact 21 hours
  - Independent work 114 hours

  Enrollment

  03.08.2020 - 06.09.2020

  Content scheduling

  In a qualitative course, you have four different assignments:
  Task 1: individual task
  - Select two (2) scientific articles in your field and make a written summary of them.
  - Return the summary to an online learning environment.
  
  Task 2: group work
  -Get familiar the background material on research ethics
  - Participate in discussions with your group on ethical issues in research,
  -Make a summary with your group on an ethical issue and present it to everyone in a joint webinar
  
  Task 3: group task
  - Collect qualitative data, analyze it by using qualitative analysis methods and form the main results of the analysis.
  - Produce a Power Point presentation of your research that will be presented to others
  - Return your Power Point presentation to online learning environment.
  - Participate in the peer review
  
  Task 4: individual task
  - Read the Power Point presentation of one group and give an oral peer review, in which you look at the different stages of the research process and possible development needs

  Groups

  • YSV19S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST
  • YSV18S1

  Seats

  15 - 30

  Assessment methods

  Task 1: pass / fail
  Task 2: pass / fail
  Task 3: number 1-5
  Task 4: pass / fail

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Advanced person-centered care process in mental health and substance abuse care II (YSSK0104-3001),
       01.09.2020 – 18.12.2020,  5 cr  (YSY19SK) — Face-to-face, Online learning +-
  Learning outcomes of the course

  After the course you are able to manage widely different evidence-based in mental health and substance abuse care, and critically assess, develop and conduct need-adapted interventions with clients and their significant others. You are competent to work independently in demanding therapeutic relationships and develop them with multidisciplinary knowledge. You are able to critically assess and develop patient and family education as well as care coordination practices in mental health and substance abuse care. You can also assess the need for psychotherapy together with clients and their significant others, and knows different psychotherapeutic approaches, the referral processes and ways of conducting psychotherapy. You are able to develop and conduct client-centered assessment of care and documentation practices with other professionals, clients and their significant others by using evidence-based knowledge.

  Course contents

  - Evidence-based methods in mental health and substance abuse care, critical assessment and development of these from the person-centered and need-adapted viewpoints
  - Conducting and developing independent therapeutic work
  - Developing patient and family education as well as care coordination practices
  - Assessment process for psychotherapy, referral practices, psychotherapeutic approaches and different ways to conduct psychotherapy
  - Client-centered, multidisciplinary assessment of care and documentation development based on the evidence-based knowledge

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Opintojakson arvosana muodostuu opintojakson kirjallisen tehtävän perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 1 tai 2 kykenet hakemaan tietoa opintojakson aihealueeseen liittyen ja käyttämään kansallisia ja kansainvälisiä lähteitä. Kykenet soveltamaan kuvailevalla tasolla keräämäänsä tietoa nykyisten käytäntöjen ja toimintatapojen tarkastelussa, mutta et osoita aihealueen kriittistä arviointia. Osallistumisesi opintojaksolle on vaihtelevaa ja kirjallisissa tehtävissä tuotat vain osin tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 3 and 4

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 3 tai 4 kykenet hakemaan näyttöön perustuvaa tietoa sekä kansallisista, että kansainvälisistä tietolähteistä sekä arvioimaan lähteitä kriittisellä otteella. Osaat tehdä analyysiä ja synteesiä aihealueesta ja osoitat kykeneväsi käyttämään hankkimaasi tietoa nykyisten toimintatapojen kriittisessä arvioinnissa ja kehittämisessä. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat tutkimusperustaista asiantuntijatekstiä. (not translated)

  Assessment criteria - grade 5

  Opintojen arvosana muodostuu opintojakson kirjallisten tehtävien perusteella. Tehtävien arvoinnissa käytetään mielenterveys- päihdetyön opintokokonaisuuden yhteisiä arviointikriteereitä. Mikäli opiskelija ei osallistu intensiivipäiville, arvosana alenee yhdellä numerolla.
  
  Saadaksesi arvosanan 5 kykenet hakemaan näyttöön perustuvaa tietoa useista kansallisista ja kansainvälisistä tiedonlähteistä, arvioimaan tutkimuksia kriittisellä otteella ja muodostamaan kerätystä tiedosta synteesin. Osoitat syvällisen näkemyksen aihealueesta ja kykenet kriittisesti arvioimaan nykyisiä käytäntöjä ja luomaan uusia, tutkimukseen perustuvia toimintatapoja. Osallistumisesi opintojaksolla kokonaisuutena on aktiivista ja ammatillista. Kirjallisissa tehtävissä tuotat selkeää, tutkimusperustaista asiantuntijatekstiä. (not translated)

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  Language of instruction

  Finnish

  Location and time

  Intensive days will be 10.-11.9.2020 in Tampere (TAMK)

  Planned learning activities, teaching methods and guidance

  Pre-assignment, two consecutive intensive days in Tampere (includes lectures, group works), written assignment

  Lecturer(s)

  Katja Raitio

  Learning materials and recommended literature

  Kirjasta Santos, JC. & Cutcliffe, JR. 2018. European Psychiatric/Mental Health Nursing in the 21st Century. A Person-Centered Evidence-Based Approach. Springer International Publishing Switzerland. Part III, 19-21.
  Skärsäter, I., Keogh, B., Doyle, L., Ellilä. H., Jormfeldt, H., Lahti, M., Higgins, A., Meade, O., Sitvast, J., Stickley, T. & Kilkku, N. (2018) Advancing the knowledge, skills and attitudes of mental health nurses working with families and caregivers: A critical review of the literature. Nurse Education in Practice 32, pp. 138-146. https://doi.org/10.1016/j.nepr.2018.07.002
  Lindfors, O., Laaksonen, M., & Knekt, P. (2016) Psykoterapian tarpeen ja soveltuvuuden arviointi haastattelumenetelmällä. Haastattelu terapiatarpeen arvioinnissa. Psykoterapia 35(1), pp. 3-19.
  Käypä hoito –suositukset

  Lecturer(s)

  Katja Raitio

  Campus

  Lutakko Campus

  Timing

  01.09.2020 - 18.12.2020

  Learning assignments and student workload

  Pre-assignment 1 ect, intensive days 1 ect, written assignment 3 ect

  Enrollment

  03.08.2020 - 30.08.2020

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment will be given during the intensive days.

  Groups

  • YSY19SK

  Seats

  15 - 20

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Knowledge and Quality Management in Health Care and Social Services (YSJA0104-3002),
       31.08.2020 – 18.12.2020,  5 cr  (YSY19SJ) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  During this course you will focus on knowledge and quality management, their opportunities and tools as part of management and leadership in the field of health care and social services.
  
  Competences
  Managerial competence
  Ethical competence
  Learning and information management competence
  
  Learning outcomes
  You are able to use research-based evidence in knowledge and quality management in the field of health care and social services.You recognize and apply knowledge management theories and approaches in the field of health care and social services..You are aware of the potential of digital data and you can identify the latest technology opportunities for work community development and leadership support. You manage some of the knowledge management tools for development of work place, learning and leadership in work community.
  
  You know the principles and quality systems of customer-oriented quality development and quality thinking. You identify and conceptualize the different environments to which quality management and the idea of continues quality improvement can be applied. You are able to choose appropriate quality practices for the situation, lead the change, and design solutions that support change.

  Course contents

  Interactions and interfaces between different actors in the field of health care and social services and the potential of new technology
  Theoretical starting points of knowledge management and the basic concepts and structures of a knowledge intensive organization.computer-supported collaborative work and learning
  Knowledge management and leadership tools in a digital environment
  Technologies and tools to enhance the health care and social services organization's ability to create value through knowledge and knowledge.
  
  Theoretical starting points and practices of quality management.Customer-oriented quality as the starting point and result of operations.Key quality recommendations in the field of social and health care. Quality, quality thinking and identification of quality systems. Quality tools as a starting point for quality development. Measurement and continuous quality improvement.
  
  Importance of organizational strategic choices for Information and quality management.The added value of digitalisation for improving productivity and quality of working life. Addressing information security in social and health services.
  
  Scientific and practice based debate of knowledge and quality management in the field of social and health services.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the basics of knowledge and quality management. The student recognises some theories or operating models of knowledge and quality management. The student is familiar with some of the approaches, metrics and practices of knowledge and quality management.
  Satisfactory 2
  The student masters the basics of knowledge and quality management and the thinking related to the change in the operating environment. The student is familiar with the theories and operating models of knowledge and quality management. The student masters some of the approaches, metrics and practices of knowledge and quality management.

  Assessment criteria - grade 3 and 4

  Good 3
  The student applies the theories of knowledge and quality management in the changing operating environment of the health care and social services sector. The student is capable of utilising knowledge and quality management in their operating environment. The student applies the approaches and metrics of knowledge and quality management in practice.
  Very good 4
  The student analyses the practices of knowledge and quality management in relation to theory and evidence-based knowledge in the changing operating environment of the health care and social services sector. The student analyses the activities of the work community in relation to the approaches and metrics of knowledge and quality management and uses them to develop operations in practice.

  Assessment criteria - grade 5

  Excellent 5
  The student analyses, critically assesses and draws conclusions from the practice of knowledge and quality management in relation to evidence-based knowledge in the changing operating environment of the health care and social services sector. The student analyses, critically assesses and draws conclusions from the various approaches of knowledge and quality management and the deployment of metrics. Based on them, the student develops operations in a way that supports the strategic choices of the organisation.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Leskelä, R-L., Haavisto, I., Jääskeläinen, A-, Helander, N., Sillanpää, V., Laasonen, V., Ranta, T. & Torkki, P. 2019. Tietojohtaminen ja sen kehittäminen: tietojohtamisen arviointimalli ja suosituksia maakuntavalmistelun pohjalta. Valtioneuvosto, julkaisuja. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/161659/42_19_Tulevaisuuden_tietojohtaminen.pdf
  
  Klemola, K., Uusi-Illikainen, J. & Askola, T. 2014. Sosiaali- ja terveyspalveluiden tietojohtamisen käsikirja. Sitra. https://www.sitra.fi/julkaisut/sosiaali-ja-terveyspalveluiden-tietojohtamisen-kasikirja/
  
  CAF - Organisaation kehittäminen itsearvioinnin avulla 2013. http://www.kunnat.net/fi/asiantuntijapalvelut/tuke/arviointi-laatu/laatu/caf/Documents/CAF%202013%20suomeksi.pdf
  
  Tavoitteena hyvä elämä, hyvä hoiva, hyvä työ. 2020. Toim. R. Räsänen. https://www.esperi.fi/sites/default/files/attachments/Laaturyhm%C3%A4n_raportti_tammikuu_2020_0.pdf
  
  Gast, J. Gundolf K., Harms R., Collado, E.M. 2019. Knowledge management and coopetition: How do cooperating competitors balance the needs to share and protect their knowledge? Industrial Marketing Management; 77: 65–74. https://doi.org/10.1016/j.indmarman.2018.12.007 (not translated)

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Timing

  31.08.2020 - 18.12.2020

  Learning assignments and student workload

  pre-assignment and preparation for it 10 h
  lectures and workshops 20 h
  peer evaluation 10 h
  on-line learning 45 h
  independent work 50 h

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • YSY19SJ

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 35

  Assessment methods

  The course is implemented in a project-based way, where lectures, group work and independent study complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review, final feedback.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Innovator in Multidisciplinary Rehabilitation (YSMA0300-3001),
       30.08.2020 – 18.12.2020,  5 cr  (YSY19SM) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you master participatory developinginterventions of the multi-disciplinary rehabilitation and you are able to utilize competence in your own work.
  
  Competences
  Expertise in multidisciplinary and multiprofessional
  
  Learning Objective:
  
  - You are capable of planning, implementing and assessing
  the client consultations and coaching process of multi-disciplinary rehabilitation;
  -You master the principles of network consultation and networking and is able to apply them in consultations with the client;
  - You master the principles of partnership work and is able to construct working life-oriented development processes.

  Prerequisites and co-requisites

  Bachelor's Degree

  Course contents

  Coaching and developer competence
  Network consultation, process consultation: principles and working approaches
  Networking and partnership, constructing extensive actor networks, hybridism
  Innovation, engaging the other parties

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student is aware of the opportunities of consultation/coaching as part of multi-disciplinary rehabilitation development work and masters the fundamentals of process and consultation work in his/her work
  
  (Satisfactory 2: The student is masters of the opportunities of consultation/coaching as part of multi-disciplinary rehabilitation development work and masters the fundamentals of process and consultation
  .

  Assessment criteria - grade 3 and 4

  Good 3
  The student understands and she/ he is able to substantiate a consultative/coaching approach b in his or her own work approach. The student masters the basic principles of process and substance consultation, practice-oriented development work and innovation.
  
  Very good 4
  The student understands and she/he is able to substantiate a consultative/coaching approach by theory and variedly in her/his or her own work approach. The student masters the basic principles of process and substance consultation, practice-oriented development work and innovation.

  Assessment criteria - grade 5

  Excellent 5
  The student through peer sparring and written proficiency tests, shown that she/he have mastered the basics of process and substance consultation and innovation activities, and she/he is able to flexibly apply this competence in various kinds of multi-disciplinary rehabilitation settings.

  Assessment criteria, passed/failed

  0 (Fail)
  The student is unable to complete the course assignments and has not sufficiently attended classroom teaching.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Contact and distance learning, learning assignments and guidance discussions.Case study, project-/ problem-based learning
  Webinars
  Positive pedagogy, solutionfocused interventios

  Lecturer(s)

  Asta Suomi

  Learning materials and recommended literature

  Konsultointi keskusteluna - vuorovaikutuksen vivahteita ja tilanneherkkää tasapainoilua. 2015. Toim. R. Puutio & V.-L. Kykyri. Oulu: Metanoia insituutti. ISBN:78-952-67406-7-6
  Sabatino, C., H 2014. Consultation Theory and Practice: A Handbook for School Social Workers. USA: Oxford University Press.ISBN:9780-19-993462-1

  Lecturer(s)

  Asta Suomi, Sanna Sihvonen

  Campus

  Lutakko Campus

  Timing

  30.08.2020 - 18.12.2020

  Learning assignments and student workload

  - Lectures/online lectures 20
  - Learning tasks 90 h
  - Webinars/replacing assignments 3 h
  - On-line discussions 12
  - Studying the course material 10 h
  
  Total 135 hours

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • YSY19SM

  Seats

  0 - 30

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Leadership Dynamics (YZZZ0220-3008),
       29.08.2020 – 08.11.2020,  5 cr  (ZJA20STPYLO, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to learn to understand and master the means provided by leadership competence and emotional intelligence, as well as the interaction skills with which organisations and their staff succeed in an international and digital operating environment.
  
  Course competences
  Organisational and financial management
  Service business management
  Ethical competence
  Internationalisation and communications competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Course learning outcomes:
  You understand different theories and models of leadership and the differences between them, and are able to apply them in actual working practice. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You recognise and evaluate your competence in, and the benefits of, leadership, emotional intelligence and interaction skills and name your principal development target. You experiment with practical dialogue skills in interaction and in discussions.

  Course contents

  Theories of leadership
  Current trends in leadership
  Ethical aspects of leadership
  Emotional intelligence and emotions
  Manager’s interaction skills
  Dialogism and dialogue tools

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  You understand the differences between different theories and models of leadership. You differentiate between and classify key concepts of leadership. You discuss the subject from different perspectives. You recognise the key skills in, and benefits of, emotional intelligence, as well as methods for developing them. You define key leadership practices and describe them from the perspective of your work role. You understand the significance of equitable and ethical leadership. You evaluate your leadership and interaction competence and recognise your principal development target. You write in an illustrative manner, but the text contains illogicalities and shortcomings.
  
  Satisfactory 2
  You apply the theory of leadership you have delineated. You select and define the key concepts. You utilise key emotional intelligence skills and development methods. You find a solution to the problem and illustrate the results with examples. The examples exhibit understanding and independent thinking that is connected to theory. You are able to cooperate in a responsible manner in a problem-solving situation and take responsibility for a colleague’s work. You understand the significance of equitable and ethical leadership. You evaluate and substantiate your own leadership and interaction competence with examples. You write in a logical and illustrative manner, but the text exhibits certain shortcomings. You write text that is partly unstructured and exhibits numerous different language and style errors.

  Assessment criteria - grade 3 and 4

  Good 3
  You analyse essential and well-delineated theory and concepts of leadership and justify their choice. You demonstrate an ability to follow and analyse the development and/or research in your area of expertise. You analyse key emotional intelligence skills and development methods and understand how you can control your own emotions. You lead or plan a research, development or innovation project in which you apply new methods. You develop the operations of the organisation by finding an alternative solution. You combine theory and practice. You analyse and substantiate the significance of equitable and ethical leadership. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical and illustrative manner, substantiating the points you make. You write structured text with occasional language and style errors.
  
  Very good 4
  You outline a coherent whole from the key theories and concepts of leadership and emotional intelligence, which you reflect upon critically. You analyse, follow and discuss the development of, and international research in, your area of expertise. You develop key emotional intelligence skills, interpreting and managing emotions. You lead or plan a research, development or innovation project in which you resolve a practical problem. You assess the process and the outcome by mirroring them against usability and theory. You reflect upon leadership and ethicality from the point of view of equality. You analyse and substantiate your own leadership and interaction competence and are capable of developing it. You write in a logical, analytical and competent manner. You write structured text in a fluent and almost error-free formal style.

  Assessment criteria - grade 5

  Excellent 5
  You produce new perspectives or new knowledge about leadership and emotional intelligence for your own organisation. You assess and interpret critically the development of professional fields and international research knowledge on leadership. You define the key concepts related to the specialised competence in theories of leadership in relation to one other. You show development responsibility for increasing new knowledge and practices in your own professional field and for goal-oriented learning in your own organisation from the leadership point of view. You create a plan to test how your own emotional intelligence or that of your organisation can be improved. You lead a research, development or innovation project in which you produce and analyse new knowledge and revise operating practices in the changing operating environment of your field. You assess, analyse, compare and substantiate the leadership and emotional intelligence development process, its outcome and its action proposals that are linked to the set objectives and criteria. You reflect upon leadership and ethicality at the societal level. You assess the development of your own leadership and interaction competence critically, comprehensively and in a diverse way. You write convincingly, presenting a logically coherent whole in which you combine things in a new way. You show an ability for critical and argumentative writing.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  kontakti- ja etäopiskelu
  Verkko- ja lähiopetus, harjoitustyöt, pienryhmätyöskentely, itsenäinen työskentely ja kirjallisuus.
  Toteutusvaihtoehtona voi olla myös työn opinnollistaminen tai Future Factory –projekti. (not translated)

  Lecturer(s)

  Eero Aarresola

  Learning materials and recommended literature

  Seville, E. 2017. Resilient Organizations. How to Survive, Thrive and Create Opportunities Through Crisis and Change.
  Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  Ajankohtainen omavalintainen ihmisten johtamista käsittelevä tietokirja.
  
  Tukimateriaali:
  
  Åhman, H. & Gustafsberg, H. 2017. Tilannetaju - päätä paremmin. Alma Talent. Amabile, T. & Kramer, S. 2012. Pienet suuret teot. Opi johtamaan kehitystä. Alma Talent. Hougaard, R., Kalajo, T., Ora, H. 2018. Ajatteleva johtaja. Alma Talent.
  Jackson, B. & Parry, K. 2011. A Very Short Fairly Interesting and Reasonably Cheap Book About Studying Leadership. Wilthire: CPI Antony Rowe. Goleman, D. 1999. Tunneäly työelämässä. Otava. Goleman, D. 2007. Sosiaalinen äly. Otava. Goleman, D. 2005. Emotional intelligence. Bantam Books.
  Gromov, A. & Brandt, T. 2011. Transformationaalinen johtajuus muutoksessa. Tapaustutkimuksen kohteena organisaatiomuutos. Liiketaloudellinen Aikakauskirja 1 (11), 65- 83. Yahaya, R. & Ebrahim, F. 2016. Leadership styles and organizational commitment: literature review 35 (2), 190-216.
  Aura, O., Eskelinen, J., Ahonen, G. ja Kuosmanen, T. 2019. Johtaminen ja tuottavuus - henkilöstön johtaminen menestystekijänä. https://www.ossiaura.com/julkaisut.html
  Soveltuva artikkeli esim. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management (not translated)

  Lecturer(s)

  Eero Aarresola, Petri Vauhkonen

  Campus

  Main Campus

  Timing

  29.08.2020 - 08.11.2020

  Learning assignments and student workload

  lähipäivät tai verkkotapaamiset 15-35 h
  itsenäinen työskentely ja ryhmätyöt 100-120 h
  Yhteensä 135 h (not translated)

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • ZJA20STPYLO
  • YLO20S1

  Seats

  0 - 25

  Assessment methods

  Opintojakson arviointi pohjautuu oppimistavoitteista johdettuihin arviointikriteereihin.
  
  Eri suoritukset arvioidaan seuraavasti:
  
  Ennakkotehtävät (S)
  Lukupiiri (S)
  Videoblogi (S)
  Artikkelitehtävä (S)
  Oppimispäiväkirja ja oman johtajuuden arviointi (30 %)
  Kehittämistehtävä sisältäen itsearvioinnin (70 %)
  
  Avoin AMK 5 (not translated)

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Bachelor's Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Master's Thesis (YZZON100-3004),
       03.08.2020 – 31.07.2024,  30 cr  (YTB20S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course
  The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.
  
  Course competencies
  Ethical competence
  Learning and information management skills
  Entrepreneurship, innovation and work community skills
  
  Course objectives
  You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

  Course contents

  Master's Thesis process and practices at JAMK
  Research ethics and responsible conduct of research
  Subject of thesis and electronic thesis topic proposal
  Systematic information seeking
  Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
  Research writing
  Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
  Written, oral or visual publication of the results of research or development work in a community of experts
  Finishing and assessment of the thesis and process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 3 and 4

  Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 5

  Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

  Further information

  Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

  ---

  Language of instruction

  Finnish

  Location and time

  Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor.

  Planned learning activities, teaching methods and guidance

  Small group and individual guidance held by the main supervisor online as both online and contact meetings
  Peer discussion and support
  Presentation of the thesis topic and plan in small group meetings
  Information seeking workshops held by an Information Specialist
  A separate implementation of research writing provided by the JAMK Language Center
  Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

  Lecturer(s)

  Olli Väänänen

  Learning materials and recommended literature

  On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.
  
  Recommended Reading Material
  Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/
  
  Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

  Lecturer(s)

  Matti Siistonen, Hannariina Honkanen, Miikka Parviainen, Marjukka Nuutinen, Hannu Kivistö, Tarja Ahopelto, Olli Väänänen, Jaakko Oksanen, Harri Tuukkanen, Janne Lappi, Päivi Korpivaara

  Working life cooperation

  The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

  Timing

  03.08.2020 - 31.07.2024

  Learning assignments and student workload

  1. Thesis planning 189 hours (7 cr)
  - Information seeking workshops - carried out by an Information Specialist
  - Systematic information seeking and familiarization with source material independently
  - Writing and presenting a thesis plan and participating in small group and individual meetings
  - Management of agreements and necessary research permit issues
  
  2. Research writing conducted by JAMK Language Center 81 hours (3 cr)
  
  3. Implementation phase 270 hours (10 cr)
  - Empirical and functional phase, data collection and analysis
  - Participation in small group and individual meetings
  
  4. Thesis reporting and evaluation 270 hours (10 cr)
  - Thesis writing, presentation, evaluation, archiving and publishing
  
  Total 810 hours (30 cr, the workload of one credit is 27 hours)

  Enrollment

  01.08.2020 - 31.08.2020

  Content scheduling

  0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
  1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
  2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
  3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
  4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing

  Groups

  • YTB20S1
  • YTG20S1
  • YTO20S1

  Seats

  0 - 500

  Assessment methods

  The thesis is assessed with separate thesis evaluation criteria.
  The main supervisor of the thesis provides developmental feedback throughout the thesis process.
  Assessment methods: self-assessment, thesis statement - host company or organisatio, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

  Degree Programme

  Master’s Degree Programme in Business and Financial Management, Master's Degree Programme in Project Management, Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in High-Technology Business Management, Master's Degree Programme in Robotics, Master's Degree Programme in Sustainable Energy, Master’s Degree Programme in Bioeconomy Development, Master’s Degree Programme in Logistics, Master's Degree Programme in Project Management, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of R&D studies

  30 cr

  Share of virtual studies

  25 cr

  Credits

  • 30 cr

  Unit

  School of Technology
• Assessment of Care Need and Clinical Examination (YSAA0310-3001),
       31.08.2020 – 05.02.2021,  5 cr  (YSY20SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoituksena on vahvistaa terveydentilan kokonaisvaltaisen arvioinnin, oireenmukaisen hoidon tarpeen määrittelyn, kliinisen tutkimisen sekä tutkittuun tietoon perustuvan päätöksenteon osaamista.
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  Oppimisen ja tiedonhallinnan osaaminen
  Eettinen osaaminen
  
  Osaamistavoitteet
  Opintojakson suoritettuasi sovellat edistyneitä tietojasi anatomiasta, fysiologiasta ja patofysiologiasta hoidon tarpeen arvioinnissa halliten keskeisten elintoimintojen osalta strukturoidun anamneesin teon ja keskeiset hoidon tarpeen arvioinnissa käytettävät menetelmät.
  
  Teet näyttöön perustuvia johtopäätöksiä asiakkaan/potilaan terveydentilasta ja sairauden vakavuusasteesta perustaen päätöksentekosi (sis.erotusdiagnostiikka) anamneesiin, kliiniseen tutkimukseen sekä tarvittaessa laboratoriotutkimuksiin.
  
  Hallitset päätöksenteon perustana olevan anamneesin, kliinisten löydösten, diagnoosin ja jatkotoimenpiteiden dokumentoinnin.
  Ymmärrät vastuualueesi rajat ja konsultoit tarvittaessa muita asiantuntijoita. (not translated)

  Course contents

  Opintojakson keskeiset sisällöt ovat anamneesi, potilaan haastattelu, sydän- ja verenkiertoelimistön tutkiminen, keuhkojen ja hengityselimistön tutkiminen, silmien, imurauhasten, korvien, nenän ja nielun tutkiminen, genitaalien tutkiminen, vatsan alueen tutkiminen, tuki- ja liikuntaelimistön sekä hermoston tutkiminen, ihon tutkiminen, psyyken tutkiminen ja dokumentointi (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1
  Omaat anatomian, fysiologian ja patofysiologian perustiedot. Tiedät hoidon tarpeen arvioinnin ja kliinisen tutkimisen menetelmiä omalla asiantuntijuusaslueellasi.
  
  Tunnistat asiakkaan/potilaan terveydentilan muutoksia ja osaat tehdä johtopäätöksiä potilaan terveydentilasta asiantuntijuusalueesi ja tehtäväkuvasi rajoissa. Tunnistat moniammatillisen tiimin konsultointitarpeet.
  
  Osaat dokumentoida potilaan/asiakkaan terveydentilaa koskevat löydökset.
  
  Tyydyttävä 2
  Omaat anatomian, fysiologian ja patofysiologian perustiedot ja osaat hyödyntää niitä päätöksenteossa. Tunnet keskeiset hoidon tarpeen arvioinnin ja kliinisen tutkimisen menetelmät asaintuntijuusalueellasi.
  
  Tunnistat asiakkaan/potilaan terveydentilan muutoksia ja osaat tehdä johtopäätöksiä potilaan terveydentilasta asiantuntijuusalueesi ja tehtäväkuvasi rajoissa. Tunnistat moniammatillisen tiimin konsultointitarpeet.
  
  Osaat dokumentoida potilaan/asiakkaan terveydentilaa koskevat löydökset. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3
  Omaat hyvät tiedot anatomiasta, fysiologiasta ja patofysiologiasta. Hallitset keskeiset hoidon tarpeen arvioinnin ja kliinisen tutkimisen menetelmät asiantuntijuusalueellasi.
  
  Tunnistat potilaan/asiakkaan terveydentilan muutoksia ja osaat tehdä tutkittuun tietoon perustuvia johtopäätöksiä.
  Hyödynnät moniammatillisen tiimin konsultointia.
  Dokumentoit potilaan/asiakkaan terveydentilaa koskevat löydökset ja jatkotoimenpiteet perustellen.
  
  Kiitettävä 4
  Omaat hyvät tiedot anatomiasta, fysiologiasta ja patofysiologiasta ja sovellat niitä hoidon tarpeen arvioinnissa. Hallitset keskeiset hoidon tarpeen arvioinnin ja kliinisen tutkimisen menetelmät asiantuntijuusalueellasi.
  
  Tunnistat potilaan/asiakkaan terveydentilan muutoksia ja osaat tehdä tutkittuun tietoon perustuvia johtopäätöksiä. Pohdit erotusdiagnostisia vaihtoehtoja.
  
  Hyödynnät moniammatillisen tiimin konsultointia.
  Dokumentoit potilaan/asiakkaan terveydentilaa koskevat löydökset perustellen. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5
  Omaat edistyneet ja laaja-alaiset tiedot anatomiasta, fysiologiasta ja patofysiologiasta ja sovellat niitä hoidon tarpeen arvioinnissa. Hallitset keskeiset hoidon tarpeen arvioinnin menetelmät useiden potilasryhmien osalta.
  Tunnistat eri-ikäisten potilaiden/asiakkaiden terveydentilan muutokset ja hallitset tutkittuun tietoon perustuvan päätöksenteon myös ennalta arvaamattomissa tilanteissa. Omaat erotusdiagnostista päättelykykyä ja kykenet pohtimaan eri hoitovaihtoehtoja.
  
  Hyödynnät moniammatillisen tiimin konsultointia. Dokumentoit potilaan/asiakkaan terveydentilaa koskevat löydökset ja ja jatkotoimenpiteen perustellen. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Lectures, practical training at classroom, learning assignments

  Lecturer(s)

  Hannele Tyrväinen

  Learning materials and recommended literature

  Saha, H, Salonen, T. & Saha, T. (2019) Potilaan tutkiminen. Bookwell Oy, Porvoo. ISBN 978-951-656-294-3
  Bickley, L. S., Szilagyi, P. G. 2017. Bates’ guide to physical examination and history taking. 12th edition or the latest version. Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  
  Sharu, D. (2011) Clinical examination videomateriaali
  
  Kontaktikertoja edeltävä suositeltava etukäteismäteriaali (Käypä hoito -suositukset ja hoitotyön suositukset) (not translated)

  Lecturer(s)

  Hannele Tyrväinen

  Working life cooperation

  Lectures in clinical examination are provided by a general physician. The course learning assignment is carried out in the student's work community.

  Campus

  Lutakko Campus

  Exam dates and re-exam possibilities

  Objective structured clinical examination (OSCE) exam and demonstration of competence in patient examination from head to toes will be January 2021.

  Timing

  31.08.2020 - 05.02.2021

  Learning assignments and student workload

  Face-to-face learning (lectures and exercises) 20 h
  Preparation for lectures and exam 54 h
  Experiment 7 h
  Learning task 27 h
  Independent study 20 h

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SK
  • ZJA20SSYK

  Seats

  15 - 20

  Assessment methods

  avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  1 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Master's Thesis (YZZON100-3006),
       02.11.2020 – 31.05.2023,  30 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course
  The purpose of the course is that you plan and implement work-based development work or research as your master's thesis.
  
  Course competencies
  Ethical competence
  Learning and information management skills
  Entrepreneurship, innovation and work community skills
  
  Course objectives
  You follow good scientific practice in your master's thesis. You recognize the need to develop working life and implement research or development work as evidence of your competence. Your are able to report and present your thesis. You demonstrate your special expertise in the field with your master's thesis.

  Course contents

  Master's Thesis process and practices at JAMK
  Research ethics and responsible conduct of research
  Subject of thesis and electronic thesis topic proposal
  Systematic information seeking
  Preparation and presentation of a thesis plan, includes an ethical pre-assessment and a data or material management plan
  Research writing
  Implementation of the research or development part of the thesis: methods, data or material collection and analysis, and review of trustworthiness
  Written, oral or visual publication of the results of research or development work in a community of experts
  Finishing and assessment of the thesis and process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Master's thesis assessment criteria at the level of sufficient 1 and satisfactory 2 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 3 and 4

  Master's thesis assessment criteria at the level of good 3 and very good 4 are described in separate Master's thesis assessment criteria.

  Assessment criteria - grade 5

  Master's thesis assessment criteria at the level of excellent 5 is described in separate Master's thesis assessment criteria.

  Further information

  Research writing (3 cr) is a course offered by the Language Centre that is part of the thesis. The student chooses an implementation suitable for them from the offering.

  ---

  Language of instruction

  Finnish

  Location and time

  Master's thesis begins when you have made an electronic proposal for the thesis topic and you have named the main supervisor. The main supervisor schedules the small group and individual supervision of the thesis with his / her group. Small group and individual counselling meetings are mainly on-line.

  Planned learning activities, teaching methods and guidance

  Small group and individual guidance held by the main supervisor online as both online and contact meetings
  Peer discussion and support
  Presentation of the thesis topic and plan in small group meetings
  Information seeking workshops held by an Information Specialist
  A separate implementation of research writing provided by the JAMK Language Center
  Independent work: systematic information seeking, writing a thesis plan, taking care of agreements and research permits related to the thesis, implementing the empirical or functional phase and collecting and analyzing data or material, writing a thesis according to JAMK's reporting or project guidelines, presenting the thesis, self-evaluation

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  On the basis of systematic information seeking, the student obtains scientific literature suitable for the topic, problem solving and research or development methods of the thesis, which are referred to in the thesis in accordance with JAMK's reporting guidelines.
  
  Recommended Reading Material
  Stevens, J. S. & Crawford, S. L. Newest version. Project Reporting Instructions. JAMK University of Applied Sciences. https://oppimateriaalit.jamk.fi/projectreportinginstructions/
  
  Master's thesis instructions and forms are in student's intranet in the part "Thesis and maturity test".

  Lecturer(s)

  Tiina Kuukkanen, Asta Suomi, Tapio Mäkelä, Sari Järvinen, Mari Punna, Irmeli Matilainen, Hanna Hopia, Kari Jaatinen, Merja Kurunsaari, Hannele Tyrväinen, Riitta Räsänen, Katja Raitio, Sirpa Tuomi, Sanna Sihvonen

  Working life cooperation

  The thesis is done as a working life-oriented research-based development work or research. It can also be connected to RDI project.

  Internationality

  Students of the Master's degree program in social services and health care can apply for the Double-Degree Program (DDP) with the Carinthia University of Applied Sciences (CUAS) in Austria during the first semester of their studies. In the double degree program, the Master's thesis is done in English and is part of the double degree studies.

  Timing

  02.11.2020 - 31.05.2023

  Learning assignments and student workload

  1. Thesis planning 189 hours (7 cr)
  - Information seeking workshops - carried out by an Information Specialist
  - Systematic information seeking and familiarization with source material independently
  - Writing and presenting a thesis plan and participating in small group and individual meetings
  - Management of agreements and necessary research permit issues
  
  2. Research writing conducted by JAMK Language Center 81 hours (3 cr)
  
  3. Implementation phase 270 hours (10 cr)
  - Empirical and functional phase, data collection and analysis
  - Participation in small group and individual meetings
  
  4. Thesis reporting and evaluation 270 hours (10 cr)
  - Thesis writing, presentation, evaluation, archiving and publishing
  
  Total 810 hours (30 cr, the workload of one credit is 27 hours)

  Enrollment

  18.08.2020 - 01.08.2022

  Content scheduling

  0. The thesis process begins with an electronic topic proposal and the appointment of a main supervisor.
  1. Thesis planning: information acquisition workshops, small group and individual supervision. presentation and approval of the thesis plan incl. data or material collection instruments, thesis agreement and necessary research permitions
  2. Writing a research, a separate non-stop implementation by the Language Center, to which you register
  3. Thesis implementation: empirical or functional implementation phase of the thesis, data collection and analysis
  4. Thesis reporting and evaluation: Thesis writing, presentation, evaluation, archiving and publishing

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSV20S1

  Seats

  0 - 200

  Assessment methods

  The thesis is assessed with separate thesis evaluation criteria.
  The main supervisor of the thesis provides developmental feedback throughout the thesis process.
  Assessment methods: self-assessment, thesis statement - host company or organisatio, supervisor's assessment, the assessment decision based on these documents is made by the YAMK thesis working group according to the degree regulations.

  Degree Programme

  Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of R&D studies

  30 cr

  Share of virtual studies

  3 cr

  Credits

  • 30 cr

  Unit

  Hyvinvointiyksikkö
• Evidence-based Practice (YSMA0510-3002),
       02.11.2020 – 12.03.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Opintojakson tarkoitus
  Tällä opintojaksolla perehdyt näyttöön perustuvan toiminnan suunnitteluun, jotta voit kehittää toimintoja ja luoda uusia laadukkaita toimintatapoja omalle asiantuntijuusalueellesi hyödyntäen näyttöön perustuvaa tietoa.
  
  Opintojakson osaamiset
  Oppimisen ja tiedonhallinnan osaaminen
  Kansainvälisyys- ja viestintäosaaminen
  
  Opintojakson osaamistavoite
  Osaat hankkia, arvioida, käsitellä ja tuottaa tietoa kriittisesti. Otat vastuun yhteisön tavoitteellisesta oppimisesta sekä osaamisen jakamisesta. Osaat analysoida vallitsevia toimintatapoja ja laatia suunnitelmia näyttöön perustuvien toimintojen implementoimiseksi. Kehität toimintaa ja toimintatapoja näyttöön perustuen ja toimintaympäristön muutoksia ennakoiden. Osaat soveltaa toiminnassasi hyvän tieteellisen käytännön periaatteita. (not translated)

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Näyttöön perustuva toiminta
  Tutkimustiedon kriittinen arviointi
  Implementoinnin prosessi
  Asiantuntijaviestintä (not translated)

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Välttävä 1
  Löytää tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. On valmiudet tutkimustiedon kriittiseen tarkasteluun. Tunnistaa työelämästä nousevia kehittämishaasteita ja ilmiöitä ja tietää mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. On valmius asianomaisen aihealueen tutkimustiedon ja ammattikäytännön kehityksen seuraamiseen ja erittelyyn. Kuvaa työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Tyydyttävä 2
  Hakee systemaattisesti näyttöön perustuvaa tietoa tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita. Tarkastelee tutkimustietoa kriittisesti. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Tietää, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa asianomaisen aihealueen tutkimustietoa ja ammattikäytännön kehitystä. Erittelee työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 3 and 4

  Hyvä 3
  Hakee systemaattisesti näyttöön perustuvaa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Tunnistaa ja käsitteellistää työelämästä nousevia kehittämishaasteita ja ilmiöitä. Arvioi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Seuraa ja erittelee aihealueensa tutkimustietoa ja ammattikäytännön kehitystä. Käyttää tutkimustietoa näyttöön perustuvan toiminnan implementoimiseksi ja kehittää siten omaa asiantuntijuusaluettaan. Tuottaa monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä.
  
  Kiitettävä 4
  Kerää systemaattisesti näyttöön perustuvaa oman asiantuntijuusalueensa tietoa useista tietokannoista ja lukee kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi, mitä on näyttöön perustuva työ omalla asiantuntijuusalueellaan. Arvioi monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja laatii tarkan toteutuskelpoisen suunnitelman näyttöön perustuvan toiminnan implementoimiseksi. Käyttää työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  Assessment criteria - grade 5

  Erinomainen 5
  Kerää systemaattisesti luotettavaa tietoa useista tietokannoista, kehittäen näyttöön perustuvaa toimintaa omalla asiantuntijuusalueellaan. Lukee ja pohtii kansainvälisiä tutkimusartikkeleita kriittisellä otteella. Ratkaisee luovasti työelämästä nousevia kehittämishaasteita ja ilmiöitä. Analysoi ammattikäytännön kehitystä näyttöön perustuvan toiminnan implementoimiseksi. Kerää monipuolisesti työyhteisönsä näyttöön perustuvan toiminnan implementoinnin esteitä ja edistäviä tekijöitä ja luo laadukkaan toteutuskelpoisen suunnitelman näyttöön toiminnan implementoimiseksi. Käyttää luovasti työelämässä vaadittavaa viestintä- ja kielitaitoa opintojakson suoritusten raportoinnissa ja esittämisessä sekä käyttämällä vieraskielistä materiaalia lähteinä. (not translated)

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Face-to-face learning: 8 h (2x4 h), seminar 4 h
  eLearning: webinar 3 h
  Independent study: 120 h
  
  Assignments:
  Preparation of the PICO question: passed-failed
  Evaluation of scientific articles: passed-failed
  Evaluation of the systematic review: 0-5 (self-evaluation and teacher evaluation)
  Implementation plan: approved-failed (peer review)

  Lecturer(s)

  Tiina Kuukkanen

  Learning materials and recommended literature

  Hoffmann T, Bennett S, Del Mar C. 2018. Evidence-based practice across the health professions. Chatswood: Elsevier.
  Korhonen, A., Jylhä, V., Korhonen, T., Holopainen, A. 2018. Näyttöön perustuva toiminta. Tarpeesta tuloksiin. Helsinki: Skhole Oy.
  Law, M. & MacDermid, J. 2014. Evidence-Based Rehabilitation, A Guide for Practice. Thorofare: SLACK Incorporation. 3rd ed.
  Melnyk, B. M. 2016. Implementing the evidence-based practice (EBP) competencies in healthcare: A practical guide to improving quality, safety, and outcomes. Wolters Kluwer Health.

  Lecturer(s)

  Tiina Kuukkanen

  Working life cooperation

  Learning assignments are prepared to serve the needs of working life.

  Campus

  Main Campus

  Timing

  02.11.2020 - 12.03.2021

  Learning assignments and student workload

  Lectures and webinar: 15 h
  PICO question preparation: 5 h
  Evaluation of scientific articles: 20 h
  Evaluation of the systematic review: 40 h
  Implementation plan: 55 h

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SM
  • YSV18S1
  • ZJA20SSYT

  Seats

  15 - 30

  Assessment methods

  Self-assessment, Peer review. Teacher evaluation

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Health Promotion Methods (YSTK0100-3001),
       11.01.2021 – 21.05.2021,  5 cr  (YSY19ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of this course is to increase health promotion expertise on health promotion methods and factors influencing on health behavior.
  
  Competences
  Expertise in health promotion
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After the course you will be able to structure health behavior and counselling by using variety of models and approaches.

  Course contents

  The course will provide you instruments how to plan and implement evidence-based guidance and counselling of health behavior. Other core contents of the course are digital methods concerning health promotion methods, group counselling and peer counselling.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student recognizes some health behavior theories, models and methods. He or she knows the main health promotion methods of his or her area of expertise. The student can apply health promotion methods in his or her area of expertise when planning activities that promote the health and participation of clients.
  
  Satisfactory 2
  The student knows some of the main health behavior theories, models and methods and is able to utilize them in written work. The student can apply and evaluate health promotion methods in his or her area of expertise to promote the health and participation of clients.

  Assessment criteria - grade 3 and 4

  Good 3
  The student has mastered the main health behaviour theories, models and methods of his/her area of expertise. The student can apply, evaluate and develop them in a structured way in his or her own area of expertise to promote the health and participation of clients and interest groups.
  
  Very Good 4
  The student has mastered the main health behaviour theories, models and methods of his or her area of expertise and can apply them creatively and based on research evidence in different situations. The student can apply, evaluate and develop health promotion methods in hisor her own area of expertise in a critical way and based on research evidence to promote the health and participation of clients and interest groups. He or she can critically evaluate material connected to health promotion methods.

  Assessment criteria - grade 5

  Excellent 5
  The student has mastered in a diverse way the main health behavior theories, models and methods of his or her area of expertise and can innovatively apply them based on research evidence to promote the health and participation of clients and interest groups. In addition to a very good level of competence, the student demonstrates abilities in creating new or multidisciplinary perspectives in health promotion. The student independently develops the competence of his/her work community or field.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Luennot ja työpajat, pienryhmätyöskentely, kirjallinen oppimistehtävä ja sen esittäminen. Verkko-oppimisympäristö Moodle. (not translated)

  Lecturer(s)

  Mari Punna

  Learning materials and recommended literature

  Green, J., Cross, R., Woodall, J., & Tones, K. 2019. Health promotion. Planning and Strategies. 4th edition. London: SAGE.
  Soveltuvin osin
  
  Michie, S., West, R., Campbell, R. ym. 2014. ABC of Behavior Change Theories. An Essential Resource for Reachers, Policy Makers and Practitioners. Great Britain: Silverback Publishing. Soveltuvin osin.
  
  Muu opintojakson alussa ilmoitettava materiaali. (not translated)

  Lecturer(s)

  Mari Punna

  Campus

  Main Campus

  Timing

  11.01.2021 - 21.05.2021

  Learning assignments and student workload

  -Kontaktiluennot, työpajat 16 h
  -Ennakotehtävät ennen kontaktitunteja 11h
  -Oppimistehtävät verkossa 27h
  -Itsenäinen työskentely ja oppimistehtävä 81h
  
  Yhteensä 135h (not translated)

  Enrollment

  02.11.2020 - 30.11.2020

  Groups

  • YSY19ST
  • ZJA20SSYT

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 paikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Health Promotion Planning and Evaluation Models (YSEA0300-3001),
       24.08.2020 – 18.12.2020,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is to increase understanding of the principles of health promotion. In addition, it is intended that participants will understand meaning of systematic planning and evaluation for population level health promotion actions, as well as the importance as part of the health promotion activities of public, private and non-governmental organizations.
  
  Course competences
  Expertice in health promotion
  Learning and information management comptence
  Internationalisation and communications competence
  
  Learning outcomes
  After the course you are capable of applying health promotion models and approaches to the development, coordination, planning and assessment of the health promotion activities for individuals and communities as well as at public, private and non-governmental organizations.

  Course contents

  Determinants of health
  Inequality in terms of health promotion
  Models of intervention planning and evaluation

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student identifies health promotion models and approaches to individuals, communities and organizations in health promotion coordination, planning and evaluation.
  
  Satisfactory 2
  The student is able to describe the health promotion models and approaches to individuals, communities, organizations and local authorities in the development of health promotion, coordination, planning and evaluation. The student identifies contents of health promotion expertise.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to apply the key health promotion models and approaches to individuals, communities, organizations and local authorities in the development of health promotion, coordination, planning and evaluation. The student is able to evaluate her/his own health promotion expertise, and its development as well.
  
  Very good 4
  The student is able to apply critical health promotion models and approaches to individuals, communities, organizations and municipalities in the development of health promotion, coordination, planning and evaluation. The student is able to combine different sources of information-derived information. The student is able to evaluate critically material of health promotion strategies, planning and evaluation. The student is also able to evaluate critically her/his own health promotion expertise, and its development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to apply health promotion models and approaches creatively and based on research knowledge in the development, coordination, planning and evaluation of health promotion activies to individuals, communities, organizations and municipalities. The student is able to develop creatively her or his own health promotion expertise.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Lectures and workshops, webinars, group work, peer discussion, written learning assignment and presentation

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

  Kemm, J. 2014. Health Promotion. Ideology, Discipline, and Specialism. Oxford University Press.
  Green, J., Cross, R., Woodall, J. & Tones, K. 2019. Health promotion: planning and strategies. 4nd edition. United Kingdom: SAGE. (Health and health promotion, Assessing health and its determinants, Health promoting planning - a strategic approach, Evaluation)
  Milestones in Health Promotion. Statements from Global Conferences. 2009. WHO. Health promotion. (elektroninen julkaisu) (http://www.who.int/healthpromotion/en/ )
  IUHPE Accreditation / Practitioners www.iuhpe.org
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Sirpa Tuomi

  Campus

  Main Campus

  Timing

  24.08.2020 - 18.12.2020

  Learning assignments and student workload

  - Lectures and seminars 19 h- Webinars 8 h - Online learning tasks 27 h - Independent study (reading course material, learning assignment) 81 h - Total 135 h

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20ST
  • ZJA20SSYT

  Alternative learning methods

  In this course you can use studification in accordance with JAMK's degree regulations.

  Seats

  15 - 35

  Assessment methods

  Avoin amk 5 TE polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Theoretical Bases of Multidisciplinary Rehabilitation (YSMA0100-3001),
       28.08.2020 – 18.12.2020,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course is to increase student's understanding of the theoretical basis of multidisciplinary rehabilitation.
  
  Competences
  Expertise in multidisciplinary and multiprofessional rehabilitation
  Learning and information management
  
  Learning outcomes
  As a student you are capable of: considering rehabilitation as a multi-disciplinary societal phenomenon and proactively anticipate national and international changes related to rehabilitation; You form a structured conception of the significance of the rehabilitation service system and the legislation that regulates rehabilitation. You know and are able to apply the theories, conceptual systems and models of rehabilitation, as well as relying on research-based information in your actions.

  Course contents

  Proactive anticipation of national and international changes related to rehabilitation
  Rehabilitation service system and the legislation that regulates rehabilitation
  The theories, conceptual systems and models of rehabilitation
  Development of operating practices and environments in rehabilitation

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student is familiar with the knowledge base of rehabilitation and utilises it to a certain extent in development work. The student is capable of naming key theories and concepts of rehabilitation and assessing rehabilitation operations based on them.
  
  Satisfactory 2
  The student is capable of analysing the knowledge base of rehabilitation and utilises research-based information in development work. The student is capable of naming key theories and concepts of rehabilitation and assessing rehabilitation operations based on them from the points of view of an individual, community and society.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is capable of analysing the knowledge base of rehabilitation and utilises research-based information in development work, proactively anticipating the future. The student is capable of applying key theories and concepts of rehabilitation and assessing rehabilitation operations based on them from the points of view of an individual, community and society.
  
  Very good 4
  The student is capable of critically analysing the knowledge base of rehabilitation and utilises research-based information in development work, proactively anticipating the future and creating something new. The student is capable of extensively applying key theories and concepts of rehabilitation and assessing rehabilitation operations based on them from the points of view of an individual, community and society.

  Assessment criteria - grade 5

  Excellent 5
  The student is capable of critically analysing the knowledge base of rehabilitation and utilises a diverse range of evidence-based information in development work, proactively anticipating the future and creating something new. The student is capable of comprehensively applying key theories and concepts of rehabilitation and is able to assess rehabilitation operations based on them from the points of view of an individual, community and society.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Lectures, seminars, workshops, independent study and virtual learning.

  Lecturer(s)

  Sanna Sihvonen

  Learning materials and recommended literature

  - Järvikoski, A. 2013. Monimuotoinen kuntoutus ja sen käsitteet. Sosiaali- ja terveysministeriön raportteja ja muistioita. 43. Helsinki: Sosiaali- ja terveysministeriö. Verkkojulkaisu.
  - Järvikoski, A. 2008. Kuntoutuskäsityksen muutos ja kuntoutuksen vaikuttavuuden tutkimus. Teoksessa Vaikuttavuus muutoksessa. Toim. J. Mäkitalo, J.Turunen & I. Vilkkumaa. Verve: Oulu.
  - Härkäpää, K., Järvikoski, A. & Salminen, A-L. 2015. Kuntoutuksen teorioista ja ICF-mallista. Kuntoutus, 38, 2, 18 - 32
  - McPherson, K., Gibson B. E. & Leplege A. 2015. Rethinking Rehabilitation: Theory and Practice. CRC Press. https://www.crcpress.com/Rethinking-Rehabilitation-Theory-and-Practice/McPherson-Gibson-Leplege/p/book/9781482249200. Soveltuvin osin.
  - Law, M. & MacDermid, J. 2014. Evidence-Based Rehabilitation, A Guide for Practice. Thorofare: SLACK Incorporation. 3rd ed. Soveltuvin osin.
  - Sipari S. & Mäkinen, E. 2012.Yhdessä rakentuva kuntoutusosaaminen. Metropolia Ammattikorkeakoulun julkaisusarja; Aatos-Artikkelit 6/2012.
  - Laitinen, M. & Niskala, A. 2013. Asiakkaat toimijoina sosiaalityössä. Tampere: Vastapaino.
  - Sosiaalityön vaikuttavuus. 2012. Toim. A. Pohjola, T. Kemppainen & S. Väyrynen. Rovaniemi: Lapin Yliopistokustannus.
  - Sosiaalityön yhteisöllisyyttä etsimässä. 2015. Toim. S. Väyrynen, K. Kostamo-Pääkkö & P. Ojaniemi. Tallinna: UniPressGlobal. (not translated)

  Lecturer(s)

  Asta Suomi, Sanna Sihvonen

  Campus

  Main Campus

  Timing

  28.08.2020 - 18.12.2020

  Learning assignments and student workload

  Lectures, workshops and seminars 16 hours, independent study 87 hours, online study 32 hours

  Enrollment

  03.08.2020 - 06.09.2020

  Groups

  • YSY20SM
  • ZJA20SSYM

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Formulating Strategy (YZZZ0210-3004),
       01.09.2020 – 18.12.2020,  5 cr  (YSV19S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.
  
  Course competences
  Internationalization and communication competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

  Course contents

  Strategic thinking, principles of strategic management, vision, mission, values, goals.
  Development directions of the strategy and connections to the decision-making process.
  Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
  Indicators and measuring as parts of efficient leadership, and evaluation of the results.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.
  
  Satisfactory 2
  The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

  Assessment criteria - grade 3 and 4

  Good 3
  The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.
  
  Very good 4
  The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Blended-learning, which utilizes face-to-face and online learning, and also there is independent learning and peer support.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
  Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
  Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Timing

  01.09.2020 - 18.12.2020

  Learning assignments and student workload

  pre-assignment and preparation for it 10 h
  lectures and workshops 20 h
  peer evaluation 10 h
  on-line learning 45 h
  independent work 50 h

  Enrollment

  03.08.2020 - 30.08.2020

  Groups

  • YSV19S1
  • YSY19SM
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 30

  Assessment methods

  The course is implemented in a project-based way, where lectures, group work and independent study complement each other. Assessment methods include direct feedback from the supervisor, self- and peer review, final feedback.

  Degree Programme

  Master’s Degree Programme in Digital Supply Chain Management, Master’s Degree Programme in Logistics, Master’s Degree Programme in Tourism and Hospitality Management, Master's Degree Programme in Business Network Management, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö
• Human Resource and Work Wellbeing Management (YSJA0103-3002),
       11.01.2021 – 14.05.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The purpose of the course is that you master the key knowledge base and methods of HR management and well-being at work, and you are able to utilize competence in your own work.
  
  Learning Objective:
  
  You can identify the principles of sustainable working life development and understand their connections to the quality and productivity of work, as well as to well-being. You are able operate according HR management theory. You knows how to develop work and work community functions succesfully driven by strategic human resource management principles. You know the essential challenges in human resource and well-being management, you know the essential methods and tools in human resource and well-being management and you can apply them in your own work. You are able to understands the main mechanisms in the construction and maintenance of well-being. You understand and are able to apply the basic principles of a dialogical and coaching leadership style.

  Course contents

  Sustainable development of working life and trends in the operating environment. Key concepts of HR management and occupational wellbeing and their importance to the work community. The role of HR management in sustaining and developing work community cohesion and staff motivation. Development models and good practices of occupational wellbeing. Coaching and dialogic leadership, early intervention and ways to support.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  Student is aware of basics of human resource and well-being management, as well as understands some of the key tools and methods. Student identifies the construction and maintenance mechanism of wellbeing at work. Student knows some methods of dialogic and coaching management.
  
  Satisfactory 2
  Student is aware of basics of human resource and well-being management, as well as knows how to apply key tools and methods in working life.The student knows and applies key mechanisms for the construction and maintenance of wellbeing at work within their own expertise area. The student is able to apply knowledge related to the sustainable development and performance of working life in his/her own work. The student understands and is able to apply some methods of dialogic and coaching management in his / her work.

  Assessment criteria - grade 3 and 4

  Good 3
  Student masters the basics of human resource and well-being management and is able to use the essential tools and methods in working life. Student masters and can use the key mechanisms for the construction and maintenance of wellbeing at work within their own expertise area.The student masters the principles of sustainable development and is able to analyze their connection to productivity and to work place wellbeing
  
  Very good 4
  The student is able to make a synthesis of the models and theories of human resource management and wellbeing at work and their interaction with each other. The student applies their key tools and methods in developing the practices of HR management and wellbeing at work in his/her own field. The student is able to combine key mechanisms of construction and maintaining wellbeing at work in the management of occupational wellbeing in his/her own field. The student is able to combine and synthesize principles related to the sustainable development of working life to develop work productivity and workplace wellbeing in their own field.

  Assessment criteria - grade 5

  Excellent 5
  Student is able to evaluate the practices of human resource management and occupational wellbeing. He or she is able to apply their tools and methods critically but with a working life orientation. Student is able to evaluate critically the key mechanisms of construction and maintaining wellbeing at work. The student is able to justify the sustainable development of working life in accordance with the related principles. He or she can evaluate their relationship to work productivity and the workplace wellbeing.

  Assessment criteria, passed/failed

  0 (Fail)
  The student does not achieve the minimum learning objectives for the course.

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  Language of instruction

  Finnish

  Location and time

  Contact lessons 27.1. and 11.3.2021.
  
  Pre-assignment.
  
  Course will end 20th of March.

  Planned learning activities, teaching methods and guidance

  Face-to-face and distance learning, literature, written assignments, dialogue discussions.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  MacKie, D. 2014. The effectiveness of strength-based executive coaching in enhancing full range leadership development: A controlled study. PDF (verkko-oppimisympäristössä)
  
  Henkilöstöjohtaminen kurkiauran kärkeen: uudistumisen sykettä palveluihin. 2014. Toim. T. Pakarinen & T. Mäki, Helsinki: Edita.
  
  Manka, M.-L., Manka, M. 2016. Työhyvinvointi. Helsinki: Talentum Pro. (myös e-kirjana)
  
  Virtanen, P., Sinokki, M. 2014. Hyvinvointia työstä: työhyvinvoinnin kehittyminen, perusta ja käytännöt. Helsinki: Tietosanoma.
  
  Juuti, P., Salmi, P. 2014. Tunteet ja työ: uupumuksesta iloon. Jyväskylä: PS-Kustannus.
  
  Pyöriä, P. 2012. Työhyvinvointi ja organisaation menestys. Helsinki: Gaudeamus.
  
  Tarkkonen, J. 2012. Työhyvinvointi johtamistehtävänä: periaatteet, rakenteet ja käytännöt. Kuopio: UNIpress.
  
  Aura, O., Ahonen, G. 2016. Strategisen hyvinvoinnin johtaminen. Helsinki: Talentum Pro.
  
  Suonsivu, K. 2011. Työhyvinvointi osana henkilöstöjohtamista. Kuopio: UNIpress

  Lecturer(s)

  Asta Suomi, Kari Jaatinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam.

  Timing

  11.01.2021 - 14.05.2021

  Learning assignments and student workload

  Contact lessons 16 h
  Independent work and group work 119 h
  Altogether 135 h

  Enrollment

  02.11.2020 - 30.11.2020

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SK
  • YSY19SM
  • YSY19SK
  • YSY19ST

  Alternative learning methods

  Studyfication is an alternative method of course implementation according to JAMK degree regulation.

  Seats

  15 - 40

  Assessment methods

  Open AMK 5 places.
  
  Assessment: self-assessment, peer review, teacher evaluation.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  Hyvinvointiyksikkö