Academic year 2023 - 2024

• Formulating Strategy (YZZZ0210-3018),
       12.02.2024 – 12.05.2024,  5 cr  (ZJAYMJ23S1, ...) — 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

  Location and time

  Online 100 %
  Moodle workspace

  Planned learning activities, teaching methods and guidance

  You can study in the course at your own pace
  There will be prerecorded lectures, learning from assignments and getting feedback from other students
  - Individual learning assignments
  - A report to be done with a pair
  - Small group work online
  - Webinars
  - Online Discussions

  Learning materials and recommended literature

  Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.
  
  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
  
  Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'
  
  Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

  Lecturer(s)

  Heidi Neuvonen

  Timing

  12.02.2024 - 12.05.2024

  Learning assignments and student workload

  - orientation assignments 10 h
  - lectures/online lectures 10 h h
  - webinars or replacing assignments 10 h
  - learning assignments 65 h
  - studying the course material 40 h
  
  Total 135 hours

  Content scheduling

  In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
  Timetable of the learning assignments in the Moodle workspace

  Groups

  • ZJAYMJ23S1
  • YMJ23S1

  Assessment methods

  - Orientation, individual task, (passed / failed)
  - Report, pair work, 30% of the grade of the course, scale 0-5
  - Development work, 70% of the grade of the course, scale 0-5

  Degree Programme

  Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Knowledge and Quality Management in Health Care and Social Services (YSJA0104-3008),
       02.01.2024 – 31.03.2024,  5 cr  (ZJA22SVPJ3) — Face-to-face +-
  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.

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  Language of instruction

  Finnish

  Lecturer(s)

  Tapio Mäkelä

  Lecturer(s)

  Tapio Mäkelä, Riitta Räsänen

  Timing

  02.01.2024 - 31.03.2024

  Groups

  • ZJA22SVPJ3

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YS00BS61-3004),
       23.10.2023 – 10.12.2023,  2 cr  (ZJA23SSYVA) — Face-to-face +-
  Learning outcomes of the course

  The purpose of this course is to understand the meaning of an research-based development.
  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 are able to apply some working life development methods in development activitvities at your filed of practice.

  Course contents

  The starting points and methodology of research-based development
  Process and management of research-based development

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  Language of instruction

  Finnish

  Lecturer(s)

  Sari Järvinen

  Lecturer(s)

  Sari Järvinen, Emilia Lahdenperä

  Timing

  23.10.2023 - 10.12.2023

  Groups

  • ZJA23SSYVA

  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

  Credits

  • 2 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3024),
       15.01.2024 – 30.03.2024,  5 cr  (YSU23KM, ...) — 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

  Implementation time 1.1.2024 - 30.3.2024 (Moodle open)
  
  I Webinar 16.1.2024 time 16-19
  II Webinar 30.1.2024 time 16-19
  III Webinar 20.2.2024 time 16-19
  A seminar day where the final assignment is presented online 19.3.2024 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage.
  
  Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4. painos. Chichester: Wiley-Blackwell.
  
  Pope, C. & Mays, N. 2020. Qualitative Research in Health Care. Wileys Blackwell, 4th edition. ebook.
  
  Hackley, C. 2020. Qualitative research in marketing and management : doing interpretive research projects. Roudledge, 2nd edition. ebook
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  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. Toim. H. Kyngäs, K. Mikkonen & M. Kääriäinen, M. Cham: Springer. ebook
  
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.
  
  Additional material:
  
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  
  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

  Timing

  15.01.2024 - 30.03.2024

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Groups

  • YSU23KM
  • YSV22S1
  • YSB22S1
  • YSV23S1
  • YSB23S1
  • ZJAYSU23KM
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • YSY22SJ
  • ZJAYSH23S1

  Seats

  20 - 40

  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 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3025),
       01.04.2024 – 20.06.2024,  5 cr  (YSU23KM, ...) — 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

  Implementation time 1.4-20.6.2024 (Moodle open)
  
  I Webinar 16.4.2024 time 16-19
  II Webinar 25.4.2024 time 16-19
  III Webinar 14.5.2024 time 16-19
  A seminar day where the final assignment is presented online 4.6.2024 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Galvin K. 2017. Qualitative Research in Nursing and Healthcare.
  John Wiley & Sons, Incorporated. 4th ed. ebook
  
  Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  
  OR
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  OR
  
  Klenke, K. 2008. Qualitative Research in the Study of Leadership. Great Britain: Emerald.
  
  Lisämateriaalia:
  
  Creswell, J. & Poth, C.N. 2018. Qualitative inquiry & research design: choosing among five approaches. Los Angeles: SAGE Publications, Inc.
  Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  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
  Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  01.04.2024 - 20.06.2024

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Groups

  • YSU23KM
  • YSV23S1
  • YSB23S1
  • ZJAYSU23KM
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  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 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Sexual Health Promotion and Human Rights (YS00BP81-3003),
       29.01.2024 – 12.05.2024,  5 cr  (ZJAYSC23KM, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose
  After completing the course, you will understand the importance of sexuality and human rights, sexual diversity and sexual health from the perspective of the overall well-being of the individual and the community, as well as society.
  
  - You understand the extent of sexual well-being and human rights and the importance of promoting them from the perspective of individuals, communities and society
  - You know human and sexual rights as well as ethics and you are able to promote them in working life
  - You know the basic goals and tools for the promotion of human rights and sexual health and you are able to implement them in working life
  - You understand sexual diversity

  Course contents

  - Sexual health promotion and human rights at the individual, community and societal levels, the PLISSIT model
  - Human and sexual rights and ethics
  - The dimensions of sexuality and human rights in society, such as laws, agreements, culture, media, values, taboos, social institutions
  -Sexual health and sexual diversity
  - Sexual violations and human rights violations, such as genital mutilation, prostitution and human trafficking
  - Sexual health promotion skills

  Assessment criteria

  Assessment criteria, passed/failed

  You show an understanding of the importance of promoting sexual health and rights and human rights from the perspective of individuals, communities and society, and you can give examples of their promotion in working life
  
  You show that you understand the ethical principles of sexual health promotion and human rights
  
  You can justify sexual phenomena on an individual, community and societal level
  
  You show an understanding of sexuality and gender diversity

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  Language of instruction

  Finnish

  Location and time

  E-learning in the spring semester 2024

  Planned learning activities, teaching methods and guidance

  E-learning: independent studying of the material, assignments, online discussions and tests, group assignments

  Lecturer(s)

  Christina Mantsinen

  Learning materials and recommended literature

  Brusila P., Kero K., Piha J. & Räsänen M. (Ed.) Seksuaalilääketiede. Duodecim.

  Lecturer(s)

  Christina Mantsinen, Heidi Pasonen

  Timing

  29.01.2024 - 12.05.2024

  Learning assignments and student workload

  135h: 90h independent studying, 45h online discussions and group assignment

  Groups

  • ZJAYSC23KM
  • YSV23S1
  • YSC23KM
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  Seats

  20 - 30

  Assessment methods

  Avoin amk: 5 paikkaa (ei min-max määrässä)
  Campusonline: 10 paikkaa (ei min-max määrässä) (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Expertise and Leadership in Health Promotion (YSEA0200-3007),
       22.01.2024 – 17.05.2024,  5 cr  (YSC24KM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose is that you get the skills to act as a demanding level expert in health and well-being in public, private and third sector organizations. You will learn how to lead and coordinate the activities of promoting well-being and health in various organizations and in stakeholder cooperation.
  
  After attending the course, you will have the following skills:
  Anticipatory development (You know how to leads the development of new, forward-looking solutions and produces new information using various research and development methods)
  Learning to learn (You promote your own and your work community's continuous learning and skill development, utilizing knowledge from different fields and the possibilities of digitalization)
  Functioning in working life (Your abilities to develop and lead your work community and to reform working life)
  Sustainable development (You develop sustainable and responsible operating methods in your work and support sustainability change in your work community and society)
  
  Learning outcomes:
  After completing the course, you will know the international requirements for health and well-being promotion expertise and strategic management. You will be able to critically evaluate your own health and well-being promotion expertise and strive for its continuous development, learning together and sharing expertise. You can evaluate future-oriented, critically and sustainable development perspectives, taking into account changes in your own industry and services and their effects on health and well-being promotion activities. You know how to activate and cooperate with networks and stakeholders in order to promote the implementation of the health and promotion strategy and evidence-based activities. You will use evidence-based health promotion management tools when developing and managing well-being and 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
  Evaluation of the effectiveness of health promotion
  Sustainable development
  IUHPE's competencies underpinned by the expertise and management skills of a health promotion expert

  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.

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  Language of instruction

  Finnish

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  The course is implemented entirely online. Guidance and feedback take place in an e-learning environment.
  Independent study and webinars (Zoom). Flipped learning -method is used, so independent studying (reading learning material and learning assignmets) in every module of the course must do before webinars (one webinar per module).
  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.
  Independet study contain:
  - Reflective assessment of one's own health promotion expertise in accordance with international accreditation criteria (IUHPE Health Promotion Practitioner accreditation criteria)
  - Written learning assignment (group assignment) : Health promotion expert´s network and stakeholders
  - Written learning assignment: Strategies and programmes of health promotion and wellbeing including sustainable development
  - Health promotion expert’s blogtext for a website
  - Written reflective learning diary

  Lecturer(s)

  Pauliina Soanvaara

  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 note. 1st edition.
  https://www.apm.org.uk/media/6673/stakeholder_engagement_1st_edition_pgguidance_2014.pdf
  
  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
  
  Verkostojohtamisen opas. 2019. Valtioneuvoston kanslian julkaisuja 2019:12.
  
  Terveyden ja hyvinvoinnin kansalliset suositukset ja ohjelmat opiskelijan oman asiantuntijuusalueen mukaan.
  
  Kangasniemi, M., Halminen, O., Hult, M., Kallio, H., Linna, M. & Suominen, S. 2021. Kohdennettu ja ennakoitu hyvinvoinnin, terveyden ja turvallisuuden edistäminen: vaikutusten ja kustannusten arviointityökalut. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja 2021:54. http://urn.fi/URN:ISBN:978-952-383-421-7
  
  PODCASTS AND VIDEOS:
  Relevant material will be agreed in the beginning of the course.
  
  WEBPAGES - applicable parts
  Hyvinvoinnin ja terveyden edistämisen johtaminen. 2022. 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 (EVA). 2021. 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/
  
  UN Sustainable Development Goals. https://www.un.org/sustainabledevelopment/
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Internationality

  The course utilizes learning material in English.The course utilizes video lecture material in English from the WHO and the WHO European Region and material on WHO and UN websites.
  Health Promotion Practitioner competence self-assessment is performed based on the Health Promotion Practitioner accreditation assessment material of the International Union for Health Promotion and Education (IUHPE).

  Timing

  22.01.2024 - 17.05.2024

  Learning assignments and student workload

  Webinars (incl. pre- and post-studies) 14 hours
  Independent study:
  Online lectures and knowledge tests 6 hours
  Self-assessment by using IUHPE accreditation criteria 6 hours
  Learning tasks and tests 52 hours
  Other independent studies and writing reflective learning diary 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.
  
  Moodle will open 22.1.2024.

  Groups

  • YSC24KM
  • ZJAYSC24KM
  • YSC23KM

  Seats

  20 - 40

  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.
  
  Learning assignment and reflective learning diary will be assessed approved/complement.

  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

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3028),
       22.01.2024 – 14.04.2024,  5 cr — Face-to-face +-
  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

  Location and time

  Scheduled online implementation

  Planned learning activities, teaching methods and guidance

  Individual learning assignments
  Group working
  Lectures and webinars
  Online exam

  Learning materials and recommended literature

  Englanniksi
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  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 Boa

  Lecturer(s)

  Sami Kalliomaa

  Timing

  22.01.2024 - 14.04.2024

  Learning assignments and student workload

  Englanniksi
  lectures/online lectures 24 h
  - learning tasks and group working 79 h
  - studying the course material 20 h incl. online exam
  
  Total 135 hours

  Content scheduling

  The study course proceeds in four stages during which the student works on a mini-research on the chosen topic.

  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

  Student can participate in the course even if the topic of the thesis is not yet clear of found.
  
  Various evaluation methods are used in the evaluation of the study course performance. The mini-study is evaluated by using qualitative evaluation criteria and the online exam with quantitative criteria, which together consist the overall evaluation of the study course.

  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 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

  Credits

  • 5 cr

  Unit

  School of Business
• Interventions and Processes in Multidisciplinary Rehabilitation (YSMA0200-3005),
       04.09.2023 – 20.12.2023,  5 cr  (YSU23KM, ...) — Face-to-face +-
  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.

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Asta Suomi, Aila Pikkarainen

  Timing

  04.09.2023 - 20.12.2023

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • YSU23KM
  • ZJAYSU23KM

  Seats

  0 - 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

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Innovator in Multidisciplinary Rehabilitation (YSMA0300-3006),
       04.09.2023 – 15.12.2023,  5 cr  (YSU23KM, ...) — Face-to-face +-
  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

  Hybrid, 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, Aila Pikkarainen

  Timing

  04.09.2023 - 15.12.2023

  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

  01.08.2023 - 24.08.2023

  Groups

  • YSU23KM
  • ZJAYSU23KM

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3049),
       09.01.2024 – 07.04.2024,  5 cr  (ZJAYSG23S1, ...) — 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

  Location and time

  Webinars (with Zoom):
  9.1.2024 klo 17.00-18.30
  6.2.2024 klo 17-19
  14.3.2024 klo 17-19

  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

  09.01.2024 - 07.04.2024

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Content scheduling

  The first webinar instructs and stages the progress of the course.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • ZJAYSG23S1
  • YSG23S1
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 30

  Assessment methods

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

  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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3056),
       04.03.2024 – 26.05.2024,  5 cr  (YSU24K1, ...) — Face-to-face +-
  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

  Location and time

  Webinars (with Zoom):
  7.3.2024 klo 17.00-18.30
  4.4. klo 17-19
  29.4. klo 17-19

  Planned learning activities, teaching methods and guidance

  Contact and/or 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)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  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/
  An up-to-date non-personal guide to people management.
  Suitable article from e.g. The Leadership Quarterly, Journal of Change Management, Journal of Organizational Change Management, Työelämän tutkimus, Hallinnon tutkimus -journal.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  Ei tenttiä.

  Timing

  04.03.2024 - 26.05.2024

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Content scheduling

  The first webinar instructs and stages the progress of the course.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.

  Groups

  • YSU24K1
  • ZJAYSU24KM
  • YSC24KM
  • ZJAYSC24KM
  • YSV23S1
  • ZJAYSV23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Managerial Accounting (YZZZ0230-3037),
       01.09.2023 – 31.12.2023,  5 cr  (ZJAYHO23S1, ...) — 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 to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  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

  Planned learning activities, teaching methods and guidance

  Lectures and webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (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).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Sanna Niemi

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  01.09.2023 - 31.12.2023

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures and webinars 19h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 76h

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Seats

  0 - 20

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  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

  School of Business
• Leadership Dynamics (YZZZ0220-3057),
       04.09.2023 – 31.12.2023,  5 cr  (ZJAYHO23S1, ...) — 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

  Verkko-opetus, harjoitustyöt, pienryhmätyöskentely, itsenäinen työskentely (not translated)

  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 Management, Human Relations yms. (not translated)

  Lecturer(s)

  Sami Kalliomaa

  Working life cooperation

  Opintojakso integroidaan valittuun organisaatioon. Se sisältää käytännön harjoittelua. (not translated)

  Exam dates and re-exam possibilities

  Kehittämistehtävän voi uusia, jos on saanut hylätyn. (not translated)

  Timing

  04.09.2023 - 31.12.2023

  Learning assignments and student workload

  135 h (not translated)

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Alternative learning methods

  Verkkoluennot, webinaarit, osaamisen arviointi, johtajuusreferaatti, lukupiiri, dialogiharjoitus, kehittämistehtävä (kehittämis- tai tutkimuspainotteinen) sisältäen itsearvioinnin. (not translated)

  Assessment methods

  Avoin AMK 10 sisältyy max-määrään (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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Formulating Strategy (YZZZ0210-3017),
       05.02.2024 – 12.05.2024,  5 cr  (ZJAYHO23S1, ...) — 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.

  ---

  Language of instruction

  Finnish

  Location and time

  Online 100 %
  Moodle workspace

  Planned learning activities, teaching methods and guidance

  You can study in the course at your own pace
  There will be prerecorded lectures, learning from assignments and getting feedback from other students
  - Individual learning assignments
  - A report to be done with a pair
  - Small group work online
  - Webinars
  - Online Discussions

  Learning materials and recommended literature

  Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.
  
  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
  
  Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'
  
  Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

  Lecturer(s)

  Heidi Neuvonen

  Timing

  05.02.2024 - 12.05.2024

  Learning assignments and student workload

  - orientation assignments 10 h
  - lectures/online lectures 10 h h
  - webinars or replacing assignments 10 h
  - learning assignments 65 h
  - studying the course material 40 h
  
  Total 135 hours

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
  Timetable of the learning assignments in the Moodle workspace

  Groups

  • ZJAYHO23S1
  • YHO23S1

  Assessment methods

  - Orientation, individual task, (passed / failed)
  - Report, pair work, 30% of the grade of the course, scale 0-5
  - Development work, 70% of the grade of the course, scale 0-5

  Degree Programme

  Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Research-based Development (YZZZ0110-3055),
       12.01.2024 – 07.04.2024,  5 cr  (ZJAYHO23S1, ...) — 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

  Location and time

  Online 100%

  Planned learning activities, teaching methods and guidance

  You can study in the course at your own pace
  - Individual learning tasks
  - Small group work online
  - Webinars
  - Online Discussions

  Learning materials and recommended literature

  Eskola, J. 2015. laadullisen tutkimuksen juhannustaiat. Laadullisen aineiston analyysi vaihe vaiheelta. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 185-189
  
  Hakala, Juha. 2004. Opinnäyteopas ammattikorkeakouluille. Gaudeamus, Helsinki. https://www.ellibslibrary.com/book/951-662-903-2
  
  - Kirja esittelee keskeisimmät opinnäytteen tekijän kohtaamat kysymykset ja tarjoaa niihin ratkaisuehdotukset.
  
  Hirsjärvi, S., Remes, P. & Sajavaara, P. 2010. Tutki ja kirjoita. 15-16 p. Helsinki: Tammi.
  
  Kamppinen, M., Kuusi, O., Söderlund, S. 2002. Tulevaisuudentutkimus. Helsinki: Suomalaisen kirjallisuuden seura
  
  Kiviniemi, K. 2015. Laadullinen tutkimus prosessina. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 74-75
  Klenke, K. 2016. Qualitative Researvh in the Study of Leadership. Great Britain. https://www.jamk.fi/kirjasto, Janet, Emerald
  
  KvaliMOTV - Menetelmäopetuksen tietovaranto. Verkkojulkaisu. Tampere: Yhteiskuntatieteellinen tietoarkisto. https://www.fsd.tuni.fi/menetelmaopetus
  
  KvantiMOT - Kvantitatiivisen tutkimuksen käsikirja https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/kvanti/
  
  Koskela, M. & Pilke, N. (2020). Tieteellisen tekstin jäsentäminen. Teoksessa H. Katajamäki (toim.), Tieteellinen kirjoittaminen tiedeyhteisössä (s. 123–134). VAKKI. https://vakki.net/wp-content/uploads/2020/10/KoskelaPilke123-134Tieteellinenkirjoittaminentiedeyhteisossa.pdf
  
  Laadullisen aineiston analyysi ja tulkinta. N.d. Kajaanin ammattikorkeakoulu. https://www.kamk.fi/fi/opari/Opinnaytetyopakki/Teoreettinenmateriaali/Tukimateriaali/Laadullisen-analyysi-ja-tulkinta
  Ojansalo, K. Moilanen, T. & Ritalahti, J. 2009. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro
  
  Patton, M. 2002. Qualitative research and evaluation methods. 3. painos. Thousand Oaks: Sage Publications
  
  Puusa, A. & Juuti, P. 2011. Laadullisen lähestymistavan yleistyminen kulttuurinäkökulman myötä. Teoksessa Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan. Toim. A. Puusa ja P. Juuti. Kirkkonummi: Johtamistaidon Opisto JTO
  
  Rantala, I. 2015. Laadullisen aineiston analyysi tietokoneella. Teoksessa Ikkunoita tutkimusmetodeihin 2. Näkökumia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. Toim. Valli, R. & Aaltola, J. Juva: Bookwell Oy, 108- 116.
  
  Solatie, J. 2001. Focusryhmät: Kvalitatiiviset ryhmäkeskustelut strategisen markkinointitutkimuksen apuna. Helsinki: Mainostajien liitto.
  Tuomi, J. & Sarajärvi, A. 2018, Laadullinen tutkimus ja sisällönanalyysi, Uudistettu laitos. edn, Kustannusosakeyhtiö Tammi, Helsinki
  
  Tutkimuseettisen neuvottelukunna julkaisuja 3/2019. Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettiinen ennakointi Suomessa. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_o hje_2019.pdf.
  
  Weber, K.M., Amanatidou, E.; Erdmann, L. & Nieminen, M. 2016. Research and innovation futures: exploring new ways of doing and organizing knowledge creation. Foresight: the Journal of Futures Studies, Strategic Thinking and Policy. Emerald publishing. Vol. 18, (193-203). https://janet.finna.fi, Proquest
  
  Valli, R. 2015 . Johdatus tilastolliseen tutkimukseen. PS Kustannus, Jyväskylä. E-kirja, Luettavissa JAMK:n käyttäjätunnuksilla https://www.ellibslibrary.com/book/9789524516761
  
  Valli, R. & Aaltola, J. 2015. Ikkunoita tutkimusmetodeihin: 2, Näkökulmia aloittelevalle tutkijalle tutkimuksen teoreettisiin lähtökohtiin ja analyysimenetelmiin. 4.uud. Jyväskylä: PS-kustannus
  Vilkka, H. 2009. Tutki ja kehitä. 3. p., uud. p. Helsinki: Tammi (not translated)

  Lecturer(s)

  Sami Kalliomaa, Anne Törn-Laapio

  Timing

  12.01.2024 - 07.04.2024

  Learning assignments and student workload

  - orientation assignments 10 h
  - lectures/online lectures 10 h h
  - webinars/replacing assignments 10 h
  - learning assignments 65 h
  - studying the course material 40 h
  
  Total 135 hours

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
  Timetable of the learning assignments in the Moodle workspace
  Presenting on the online discussion platform is a sign of your participation in the course. Presentation should be made at the beginning of the course during the first two weeks.

  Groups

  • ZJAYHO23S1
  • YHO23S1

  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 10 (sisältyy max-määrään) (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 Lifecycle Management, 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Qualitative Research (YZZZ0130-3026),
       11.09.2023 – 31.12.2023,  5 cr  (ZJA23SH, ...) — 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

  Location and time

  Scheduled online implementation

  Planned learning activities, teaching methods and guidance

  Individual learning assignments
  Group working
  Lectures and webinars
  Online exam

  Learning materials and recommended literature

  Englanniksi
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  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 Boa

  Lecturer(s)

  Sami Kalliomaa

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Englanniksi
  lectures/online lectures 24 h
  - learning tasks and group working 79 h
  - studying the course material 20 h incl. online exam
  
  Total 135 hours

  Enrollment

  01.08.2023 - 03.09.2023

  Content scheduling

  The study course proceeds in four stages during which the student works on a mini-research on the chosen topic.

  Groups

  • ZJA23SH
  • YHO22S1

  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

  Student can participate in the course even if the topic of the thesis is not yet clear of found.
  
  Various evaluation methods are used in the evaluation of the study course performance. The mini-study is evaluated by using qualitative evaluation criteria and the online exam with quantitative criteria, which together consist the overall evaluation of the study course.

  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 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Leadership Dynamics (YZZZ0220-3058),
       26.09.2023 – 31.12.2023,  5 cr  (ZJAYMJ23S1, ...) — 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

  Verkko-opetus, harjoitustyöt, pienryhmätyöskentely, itsenäinen työskentely (not translated)

  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 Management, Human Relations yms. (not translated)

  Lecturer(s)

  Marianne Ekonen

  Working life cooperation

  Opintojakso integroidaan valittuun organisaatioon. Se sisältää käytännön harjoittelua. (not translated)

  Exam dates and re-exam possibilities

  Kehittämistehtävän voi uusia, jos on saanut hylätyn. (not translated)

  Timing

  26.09.2023 - 31.12.2023

  Learning assignments and student workload

  135 h (not translated)

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYMJ23S1
  • YMJ23S1

  Alternative learning methods

  Verkkoluennot, webinaarit, osaamisen arviointi, johtajuusreferaatti, lukupiiri, dialogiharjoitus, kehittämistehtävä (kehittämis- tai tutkimuspainotteinen) sisältäen itsearvioinnin. (not translated)

  Assessment methods

  Avoin AMK 10 sisältyy max-määrään (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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Managerial Accounting (YZZZ0230-3038),
       01.09.2023 – 31.12.2023,  5 cr  (ZJAYMJ23S1, ...) — 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 to learn
  Operating in a workplace
  Sustainable development
  Proactive development
  
  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

  Planned learning activities, teaching methods and guidance

  Lectures and webinars
  Literature
  Video material
  Exercises and assignments

  Learning materials and recommended literature

  Ikäheimo, S., Malmi, T. & Walden, R. (2016). Yrityksen laskentatoimi. Helsinki: Talentum Pro. 6. uudistettu painos. ISBN 978-952-14-2819-7 (nidottu) ja ISBN 978-952-14-2821-0 (verkkoaineisto).
  
  Järvenpää, M., Länsiluoto, A., Partanen, V. & Pellinen, J. Talousohjaus ja kustannuslaskenta. (2017). Helsinki: Sanoma Pro. 4. painos. ISBN 978-952-63-2005-2 (nidottu) ja ISBN
  978-952-63-5096-7 (verkkoaineisto).
  
  Neilimo, K & Uusi-Rauva, E. (2017). Johdon laskentatoimi. Helsinki: Edita. 13. painos.
  ISBN 978-951-37-4109-9 (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).
  
  Puolamäki, E. (2007). Strateginen johdon laskentatoimi: kasvuyrityksen liiketoiminnan ohjausmenetelmät. Helsinki: Tietosanoma. ISBN 978-951-885-262-2 (nidottu).
  
  Puolamäki, E. & Ruusunen, P. (2009). Strategiset investoinnit : johtaminen, prosessit ja talouden ohjaus (1. painos). Helsinki: Tietosanoma. ISBN 978-951-885-291-2 (nidottu).

  Lecturer(s)

  Sanna Niemi

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  01.09.2023 - 31.12.2023

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures and webinars 19h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 76h

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • ZJAYMJ23S1
  • YMJ23S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Bachelor's Degree study guide.

  Seats

  0 - 20

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  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

  School of Business
• Qualitative Research (YZZZ0130-3027),
       11.09.2023 – 31.12.2023,  5 cr  (YMJ22S1, ...) — 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

  Location and time

  Scheduled online implementation

  Planned learning activities, teaching methods and guidance

  Individual learning assignments
  Group working
  Lectures and webinars
  Online exam

  Learning materials and recommended literature

  Englanniksi
  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  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 Boa

  Lecturer(s)

  Tarja Niemelä

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Englanniksi
  lectures/online lectures 24 h
  - learning tasks and group working 79 h
  - studying the course material 20 h incl. online exam
  
  Total 135 hours

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  The study course proceeds in four stages during which the student works on a mini-research on the chosen topic.

  Groups

  • YMJ22S1
  • ZJA23SM

  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

  Student can participate in the course even if the topic of the thesis is not yet clear of found.
  
  Various evaluation methods are used in the evaluation of the study course performance. The mini-study is evaluated by using qualitative evaluation criteria and the online exam with quantitative criteria, which together consist the overall evaluation of the study course.

  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 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• Human rights, social inclusion and recovery approach (YS00BY71-3001),
       28.08.2023 – 03.12.2023,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  After the course student can:
  - critically evaluate mental health and substance abuse work in accordance with international and national human rights recommendations and regulations
  - evaluate and develop his/her own activities and the activities of their work community from the perspective of human rights, inclusion and recovery orientation
  -critically examine mental health and mental health challenges from different theoretical perspectives
  -develop and implement customer-oriented, inclusion-enhancing and stigma-reducing operating methods

  Prerequisites and co-requisites

  Mielenterveys- ja päihdetyön YAMK-opintojen opintokokonaisuuden opiskelijalta edellytetään
  sairaanhoitajan, terveydenhoitajan, kätilön tai ensihoitajan perustutkintoa. (not translated)

  Course contents

  - Ethical principles of mental health and substance abuse work
  - Human rights and participation in mental health and substance abuse work
  - Stigma and prevention of exclusion
  - Theoretical starting points of mental health and mental health challenges (e.g. biomedical, experiential and trauma-informed care)
  - Client and person centeredness, and citizenship
  - Experience - and recovery orientation

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The student:
  -is able to search for information in the subject area and use national and international sources.
  -is able to apply the collected information at a descriptive level when reviewing current practices and operating methods.
  -does not show a critical evaluation of the subject area.
  Participation in the course varies.

  Assessment criteria - grade 3 and 4

  The student:
  -is able to search for evidence-based information in the subject area from both national and international sources of information and evaluate the sources with a critical approach.
  -is able to do analysis and synthesis of the subject area.
  -can use the acquired knowledge in the critical evaluation and development of current practices and operating methods.
  Participation in the course is mainly active and professional.

  Assessment criteria - grade 5

  Student:
  -is able to search for evidence-based information in the subject area from several national and international information sources.
  -is able to evaluate studies with a critical approach and to form synthesis of the collected information.
  -shows his/her in-depth view of the subject area.
  -can critically evaluate current practices and create new evidence-based procedures.
  Participation in the course is active and professional as a whole.

  Further information

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies and it cannot be studied separately.

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days 2.-3.10.2023 in Oulu University of Applied Sciences (OAMK)

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  Learning materials and recommended literature

  Hummenvoll, J,K, & Eriksson, B.G. 2022. Mental Health Care in the Era of Growing Global Risk and Uncertainty: A Recovery and Person-Centred Approach Teoksessa A. Higgins, N.Kilkku & Gristofersson G.K. (toim.), Advanced Practice in Mental Health Nursing (s. 394-408). Springer, Switzerland. 221-248 https://doi.org/10.1007/978-3-031-05536-2
  
  Leamy M, Bird V, Le Boutillier C, Williams J, Slade M (2011) A conceptual framework for personal recovery in mental health: systematic review and narrative synthesis, British Journal of Psychiatry, 199(6):445-52.doi: 10.1192/bjp.bp.110.083733.
  
  Thomas E., Despeaux K. 2018. Person-oriented recovery of individuals with serious mental illnesses: A review and meta-analysis of longitudinal findings. Psychiatric Services 69(3):259-267. doi: 10.1176/appi.ps.201700058.
  
  Current articles and other material

  Lecturer(s)

  Katja Kokkinen

  Exam dates and re-exam possibilities

  The return date of the written assignment / exam is agreed on intensive days. Two replay possibilities (are agreed on intensive days):
  1. date (approx. 2 weeks from the original return date)
  2. date (approx. 2 weeks from the previous return date)
  Returns will not be accepted after these dates

  Timing

  28.08.2023 - 03.12.2023

  Learning assignments and student workload

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

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment or material for exam will be given during the intensive days.

  Groups

  • YSY22SM
  • YSY22ST
  • YSY22SK
  • YSY22SJ

  Seats

  20 - 40

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies and it cannot be studied separately.
  
  The education requirement for these studies is a nurse, public health nurse, paramedic or midwife.
  
  The university of applied sciences responsible for organizing the course is responsible for implementing and evaluating the course.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr
• Advanced clinical practice in mental health and substance abuse nursing (YS00BY73-3001),
       15.01.2024 – 30.04.2024,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  After the course the student:
  -masters theoretical foundations of evidence-based practice.
  -can critically evaluate and develop clinical practices and teamwork according to the evidence based practice principles.
  -masters mental health needs assessment in cooperation with client and his/her network.
  -masters realization of nursing process in close co-operation with client.
  -can critically evaluate and develop clinical practices to support clients interests and ethical sustainability.

  Prerequisites and co-requisites

  Mielenterveys- ja päihdetyön YAMK-opintojen opintokokonaisuuden opiskelijalta edellytetään
  sairaanhoitajan, terveydenhoitajan, kätilön tai ensihoitajan perustutkintoa. (not translated)

  Course contents

  - Evidence-based practice in mental health and substance abuse nursing
  - Holistic needs assessment of client in co-operation with the client and his/her network
  - Shared decision making and nursing process with client and his/her network
  - Ethical decision making
  - Clinical practices related to advocacy

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The student:
  -is able to search for information in the subject area and use national and international sources.
  -is able to apply the collected information at a descriptive level when reviewing current practices and operating methods.
  -does not show a critical evaluation of the subject area.
  Participation in the course varies.

  Assessment criteria - grade 3 and 4

  The student:
  -is able to search for evidence-based information in the subject area from both national and international sources of information and evaluate the sources with a critical approach.
  -is able to do analysis and synthesis of the subject area.
  -can use the acquired knowledge in the critical evaluation and development of current practices and operating methods.
  Participation in the course is mainly active and professional.

  Assessment criteria - grade 5

  Student:
  -is able to search for evidence-based information in the subject area from several national and international information sources.
  -is able to evaluate studies with a critical approach and to form synthesis of the collected information.
  -shows his/her in-depth view of the subject area.
  -can critically evaluate current practices and create new evidence-based procedures.
  Participation in the course is active and professional as a whole.

  Further information

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies and it cannot be studied separately.

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days 15.-16.2.2024 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 or exam

  Lecturer(s)

  Katja Kokkinen

  Lecturer(s)

  Katja Kokkinen

  Exam dates and re-exam possibilities

  The return date of the written assignment / exam is agreed on intensive days. Two replay possibilities (are agreed on intensive days):
  1. date (approx. 2 weeks from the original return date)
  2. date (approx. 2 weeks from the previous return date)
  Returns will not be accepted after these dates

  Timing

  15.01.2024 - 30.04.2024

  Learning assignments and student workload

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

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  Pre-assignment will be given a month before intensive days. Written assignment or material for exam will be given during the intensive days.

  Groups

  • YSY22SM
  • YSY22ST
  • YSY22SK
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSY23KM
  • YSY22SJ

  Seats

  20 - 40

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies and it cannot be studied separately.
  The education requirement for these studies is a nurse, public health nurse, paramedic or midwife.
  The university of applied sciences responsible for organizing the course is responsible for implementing and evaluating the course.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr
• Theoretical Bases of Multidisciplinary Rehabilitation (YSMA0100-3007),
       01.01.2024 – 19.05.2024,  5 cr  (YSU24K1, ...) — Face-to-face +-
  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.

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Asta Suomi

  Lecturer(s)

  Aila Pikkarainen

  Timing

  01.01.2024 - 19.05.2024

  Groups

  • YSU24K1
  • ZJAYSU24KM

  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

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Formulating Strategy (YZZZ0210-3015),
       01.09.2023 – 20.12.2023,  5 cr  (YSY22SM, ...) — 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.

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 1.9-20.12.2023 (Moodle open)
  
  I Webinar 20.9.20232023 time 12-17
  II Webinar 10.10. 2023 2023 time 12-17
  III Webinar 31.10 2023 time 16-19

  Planned learning activities, teaching methods and guidance

  Online learning, 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
  Kim, W. Chan Blue ocean strategy 2005 (or newer).
  Juhola, E., Rydenfelt, H. 2020. Strateginen viestintä ja organisaation tavoitteet. Media & viestintä : kulttuurin ja yhteiskunnan tutkimuksen lehti. Vuosikerta. 43 , Nro 1 , Sivut 79-99. https://helda.helsinki.fi/bitstream/handle/10138/317042/91081_Artikkelin_teksti_148095_1_10_20200328.pdf?sequence=1

  Lecturer(s)

  Tapio Mäkelä

  Timing

  01.09.2023 - 20.12.2023

  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

  01.08.2023 - 24.08.2023

  Groups

  • YSY22SM
  • YSY22ST
  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM

  Seats

  15 - 30

  Degree Programme

  Master's Degree Programme in Multidisciplinary Rehabilitation, Master's Degree Programme in Health Promotion, 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

  School of Business
• Research-based Development (YZZZ0110-3045),
       28.08.2023 – 10.12.2023,  5 cr  (YKM23S1, ...) — 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

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  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.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Riitta Räsänen, Tapio Mäkelä, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  28.08.2023 - 10.12.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  Total 135 hours.

  Enrollment

  01.08.2023 - 28.08.2023

  Content scheduling

  Online implementation:
  Presenting in Moodle-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.
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • YKM23S1
  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM

  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

  20 - 45

  Assessment methods

  Online-exam 50% grade of the course.
  Poster 50% grade of the course.

  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 Lifecycle Management, 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Management and Leadership Expertise in Health Care and Social Services (YSJA0101-3011),
       05.09.2023 – 29.10.2023,  5 cr  (YSH23S1, ...) — 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.

  ---

  Language of instruction

  Finnish

  Location and time

  Online lecture:
  05.09.2023, 12.00-17.00
  19.09.2023 12.00-17.00

  Planned learning activities, teaching methods and guidance

  Online education, and self-study.

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Seeck, H. 2012 (tai uudempi) Johtamisopit Suomessa : taylorismista innovaatioteorioihin. Gaudeamus. saatavana myös e-kirjana.
  
  Viitala, R., Jylhä, E 2019. Johtaminen : keskeiset käsitteet, teoriat ja trendit. Edita. saatavana myös e-kirjana.
  
  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
  
  Ohter, recomended.
  Laloux, F. 2016. Reinventing organizations : an illustrated invitation to join the conversation on next-stage organizations. Brussels : Nelson Parker. (lyhennetty versio)
  Törmälä, V., Markkala, J., Kadenius T. 2015. Uusi ajattelu - uusi johtaminen. Suomen liikekirjat.

  Lecturer(s)

  Tapio Mäkelä, Sari Järvinen

  Exam dates and re-exam possibilities

  Written exam on-line:
  02.10.2023

  Timing

  05.09.2023 - 29.10.2023

  Learning assignments and student workload

  Key lectures 15 hours - Written exam 3 hours, based on lectures and reading the study material 68 hours - learning assignment 92 hours Total 5x27 hours = 135 hours

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  Contacs:
  05.09.2023 klo 12.30-17.00 online
  19.09.2023 klo 12.00-17.00 online

  Groups

  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 30

  Assessment methods

  Arvionti:
  Tentti numeerinen arviointi
  Oppimistehtävät: palaute ja numeerinen arviointi (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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Administration and Decision-making in Health Care and Social Services (YSJA0102-3010),
       13.09.2023 – 10.12.2023,  5 cr  (YSH23S1, ...) — 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

  ---

  Language of instruction

  Finnish

  Location and time

  Two full-day webinars on Zoom, pre-task, mid-task, post-task.

  Planned learning activities, teaching methods and guidance

  Distance learning, two webinars, literature, written assignments, dialogue discussions.
  
  You will receive an email about the opening of the Moodle workspace approx. 4 weeks before the first webinar. Watch the orientation video on Moodle and do the preliminary assignment for the course.

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  Sosiaali- ja terveysjohtaminen. Toim. Rissanen, S. & Lammintakanen, J. 2017. Helsinki: Sanoma Pro Oy.
  
  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

  Exam dates and re-exam possibilities

  No exam.

  Timing

  13.09.2023 - 10.12.2023

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  Teaching: (implemented as distance teaching via Zoom)
  Friday 13 October 2023 from 9:00 a.m. to 4:00 p.m
  Fri 10.11.2023 at 9.00-16.00
  
  The course begins with a preliminary assignment approx. 4 weeks before the first webinar and ends with the return of the last learning assignment approx. 2 weeks after the second webinar.

  Groups

  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  Self-assessment, peer review, teacher evaluation.

  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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Human Resource and Work Wellbeing Management (YSJA0103-3011),
       22.10.2023 – 31.01.2024,  5 cr  (YSH23S1, ...) — 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

  Location and time

  Two teaching days as distance learning with a Zoom connection.
  
  Thursday 23 November 2023 from 8:30 to 16:00
  Thursday 11 January 2024 from 8.30am to 4.00pm
  
  The course begins with a preliminary assignment about a month before the first day of classes. The task is instructed in a video in Moodle, you will receive a message by email when Moodle opens.

  Planned learning activities, teaching methods and guidance

  Webinars (2 days), literature, written assignments, group work, 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

  Exam dates and re-exam possibilities

  No exam.

  Timing

  22.10.2023 - 31.01.2024

  Learning assignments and student workload

  Online meetings 16 h
  Independent work and group work 119 h
  A total of 135 h

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  Two teaching days as distance learning with a Zoom connection.
  
  Thursday 23 November 2023 from 8:30 to 16:00
  Friday 12 January 2024 from 8.30am to 4.00pm
  
  The course begins with a preliminary assignment about a month before the first day of classes. The task is instructed in a video in Moodle, you will receive a message by email when Moodle opens.

  Groups

  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  Assessment: self-assessment, peer review, teacher evaluation.

  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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Knowledge Management in Health Care and Social Services (YS00BS62-3003),
       13.09.2023 – 10.12.2023,  5 cr  (YSV22S1, ...) — 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

  Location and time

  18.09.2023-15.12.2023
  
  1. Aloituswebinaari: Tietojohtaminen KE 13.09. klo. 12.00 - 16.00
  2. Webinaari: Tiedonhallinnan ekosysteem, vaikuttavuus, johtaminen TI 3.10. klo 12 - 16.00
  3. Webinaari: Asiantuntijateemoja TI 24.10. klo 16-19
  4. Webinaari: Esityksiä ja pienryhmätyöskentelyä LA 11.11. klo 9-14 (not translated)

  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

  Donabedian, A. (2005) Evaluating the Quality of Medical Care. The Milbank Quarterly, Vol. 83, No. 4, 2005 (pp. 691–729)
  
  Koiste, V., Laurila, T. & Perttula, P. (2021) Datalähtöisten ekosysteemien tulevaisuuden mahdollisuudet ja haasteet terveysalalla. Sitra. Työpaperi.
  
  Kyytsönen, M., Aalto, A-M. & Vehko, T. (2020) Sosiaali- ja terveydenhuollon sähköinen asiointi 2020-2021. Väestön kokemukset. Terveyden ja hyvinvoinnin laitos. Raportti 7/2021.
  
  Laihonen, H. & Saranto, K. (2021) Tiedä ensiin, johda sitten. Sote-tietojohtamisen osaamistarpeet sekä kansallisen koulutuksen ja tutkimuksen nykytila. Sosiaali- ja terveysministeriön raportteja ja muistioita 2021:33.
  
  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. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja
  2019:42.
  
  Pikkujämsä, S. (2022) Uudistuksen tavoitteiden saavuttaminen:
  vaikuttavuus ja vaikuttavuusperustaisuus. Aluevaltuutettujen webinaari 22.2.2022. Sosiaali- ja aterveysministeriö.
  
  STM (2022) Työkaluja sote-tiedon tuottamiseen ja hyödyntämiseen, Infopaketti, Toivo-ohjelma, Sote-uudistus.
  
  Salovaara, S., Silen, M., Vehko, T., Kyytsönen, M. & Hautala, S.(2021) Tieto- ja viestintäteknologian käyttö sosiaalihuollossa vuonna 2020. Terveyden ja hyvinvoinnin laitos. Raportti 10/2021.
  
  Terveyden ja hyvinvoinnin laitos (n.d.) KUVA-mittaristo, Sote-arviointi ja tietopohja. Saatavilla: https://thl.fi/fi/web/sote-uudistus/sote-arviointi-ja-tietopohja/tietopohja/kuva-mittaristo.
  
  Tilastokeskus (2021) Tiedon laatukriterit ja mittaristo. Tiedon laatukehikko, TiHA TP3.
  
  Vuokko, R., Huovila, M., Pentikäinen, M., Mykkänen,J., Siira, T. & Jalonen, M. (2022) Sosiaali- ja terveydenhuollon kokonaisarkkitehtuuri: tiedonhallinnan yhteiset periaatteet ja kuvaukset. Sosiaali- ja terveysministeriö. 1.1. 05/2022. (not translated)

  Lecturer(s)

  Tapio Mäkelä, Annina Kangas-Niemi

  Exam dates and re-exam possibilities

  Ennakkotehtävä opintojakson avautuessa moodlessa
  Oppimispäiväkirja
  Esitys
  Oppimistehtävä (not translated)

  Timing

  13.09.2023 - 10.12.2023

  Learning assignments and student workload

  Luennot 20 h, pienryhmätehtävät 35 h, itsenäinen työskentely 66 h, vertaisarviointi/esitykset 24 h, yhteensä 135 h (not translated)

  Enrollment

  01.08.2023 - 13.09.2023

  Groups

  • YSV22S1
  • ZJAYSB22S1
  • ZJAYSV22S1
  • YSB22S1
  • ZJAYSY22SJ
  • YSY22SJ

  Alternative learning methods

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

  Seats

  20 - 40

  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

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3047),
       28.08.2023 – 10.12.2023,  5 cr  (YSV23S1, ...) — 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

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Eloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  Ethical principles and ethical review in human sciences. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  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.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Retrieved 27.3.2023 from http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Riitta Räsänen, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam is announced in the course´s Moodle-platform as soon as it opens.

  Internationality

  The course utilizes learning material in English.

  Timing

  28.08.2023 - 10.12.2023

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  Total 135 hours.

  Enrollment

  01.08.2023 - 28.08.2023

  Content scheduling

  Online implementation:
  Presenting in Moodle-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.
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • YSV23S1
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  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

  20 - 45

  Assessment methods

  Online-exam 50% grade of the course.
  Poster 50% grade of the course.

  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 Lifecycle Management, 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Cyber Threats and Digital Security in the Health Sector (YS00BX95-3001),
       25.09.2023 – 10.12.2023,  5 cr  (YSY22ST, ...) — Online learning +-
  Learning outcomes of the course

  Purpose:
  You understand the importance of your role as part of ensuring digital security in the social and health care sector.
  
  Goals:
  You recognized know common cyber threats in the health sector and how to protect, based on human activity, information systems from them.
  
  You are able to develop your digital security expertise
  
  You are able to develop and manage digitally safe working methods and operating models in the work community.
  
  You are able to evaluate and promote ethical factors related to digital solutions

  Course contents

  Cybersecurity threats in the health sector.
  The role of supervisors and employees in ensuring cybersecurity.
  Digital security and ethics.

  Assessment criteria

  Assessment criteria, passed/failed

  You identify common cyber threats in the health sector and know how to protect yourself from them. You possess your capability to develop digitally safe ways of working. You critically assess the ethical factors related to the implementation of digital solutions.

  ---

  Language of instruction

  Finnish

  Location and time

  The course is fully online.

  Planned learning activities, teaching methods and guidance

  Independent work based on the course material.
  The course material consists of recorded online lectures, written material, podcasts and videos.

  Lecturer(s)

  Tiina Blek

  Learning materials and recommended literature

  Best Practices for Communicating Cybersecurity Vulnerabilities to Patients. 2021. Center for Devices and Radiological Health. Viitattu 6.1.2023. https://www.fda.gov/media/152608/download
  
  Blek, T. & Solankallio-Vahteri, T. 2022. Terveydenhuollon hoitohenkilöstön tieto- ja kyberturvallisuusosaaminen. FinJeHeW 2022;14(4). Viitattu 3.1.2023. https://journal.fi/finjehew/article/view/115829/75799.
  
  Kyberhäiriöiden hallinta. Käsikirja terveydenhuollon toimijoille. N.d. Viitattu 28.11.2022. https://jyvsectec.fi/wp-content/uploads/2020/12/kyberhairioiden-hallinta-kasikirja-terveydenhuollon-toimijoille.pdf.
  
  Kyberturvallisuus. Ohje sosiaali- ja terveydenhuollon toimijoille. 2019. Vuorinen, Sari (toim.). Sosiaali- ja terveysministeriön julkaisuja 2019:14. Viitattu 28.11.2022. https://julkaisut.valtioneuvosto.fi/handle/10024/161683.

  Lecturer(s)

  Johanna Lehosmaa, Tiina Blek

  Working life cooperation

  The written learning assignment of the course is based on your own / other suitable workplace.

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Internationality

  -

  Timing

  25.09.2023 - 10.12.2023

  Learning assignments and student workload

  Independent study, online tests and written assignment 135 hours ( 5 ects).

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  The course progresses according to the student's timetable.

  Groups

  • YSY22ST
  • YSY22SK
  • YSV22S1
  • YSB22S1
  • ZJAYSC23KM
  • YSC23KM
  • YSY22SJ

  Alternative learning methods

  -

  Seats

  20 - 25

  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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Development of Advanced Clinical Practitioner role in Palliative Care (YSAP0101-3005),
       06.09.2023 – 10.12.2023,  5 cr  (YSY22ST, ...) — Face-to-face +-
  Learning outcomes of the course

  The student
  • analyzes and compares international and national palliative care expert skills in changing operating environments
  • reflects on his own expertise and the strengths of his clinical competence and needs for development
  • prepares a personal palliative care knowledge and expertise development plan together with his or her own vocational training tutor
  • based on evidence, evaluate changes in palliative care and services and their importance for own and work community competence and development.
  • is committed to the continuous development of expertise and skills, peer learning and sharing expertise in multi-disciplinary and multi-functional networks
  • explain the philosophical and ethical principles of palliative care in clinical decision-making in palliative care and promote their implementation in practice

  Prerequisites and co-requisites

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

  Course contents

  • Extensive responsibility job descriptions in health care; palliative care clinical expertise, competence development and continuous learning
  • Evaluation of palliative care competence and expertise - starting points and development goals
  • Palliative care and expertise are guided by international and national regulations and recommendations
  • Philosophical and ethical starting points in clinical decision-making
  • International and national trends and challenges in palliative care and their connection to future expertise

  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)

  ---

  Language of instruction

  Finnish

  Location and time

  Syksyn opintojaksojen yhteinen aloituswebinaari Ke. 6.9.2023 klo 16-18.
  
  Ei muita pakollisia aikataulutettuja webinaareja aloituksen lisäksi. (not translated)

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Annina Kangas-Niemi

  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
  
  Saarto, T., Lyytikäinen, M., Ahtiluoto, S., Junttila, K., Lehto, J., Finne-Soveri, H., Hammar, T. & Forsius, P. 2022. Palliatiivisen hoidon ja saattohoidon kansallinen laatusuositus. Ohjaus 4/2022. Terveyden ja hyvinvoinnin laitos. http://urn.fi/URN:ISBN:978-952-343-824-8
  
  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

  Exam dates and re-exam possibilities

  In Moodle.

  Timing

  06.09.2023 - 10.12.2023

  Learning assignments and student workload

  Opintojakson laajuus 5 op = 135 opiskelijan työtuntia (not translated)

  Enrollment

  01.08.2023 - 04.09.2023

  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

  • YSY22ST
  • YSY22SK
  • YSV22S1
  • ZJAYSB22S1
  • ZJAYSV22S1
  • YSB22S1
  • ZJAYSY22ST
  • YSY22SJ
  • ZJAYSY22SK

  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

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Service Design and Development (YS00BT49-3005),
       04.09.2023 – 10.12.2023,  5 cr — Online learning +-
  Learning outcomes of the course

  The purpose of the course
  The purpose of this course is to provide knowledge and skills to utilize service design and customer-centered approach in development activities at private, public and non-governmental organizations. The course focuses on methods and the stages of the service design process.
  
  Competences
  Operating in a workplace
  Learning to learn
  Proactive development
  Sustainable development
  
  Learning outcomes
  After completing the course you will understand mechanism of customer experiences and be able to describe the service design process and its methods and to use them in development activities. You can justify the need for development based on evidence and understand the importance of customer experience in development. You know how to apply the process and methods of service design in customer-oriented working life development activities.

  Course contents

  Orientation to the service design thinking
  Service design process
  Customer orientation as a starting point for service design
  Service design methods and tools
  Utilization of service design in development activities

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Evaluation Pass/Fail
  
  Pass:
  The student can describe the service design process and its key methods and justify their choice based on evidence. The student knows how to apply the service design process and its methods in a goal-oriented manner in the development of working life. The student understands the factors influencing the formation of the customer's experience and knows how to use them in development activities based on evidence.

  ---

  Language of instruction

  Finnish

  Location and time

  HYVINVOINTIYKSIKKÖ (not translated)

  Planned learning activities, teaching methods and guidance

  Käänteinen luokkahuone
  Webinaari (läsnäolovelvoite): pienryhmätyöskentely ja luento
  Itsenäinen yksilötyöskentely
  Itsenäinen ryhmätyöskentely
  Oppimistehtävät: Oppimisportfolio, projektityö ryhmässä (not translated)

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

  Soveltuvin osin:
  Grönroos, C. 2009. Palvelujen johtaminen ja markkinointi. Tampere: Talentum.
  Koivisto, M., Säynäjäkangas, J. & Forsberg, S. 2019. Palvelumuotoilun bisneskirja. Liettua: Alma Talent.
  Maula, H. & Maula, J. 2019. Design ja johtaminen. Helsinki: Alma Talent.
  Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is service design doing. Canada: O´Reilly.
  Tuulaniemi, J. 2011. Palvelumuotoilu. Hämeenlinna: Talentum.
  Suomeksi
  Soveltuvin osin:
  Grönroos, C. 2009. Palvelujen johtaminen ja markkinointi. Tampere: Talentum.
  Koivisto, M., Säynäjäkangas, J. & Forsberg, S. 2019. Palvelumuotoilun bisneskirja. Liettua: Alma Talent.
  Maula, H. & Maula, J. 2019. Design ja johtaminen. Helsinki: Alma Talent.
  Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is service design doing. Canada: O´Reilly.
  Tuulaniemi, J. 2011. Palvelumuotoilu. Hämeenlinna: Talentum.
  
  + muu opintojaksolla suositeltu aineisto. (not translated)

  Lecturer(s)

  Emilia Lahdenperä, Johanna Lehosmaa

  Working life cooperation

  Työelämälähtöinen palvelumuotoiluprojekti (ryhmätyö) (not translated)

  Timing

  04.09.2023 - 10.12.2023

  Learning assignments and student workload

  Opintojakson kuormitus jakautuu seuraavasti:
  
  1. Ennakkotehtävien tekeminen 1 op. Arviointi hyväksytty/hylätty.
  2. Osallistuminen webinaareihin + niihin valmistautuminen 1 op. Webinaarit ovat läsnäolovelvollisia.
  3. Projektityö pienryhmissä 3 op, posteri. Arviointi hyväksytty/hylätty
  4. Oppimisportfolio (työstäminen sisältyy kaikkiin opintojakson aktiviteetteihin). Arviointi hyväksytty/hylätty
  5. Itsearviointi
  
  Yhteensä 135 h (not translated)

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  Johdanto palvelumuotoiluun: Opintojakso alkaa elokuussa 2023 ennakkotehtävällä
  Webinaari 1 syyskuu 2023
  Itsenäinen yksilö- ja pienryhmätyöskentely
  Webinaari 2 lokakuu 2023
  Itsenäinen yksilö- ja pienryhmätyöskentely
  Webinaari 3 lokakuu 2023
  Itsenäinen yksilö- ja pienryhmätyöskentely
  Webinaari 4 marraskuu
  Projektityön esittäminen
  
  Opintojakson toteutukseen sisältyy myös viikoittaisia ohjausaikoja, joihin osallistuminen on vapaaehtoista. Ohjausajat ilmoitetaan opintojakson työtilassa opintojakson alkaessa.
  
  Merkittävä osa opintojaksoa on ryhmässä toteutettava, työelämälähtöinen palvelumuotoiluprojekti, johon opiskelijan tulisi kyetä sitoutumaan. Opiskelijat voivat valita projektin aiheen valmiista toimeksiannoista tai tuoda oman, soveltuvan aiheen. Työskentelyajat projektityön parissa projektiryhmä määrittelee itse. (not translated)

  Seats

  20 - 35

  Assessment methods

  Reflektiivinen itsearviointi, vertaisarviointi, jatkuva palaute ja kokoava loppuarviointi.
  
  1. Ennakkotehtävien ja viikkotehtävien arviointi hyväksytty/täydennettävä
  2. Osallistuminen webinaareihin
  3. Projektityö pienryhmissä arviointi hyväksytty/hylätty.
  4. Oppimisportfolio arviointi hyväksytty/hylätty (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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3049),
       15.01.2024 – 28.04.2024,  5 cr  (YSC24KM, ...) — 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

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays, e-poster
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  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. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  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.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Riitta Räsänen, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam: Mon 29.1.2024 6am-9pm.

  Internationality

  The course utilizes learning material in English.

  Timing

  15.01.2024 - 28.04.2024

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  
  Total 135 hours.

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  Online implementation:
  Presenting in Moodle-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.
  
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • YSC24KM
  • ZJAYSC24KM
  • YSV23S1
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • YSH23S1
  • ZJAYSH23S1

  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

  20 - 25

  Assessment methods

  Online-exam 50% grade of the course.
  ePoster 50% grade of the course.

  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 Lifecycle Management, 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Quantitative Research (YZZZ0120-3013),
       09.10.2023 – 24.03.2024,  5 cr  (YHO19S1, ...) — Face-to-face +-
  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)

  Niilo Kuokkanen

  Lecturer(s)

  Kristiina Juntunen, Niilo Kuokkanen

  Working life cooperation

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

  Timing

  09.10.2023 - 24.03.2024

  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

  01.08.2023 - 24.08.2023

  Groups

  • YHO19S1
  • YSV23S1
  • YSB23S1
  • YMJ23S1
  • YSH23S1
  • YHO21S1
  • YMJ21S1
  • ZJAYSU23KM
  • YHO22S1
  • YSY22SM
  • YSY22ST
  • YMJ22S1
  • YSY22SK
  • YHO20SA
  • YMJ20S1
  • YSU23KM
  • YSY22SJ
  • YHO23S1
  • YSV22S1
  • YSB22S1
  • ZJAYSC23KM
  • YSC23KM
  • YMJ19S1
  • ZJAYSB23S1
  • ZJAYSV23S1
  • ZJAYSH23S1

  Seats

  20 - 40

  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 and Financial Management, Master's Degree Programme in Project 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

  Credits

  • 5 cr

  Unit

  School of Business
• Ethical expertise, leadership and organisational culture (YS00BX68-3002),
       04.09.2023 – 30.11.2023,  5 cr  (YSY22SM, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course is to strengthen your ethical awareness, knowledge, and skills by identifying and analysing ethical dilemmas and controversies that arise in organisations, leadership, and professional practice. The purpose is that you are able to integrate diverse perspectives and take into account the individual, social and cultural context when assessing ethical dilemmas and promote ethically sustainable activities.
  
  Competences: Ethics, Developing working community, Professional leadership
  
  By the end of the course, you can evaluate the impact of organisational culture and leadership on the ethical climate of social and healthcare settings and teams’ performance, and critically appraise the strengths and limitations of different approaches to ethical decision-making. You can examine general ethical principles and a set of standards adopted by professional communities in social and healthcare and recognise how they affect on different levels. You are able to discuss a wide variety of issues related to ethical dilemmas within your own expertise area. You can foster ethical awareness, accountability, and collaboration to create an organisation that supports safe client care and collaborative practices.

  Prerequisites and co-requisites

  Bachelor degree in the fields of social care, healthcare, rehabilitation or nursing.

  Course contents

  Definitions and examples of ethical dilemmas, moral issues, controversies, and work-related problems occurring in social and healthcare.
  
  Ethical principles and a set of standards in student’s own area of expertise.
  
  Importance of ethical expertise and moral resilience and strategies for
  developing them.
  
  Ethical leadership and organisational culture.
  
  Impact of leadership and organisational culture on individuals’ and teams’ ethical decision-making.
  
  Strengths and limitations of different approaches to ethical decision-making.
  
  Methods and strategies for creating a sustainable, ethical organisational culture.
  
  Implications of ethical expertise, leadership, and organisational culture for social and healthcare settings.

  Assessment criteria

  Assessment criteria, passed/failed

  Pass, fail
  
  To pass the course, students are able to demonstrate an understanding of ethical principles and standards adopted by professional communities in social and healthcare, and how they affect decision-making processes at different levels of organisation. Students can evaluate the impact of organisational culture and leadership on the ethical climate of social and healthcare settings and teams' performance and propose strategies for promoting an ethical and sustainable environment. Students can appraise different approaches to ethical decision-making and demonstrate the ability to apply these approaches in complex ethical dilemmas and controversies. Students can integrate diverse perspectives and consider individual, social, and cultural contexts when assessing ethical dilemmas and propose ethical solutions that promote safe client care and collaborative practices. Students demonstrate an ability to discuss a wide variety of ethical issues related to the student's own area of expertise, and propose strategies for fostering ethical awareness, accountability, and collaboration. Students participate in webinars and do tasks and assignments according to instructions.

  Further information

  The course will be implemented 100% online.

  ---

  Language of instruction

  English

  Location and time

  Mandatory participation in all webinars:
  
  12.9.2023 webinar 9-12 Finnish time (presence mandatory)
  22.9.2023 webinar 9-12 Finnish time (presence mandatory) (NOTE date changed to 22.9)
  24.10.2023 webinar 9-15 Finnish time (presence mandatory)

  Planned learning activities, teaching methods and guidance

  Flipped learning (tasks prior to webinars)
  Active participation in webinars
  Independent work

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Monrouxe, L., & Rees, C. E. 2017. Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas. Wiley-Blackwell. (e-Book)
  
  Leino, K. H., & Henderson, A. 2022. Leadership: Directions for sustaining ethical practice. Journal of Nursing Management 30(7), 2105–2106.
  
  Barak-Corren N. & Bazerman, M. 2020. Inaction and decision making in moral conflicts. Organizational Dynamics 49, 100703.
  
  Kuenzi, M., Mayer, D. M. & Greenbaum, R. L. 2020. Creating an ethical organizational environment: The relationship between ethical leadership, ethical organizational climate, and unethical behavior. Personnel psychology, 73(1), 43-71.
  
  Simha, A. & Parboteeah, K. P. 2019. The Big 5 Personality Traits and Willingness to Justify Unethical Behavior - A Cross-National Examination. Journal of Business Ethics, 167, 451–471.
  
  Denier, Y., Dhaene, L. & Gastmans, C. 2019. ‘You can give them wings to fly’: a qualitative study on values-based leadership in health care. BMC Medical Ethics 20, 35.

  Lecturer(s)

  Hanna Hopia

  Timing

  04.09.2023 - 30.11.2023

  Learning assignments and student workload

  Student's workload:
  
  Attending webinars: 15 hours
  Home tasks prior to webinars: 27 hours
  Written assignment, presentation: 81 hours
  Peer review and self-assessment: 12 hours

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  Mandatory participation in all webinars:
  
  12.9.2023 webinar 9-12 Finnish time (presence mandatory)
  22.9.2023 webinar 9-12 Finnish time (presence mandatory) (NOTE date changed to 22.9)
  24.10.2023 webinar 9-15 Finnish time (presence mandatory)

  Groups

  • YSY22SM
  • YSY22ST
  • YSY21SJ
  • YSY22SK
  • YSY21SM
  • YSY21SK
  • YSY23VKDD
  • YSB21S1
  • YSY22SJ
  • YSV22S1
  • YSB22S1
  • YSV21S1
  • YSY21ST

  Seats

  0 - 30

  Assessment methods

  Active participation in webinars
  Independent work
  Successful completion of assigned home tasks and a written assignment.
  Feedback from the teacher, self-evaluation, peer review

  Degree Programme

  Master's Degree Programme in Multidisciplinary Rehabilitation, Master's Degree Programme in Health Care and Social Services Management, Master's Degree Programme in Project Management, Master's Degree Programme in Health Care and Social Services Development and Management, Master's Degree Programme in Health Care and Social Services Development and Management, Master's Degree Programme in Advanced Nursing Practice, Master's Degree Programme in Multidisciplinary Rehabilitation, Master's Degree Programme in Business Network Management, Master’s Degree Programme in Health Care and Social Services, Master's Degree Programme in Advanced Nursing Practice, Master’s Degree Programme in Health Promotion

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Advanced Nursing Practice in Palliative Care (YSAP0104-3005),
       11.09.2023 – 03.12.2023,  5 cr  (YSY22ST, ...) — Face-to-face +-
  Learning outcomes of the course

  The student
  - apply their knowledge of a demanding level in palliative care and hospice care in the planning, implementation and evaluation of treatment
  • works independently and responsibly as a palliative care specialist nurse with extensive responsibility in his own area of expertise in direct nursing work
  • identifies the service package of a patient in palliative or hospice care and manages the service management to meet the needs of the patient and his loved ones.
  • consults members of a multiprofessional team and/or acts as a consulting expert for professionals and others involved in the patient's care.
  • acts as palliative care coordinator and trainer for professionals in his area

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

  • Patient groups treated in palliative or hospice care and their special needs
  • Symptomatic treatment, monitoring and effectiveness of treatment and updating treatment planning (treatment of more general symptoms that require special expertise, such as pain treatment, invasive special techniques, emergency situations)
  • Planned implementation of palliative care and nursing (medicinal and non-medicinal treatments)
  • Planned implementation of hospice care
  • Pharmacology and applied pharmacology in palliative care

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Reflective self-assessment, peer assessment and teacher's assessment.
  
  Assessment Criteria aggreed in cooperation with UAS network.

  ---

  Language of instruction

  Finnish

  Location and time

  Responsible University of Applied Sciences: Turku UAS
  Responsible teacher: Hille Halonen, hille.halonen@turkuamk.fi
  
  Registration via separate link:
  During: xx.xx.-xx.xx.2023
  Linkki: xxxx
  
  Joint info webinarium for autumn 2023 courses: Wed. 6.9.2023 klo 16–18
  
  Zoom link:
  Join Zoom Meeting
  https://jamk.zoom.us/j/61956318923
  
  Meeting ID: 619 5631 8923

  Planned learning activities, teaching methods and guidance

  This course is a part of consortim implementation with the following UAS: Jamk, Turku UAS, Metropolia, Savonia, KAMK and Oulu UAS.
  
  Distance learning/Webinars, learning assignments and guidance discussions
  
  Course implementation: KAMK Dev Moodle-platform
  
  https://devmoodle.kamit.fi/login/index.php

  Lecturer(s)

  Annina Kangas-Niemi

  Learning materials and recommended literature

  The materials of the course are available on KAMK Dev Moodle-workspace
  
  https://devmoodle.kamit.fi/login/index.php

  Lecturer(s)

  Annina Kangas-Niemi

  Working life cooperation

  The course has content that supports professional skills and student`s own profession.

  Exam dates and re-exam possibilities

  The dates of the exams and the possibilities for renewal are agreed separately with the teacher.

  Internationality

  -

  Timing

  11.09.2023 - 03.12.2023

  Learning assignments and student workload

  -

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  The course is mainly carried out as online and workplace learning. UAS may differ slightly in the way the course is completed, and some may also involve working in contact teaching days.
  The most of the materials in the course consist of various lectures, which you can find grouped in the folder reserved for them. It is advisable to start studying them as soon as the course starts. It's a good idea to take up your assignments when you're familiar with lectures.

  Groups

  • YSY22ST
  • YSY22SK
  • YSV22S1
  • ZJAYSB22S1
  • YSB22S1
  • ZJAYSV22S1
  • ZJAYSY22ST
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSY22SJ
  • YSY22SJ
  • ZJAYSY22SK

  Alternative learning methods

  The recognition of prior learning is not possible as a whole course. If the student has previous higher education level studies related to the topic, the recognition of the units can be discussed with the teacher.

  Seats

  20 - 40

  Assessment methods

  -

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Patient-centered Nursing Process in Palliative Care (YSAP0103-3003),
       18.09.2023 – 19.11.2023,  5 cr  (YSY22SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The student
  • masters the overall assessment of the client's state of health, defining the need for symptomatic treatment, assessing the severity of symptoms, clinical treatment and health promotion methods
  • apply a special level of competence in customer-oriented planning of palliative and hospice care based on the individual needs and situation of the patient and his relatives
  • critically evaluates and utilizes interventions developed to promote patient and medication safety, and can explain the importance of risk management in the context of palliative care.
  • dominates the demanding comprehensive clinical examination of the patient (including consideration of health-related physical, psychological, ethnic and cultural perspectives).

  Prerequisites and co-requisites

  A-level (Bachelor's Degree) competence in palliative care.

  Course contents

  • Treatment process and systematic treatment planning in palliative care
  • Patient and medication safety and risk management
  • Clinical decision-making in evidence-based palliative and hospice care
  • Holistic assessment of the overall state of health (physical, psychological, social, spiritual, cultural

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Assessment methods and criteria will be announced in the moodle online environment by the UAS network.

  ---

  Language of instruction

  Finnish

  Location and time

  See schedule below

  Planned learning activities, teaching methods and guidance

  Distance learning/Webinars, learning assignments and guidance discussions
  Lectures + training in patient examination
  OSCE

  Lecturer(s)

  Annina Kangas-Niemi

  Learning materials and recommended literature

  The materials of the course are available on Moodle

  Lecturer(s)

  Irmeli Matilainen

  Working life cooperation

  The course has content that supports professional skills and student`s own profession.

  Exam dates and re-exam possibilities

  The dates of the exams/assignments and the possibilities for renewal are agreed separately with the teacher.

  Internationality

  -

  Timing

  18.09.2023 - 19.11.2023

  Learning assignments and student workload

  -

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  See below

  Groups

  • YSY22SM
  • YSY22ST
  • YSY22SK
  • YSV22S1
  • ZJAYSB22S1
  • ZJAYSV22S1
  • ZJAYSY22ST
  • YSB22KAVO
  • ZJAYSY22SJ
  • YSY22SJ
  • ZJAYSY22SK
  • ZJAYSY22SM

  Alternative learning methods

  The recognition of prior learning is not possible as a whole course. If the student has previous higher education level studies related to the topic, the recognition of the units can be discussed with the teacher.

  Seats

  20 - 40

  Assessment methods

  -

  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

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3055),
       25.08.2023 – 03.12.2023,  5 cr  (YSY22SK, ...) — 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

  Location and time

  Webinars via Zoom:
  
  30.8.2023 klo 17.00-18.30
  3.10.2023 klo 17-19
  2.11.2023 klo 17-19

  Planned learning activities, teaching methods and guidance

  Contact and/or 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.

  Learning materials and recommended literature

  Englanniksi
  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 self-selected non-fiction book about managing people.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  25.08.2023 - 03.12.2023

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.
  
  Webinars
  30.8.2023 klo 17.00-18.30
  3.10.2023 klo 17-19
  2.11.2023 klo 17-19

  Groups

  • YSY22SK
  • YSB23S1
  • ZJAYSB23S1
  • YSY22SJ
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Evidence-based Practice (YSMA0510-3017),
       25.08.2023 – 20.12.2023,  5 cr  (ZJAYSG23S1, ...) — Face-to-face +-
  Learning outcomes of the course

  In this course, you will become acquainted with the planning of evidence-based activities so that you can develop functions and create new high-quality ways of working in your area of ​​expertise, utilizing evidence-based knowledge.
  
  Course competencies
  Learning and information management skills
  International and communication skills
  
  The competence goal of the course
  You know how to acquire, evaluate, process and produce information critically. You take responsibility for purposeful community learning and knowledge sharing. You can analyze the prevailing practices and make plans to implement evidence-based knowledge into practice. You develop activities based on evidence and anticipating changes in working environment. You have an ability to apply the principles of good scientific practice in your activities.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Evidence-based practice: PICO format, level of evidence
  Critical evaluation of research articles
  Implementation process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  Finds information in databases and reads international research articles. Has the ability to critically review research data. Recognizes development challenges and phenomena arising from working life and knows what evidence-based practice is his/her own area of ​​expertise. Has the ability to monitor and analyze the development of research and professional practice in the relevant subject area. Describes the barriers and factors contributing to the implementation of evidence-based practice in his/her work community. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.
  
  Satisfactory 2
  Systematically retrieves evidence-based information from databases and reads international scientific articles. Critically examines research data. Identifies and conceptualizes development challenges and phenomena arising from working life. Knows what evidence-based practice is in his/her area of ​​expertise. Follow current research and professional practice developments in the relevant topic area. Identifies the barriers and factors contributing to the implementation of evidence-based activities in their work community and develops a plan for the implementation of evidence-based activities. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

  Assessment criteria - grade 3 and 4

  Good 3
  Systematically retrieves evidence-based information from multiple databases and reads international research articles with a critical touch. Identifies and conceptualizes development challenges and phenomena arising from working life. Evaluate what is evidence-based practice in his/her area of ​​expertise. Monitors and specifies research findings and professional practice development in his/her subject area. Uses research findings to implement evidence-based activities and thus develops its own area of ​​expertise. Critically evaluates a variety of barriers and factors contributing to the implementation of evidence-based activities in his/her work community and develops a plan for the implementation of evidence-based practices. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.
  
  Very good 4
  Systematically collects evidence-based information in its own area of ​​expertise from multiple databases and reads scientific articles with a critical touch. Solves development challenges and phenomena arising from working life. Analyzes what is evidence-based practice in his/her area of ​​expertise. Comprehensively assesses the barriers and factors contributing to the implementation of evidence-based activities in their work community and develops a detailed feasible plan for the implementation of evidence-based activities. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

  Assessment criteria - grade 5

  Excellent 5
  Systematically collects reliable information from multiple databases, developing evidence-based practices in their area of ​​expertise. Reads and reflects on international research articles with a critical touch. Creatively solves development challenges and phenomena arising from working life. Analyzes the development of professional practice to implement evidence-based practices. Critically evaluates a wide range of barriers and factors contributing to the implementation of evidence-based activities in his/her work community and creates a high-quality feasible plan for the implementation of evidence-based activities. Creatively uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Aila Pikkarainen

  Lecturer(s)

  Aila Pikkarainen

  Timing

  25.08.2023 - 20.12.2023

  Enrollment

  01.08.2023 - 31.08.2023

  Groups

  • ZJAYSG23S1
  • YSG23S1

  Seats

  0 - 30

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Digital expertise in rehabilitation and sport (YS00BD47-3004),
       25.09.2023 – 08.12.2023,  5 cr — Face-to-face +-
  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

  - Webinaari 1 : Opintojakson esittely ja opintoryhmien muodostaminen
  - Webinaari 2 : Kuntoutusteknologia ja sen hyödyntäminen
  - Webinaari 3 : Digitaaliset menetelmät
  - Webinaari 4 : Pelillisyys ja hyötypelit
  
  - Opintojakson kirjalliset tehtävät; yksilötehtävä ja ryhmätehtävä (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)

  Lecturer(s)

  Sanna Sihvonen

  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)

  Sanna Sihvonen

  Timing

  25.09.2023 - 08.12.2023

  Learning assignments and student workload

  Opintojakso toteutetaan verkko-opintoina. Itsenäinen opiskelu, verkko-opiskelu (etäluennot 6h, pienryhmätyöskentely ja verkkokeskustelu 40h, vertaisarviointi ja kirjalliset tehtävät 88h) (not translated)

  Enrollment

  21.08.2023 - 29.09.2023

  Seats

  10 - 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

  School of Health and Social Studies
• Health Promotion Planning and Evaluation Models (YSEA0300-3005),
       28.08.2023 – 10.12.2023,  5 cr  (ZJAYSC23KM, ...) — 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

  Location and time

  On-line course.
  
  Webinars at Zoom:
  Tue 5.9.2023 at 9-14
  Tue 26.9.2023 at 14-16
  Wed 11.10.2023 at 14-16
  Tue 7.11.2023 at 14-16
  Mon 4.12.2023 at 9-16

  Planned learning activities, teaching methods and guidance

  On-line course. Moodle as an online learning platform. Webinars at Zoom.
  This course includes webinars and guided independent studying.
  Webinars: pre-assignments, group work, peer discussion, lectures. Partly flipped learning.
  Independent study contain: learning materials, learning assignments and written learning assignment (individual) and presentation (PechaKucha), written self-assessment.

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  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)
  
  Kemm, J. 2014. Health Promotion. Ideology, Discipline, and Specialism. Oxford University Press.
  
  Green, L. W., Gielen, A. C., Ottoson, J. M., Peterson, D. V., Kreuter, M. W., & Fielding, J. E. (2022). Health Program Planning, Implementation, and Evaluation: Creating Behavioral, Environmental, and Policy Change. Johns Hopkins University Press.
  
  IUHPE Accreditation / Practitioners, www.iuhpe.org
  
  WHO: Determinants of health
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Pauliina Soanvaara

  Internationality

  Part of learning materials are in English.

  Timing

  28.08.2023 - 10.12.2023

  Learning assignments and student workload

  - webinars 18 h and pre-assignments 24 h
  - Independent study (reading course material, learning assignments) 93 h
  - Total 135 h
  
  Webinars:
  Tue 5.9.2023 at 9-14
  Tue 26.9.2023 at 14-16
  Wed 11.10.2023 at 14-16
  Tue 7.11.2023 at 14-16
  Mon 4.12.2023 at 9-16

  Enrollment

  01.08.2023 - 24.08.2023

  Content scheduling

  - Determinants of health and Inequality in terms of health promotion (1/3 of the course, 45 h)
  - Models of intervention planning and evaluation (2/3 of the course, 90 h)

  Groups

  • ZJAYSC23KM
  • YSC23KM

  Alternative learning methods

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

  Seats

  15 - 25

  Assessment methods

  The grade of the course consists of the written learning assignment (will be assessed on a scale of 0-5). Other assignments will be assessed approved/complement (approved assessment required).

  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

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3022),
       01.09.2023 – 10.12.2023,  5 cr  (YSU23KM, ...) — 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

  Location and time

  Implementation time 1.9 2023 - 17.12.2023 (Moodle open)
  
  I Webinar 26.9.2023 time 16-19
  II Webinar 10.10.2023 time 16-19
  III Webinar 31.10.2023 time 16-19
  A seminar day where the final assignment is presented online 30.11.2023 time 8-15

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  - The Sage handbook of qualitative research. 2017. Toim. N. Denzin & Y. S. Lincoln. USA: Sage.
  - Holloway, I. & Galvin, K. 2017. Qualitative Research in Nursing and Healthcare. 4. painos. Chichester: Wiley-Blackwell.
  - Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  - 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.
  - Kyngäs, H., Mikkonen, K. & Kääriäinen, M. 2020 The Application of Content Analysis in Nursing Science Research. Springer Nature, Switzerland. eBook
  - Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu laitos. Helsinki: Tammi.
  
  
  Other materials:
  - Denzin, N. K. & Lincoln, Y. S. 2011. Handbook of qualitative research. 2011. Lincoln. 4. edition. London: Sage.
  - Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia: Elsevier/Saunders cop.
  - Elo, S. & Kyngäs, H. 2008. The qualitative content analysis process. Advanced Nursing 62(1), 107–115.
  - 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
  - Tuomi, J, & Sarajärvi, A. 2018. Laadullinen tutkimus ja sisällönanalyysi. Uudistettu painos. Helsinki: Tammi.

  Lecturer(s)

  Sari Järvinen

  Timing

  01.09.2023 - 10.12.2023

  Learning assignments and student workload

  Webinars 14 h
  Online seminar introducing the "mini-study" 7 h
  Independent work: getting acquainted with literature, working on learning tasks and preparing a seminar presentation 114 h
  
  A total of 135 h

  Enrollment

  01.08.2023 - 24.08.2023

  Groups

  • YSU23KM
  • ZJAYSC23KM
  • YSC23KM
  • ZJAYSU23KM

  Seats

  15 - 40

  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 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3048),
       15.01.2024 – 28.04.2024,  5 cr  (ZJAYSG23S1, ...) — 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

  Location and time

  Online course.

  Planned learning activities, teaching methods and guidance

  Online exam
  Individual learning tasks: essays, e-poster
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Lecturer(s)

  Pauliina Soanvaara

  Learning materials and recommended literature

  Online-exam: Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino Oy ja Salonen, K., Saloranta, S., Hautala, T. & Kinos. S. 2017. Kehittämistoiminta ja kehittämisen menetelmiä ammatillisessa korkeakoulutuksessa. Turun AMK (both available as e-books) and other relevant material will be agreed in the beginning of the course.
  
  Other study material:
  Ojasalo, K. Moilanen, T. & Ritalahti, J. 2015. Kehittämistyön menetelmät. Uudenlaista osaamista liiketoimintaan. Helsinki: WSOYpro. (applicable parts)
  or
  Kehittämistutkimus opetusalalla. 2013. Toim. J. Pernaa, Jyväskylä:PS-kustannus. (applicable parts)
  
  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. 2023. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  
  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.
  
  Koskela, J. Kutinlahti, P., Hanhike, T., Martikainen, M. & Urjankangas, H.-M. 2015 Kokeileva kehittäminen. Työ- ja elinkeinoelämän julkaisuja. TEM raportteja 67/2015. Viitattu 22.1.2018. http://urn.fi/URN:ISBN:978-952-327-061-9. (applicable parts)
  
  Other relevant material will be agreed in the beginning of the course.

  Lecturer(s)

  Tapio Mäkelä, Riitta Räsänen, Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  You can connect working life development projects to learning tasks of the course.

  Exam dates and re-exam possibilities

  The time of the online exam: Mon 29.1.2024 6am-9pm.

  Internationality

  The course utilizes learning material in English.

  Timing

  15.01.2024 - 28.04.2024

  Learning assignments and student workload

  - online exam (preparation for the exam and exam): 54 h
  - webinars: 15 h
  - learning tasks and studying the course material: 66 h
  Total 135 hours.

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  Online implementation:
  Presenting in Moodle-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.
  
  Module 1: online exam and preparation for the exam) 2 op
  Module 2: 3 webinars and learning tasks (essays and peer review, ePoster and self assessment) 3 op

  Groups

  • ZJAYSG23S1
  • YSV23S1
  • YSG23S1
  • YSB23S1
  • ZJAYSB23S1
  • ZJAYSV23S1

  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

  20 - 40

  Assessment methods

  Online-exam 50% grade of the course.
  ePoster 50% grade of the course.

  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 Lifecycle Management, 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3050),
       11.09.2023 – 31.12.2023,  5 cr  (ZJAYSG23S1, ...) — 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

  Location and time

  Webinars via Zoom:
  28.9.2023 klo 17.00-18.30
  1.11.2023 klo 17-19
  30.11. klo 17-19

  Planned learning activities, teaching methods and guidance

  Contact and/or 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)

  Kari Jaatinen

  Learning materials and recommended literature

  Englanniksi
  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/
  An up-to-date non-personal guide to people management.

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  11.09.2023 - 31.12.2023

  Learning assignments and student workload

  Face-to-face teaching or online meetings 6-35 h
  Independent work and group work 100-129 h
  A total of 135 h

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  The first webinar instructs and stages the progress of the course and assigns a preliminary task to the first contact.
  The central learning task of the course is a work-based development task performed by the student in his / her own (or imagined) work organization during the course. The student can choose a topical development topic related to the themes of the course from his / her own organization. The aim is to apply theoretical knowledge to solve a practical problem and to write a project plan-type reflective essay or project report on it.
  
  Webinars:
  28.9.2023 klo 17.00-18.30
  1.11.2023 klo 17-19
  30.11. klo 17-19

  Groups

  • ZJAYSG23S1
  • ZJAYSC23KM
  • YSG23S1
  • YSC23KM

  Alternative learning methods

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

  Seats

  20 - 25

  Assessment methods

  The assessment of the course is based on the assessment criteria derived from the learning objectives.
  
  Tasks are assessed as accepted / rejected, except for the work-based development task (see above), which is assessed with grades 0-5.
  The evaluation of the entire course (0-5) thus consists in practice of the grade of the development task.

  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 Lifecycle Management, Master's Degree Programme in Sustainable Energy, Master's Degree Programme in Project 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

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Administration and Decision-making in Health Care and Social Services (YSJA0102-3012),
       29.01.2024 – 15.04.2024,  5 cr  (YSV22S1, ...) — Face-to-face +-
  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

  ---

  Language of instruction

  Finnish

  Location and time

  (Ei lukkaritoiveita tähän vaan rytmitys- ja tilatoiveet välilehdelle!!) (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

  Sosiaali- ja terveysjohtaminen. Toim. Rissanen, S. & Lammintakanen, J. 2017. Helsinki: Sanoma Pro Oy.
  
  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

  Exam dates and re-exam possibilities

  No exam.

  Timing

  29.01.2024 - 15.04.2024

  Enrollment

  20.11.2023 - 04.01.2024

  Content scheduling

  Lessons: (by Zoom)
  21.2.2024 klo 9.00-16.00
  27.3.2024 klo 9.00-16.00
  
  The course begins with a preliminary assignment and ends with the return of the last learning assignment approximately two weeks after the last webinar.

  Groups

  • YSV22S1
  • YSB22S1
  • YSH23S1
  • ZJAYSH23S1

  Alternative learning methods

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

  Seats

  20 - 40

  Assessment methods

  Self-assessment, peer review, teacher evaluation.

  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

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Specific Issues in Mental Health and Substance Abuse Work (YS00BN84-3003),
       28.08.2023 – 03.12.2023,  5 cr  (YSY22SM, ...) — Face-to-face +-
  Learning outcomes of the course

  The purpose of the course is to deepen the understanding of specific issues in mental health and substance abuse work.
  
  After the course you are able to critically evaluate your own spesific working area in mental health and substance abuse care (e.g child psychiatry, forensic psychiatry, promotive mental health care) related to directives, laws and recommendations.You recognize the development needs in your own spesific working area and you are able to critically evaluate them with evidence-based knowledge. Additionally you can describe development suggestions and are able to present an action plan for these in your own spesific working area.

  Course contents

  - Directives, laws and recommendations in a spesific area of mental health and/or substance abuse care (accroding the student’s field of working)
  - Evidence-based knowledge concerning the spesific area of mental health and/or subtance abuse care
  - Suggestions for development, action plan and actual change in practice according to the Peppa model

  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)

  Further information

  Course is organized by the Oulu University of Applied Sciences

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days will be 25.-26.9.2023, in Oulu University of Applied Sciences.

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  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.

  Lecturer(s)

  Katja Kokkinen

  Timing

  28.08.2023 - 03.12.2023

  Learning assignments and student workload

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

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

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

  Groups

  • YSY22SM
  • YSY21SJ
  • YSY22ST
  • YSY22SK
  • YSY21SM
  • YSY21SK
  • YSY21ST
  • YSY22SJ

  Seats

  20 - 40

  Assessment methods

  The course is a part of deepening Mental health - and addiction care Master´s degree -studies and it cannot be studied separately.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Clinical nursing for nurse prescribers (YSYSL200-3003),
       01.09.2023 – 21.12.2023,  4 cr  (YSY22SK, ...) — Face-to-face +-
  Learning outcomes of the course

  Opintojakson tarkoituksena on oppia soveltamaan itsenäisessä rajatussa lääkkeenmääräämisessä tarvittavia laaja-alaisia ja edistyneitä tutkittuun tietoon perustuvia menetelmiä potilaan hoidon tarpeen arvioinnissa, diagnosoinnissa, hoitotyön toteuttamisessa sekä hoidon vaikutusten seurannassa ja arvioinnissa
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  
  Osaamistavoitteet
  
  Sovellat, yhdistät ja kriittisesti arvioit kliinisessä hoitotyössä kliinisen lääketieteen ja farmakologian tietoja toteuttaessasi turvallista lääkkeen määräämistä ja lääkehoitoa moniammatillisen tiimin jäsenenä.
  
  Osaat dokumentoida päätöksenteon perustana olevan anamneesin, kliiniset löydökset, diagnoosin ja jatkotoimenpiteet sekä lääkehoidon ja hoitotyön toteutuksen.
  
  Hallitset lääkkeenmääräämisen tehtäväalueen terveyden edistämisen, sairauksien ennaltaehkäisyn, hoidon, ohjauksen ja seurannan sairaanhoitajan vastaanotolla.
  
  Päivität säännöllisesti tehtäväalueesi diagnostiikkaan ja uusiin lääkeaineisiin liittyviä tietoja ja taitoja.
  
  Tunnistat oman tehtäväalueesi ja osaamisi rajat ja vastuun sekä konsultoit muita ammattihenkilöitä tarvittaessa. (not translated)

  Course contents

  Systemaattinen tiedonhaku ja hoitosuositukset
  Päätöksentekoprosessi potilaan haastatteluun, kliiniseen tutkimiseen ja näyttöön perustuen
  Terveyden edistäminen, sairauksien ennaltaehkäisy ja seuranta
  Lääkehoidon ohjaus ja lääkehoitoon sitoutumisen tukeminen
  Dokumentointi (not translated)

  Assessment criteria

  Assessment criteria, passed/failed

  Opintojakso on hyväksytty, kun opiskelija osoittaa osaavansa soveltaa, yhdistää ja kriittisesti arvioida kliinisessä hoitotyössä monitieteellistä tietoa lääkkeitä määrätessään ja lääkehoitoa toteuttaessaan.
  Hän tunnistaa tehtäväalueensa ja osaamisensa rajat ja hakee aktiivisesti tutkittua tietoa päätöksentekonsa tueksi. Opiskelija hallitsee lääkkeenmääräämisen tehtäväalueen terveyden edistämisen, sairauksien ennaltaehkäisyn, hoidon, ohjauksen ja seurannan sairaanhoitajan vastaanotolla Opiskelija osaa dokumentoida päätöksenteon perustana olevan anamneesin, kliiniset löydökset, diagnoosin ja jatkotoimenpiteet sekä lääkehoidon ja hoitotyön toteutuksen. (not translated)

  ---

  Language of instruction

  Finnish

  Location and time

  1. webinar 14.9.2023 16-18
  2. webinar 12.10.2023 16-18
  3. webinar 15.11. 2023 16-18
  The course is 100 % online

  Planned learning activities, teaching methods and guidance

  Three guidance webinars
  Three learning assignments

  Lecturer(s)

  Hannele Tyrväinen

  Learning materials and recommended literature

  Dimitrow, M., Leikola, S., Kivelä, S.-L., Airaksinen, M., Mykkänen, S. & Puustinen, J. 2013. Iäkkäiden hoidossa vältettävät lääkkeet: katsaus suosituksiin. Lääketieteellinen Aikakauskirja Duodecim 129(11):1159-66. 7s. http://www.terveysportti.fi/xmedia/duo/duo11010.pdf
  
  Holopainen, A., Junttila, K., Jylhä, V., Korhonen, A., Seppänen, S. 2013. Johda näyttö käyttöön hoitotyössä. Hel-sinki, Fioca. Kappale 3, sivut 79-117. 38 s.
  
  Vänskä, K. 2012. Ohjauksen osaajat – miten he sen tekevät? Jyväskylän ammattikorkeakoulun julkaisuja 132. Sivut 13-36 ja 55-116. 84 s
  
  Suositeltava tukimateriaali:
  
  Kansallinen itsehoitolääkeohjelma. Fimean julkaisuja 1/2015. http://www.fimea.fi/docu-ments/160140/1153780/28244_KAI_1_2015.pdf/1288d5a2-8558-4d37-a762-d0fe2e71b8d1
  
  Paakkari, P & Forsell, M. Vanhusten lääkehoito. https://www.oppiportti.fi/op/dvk00032/avaa (Toimiakseen linkki vaatii kirjautumisen Terveysporttiin Janetin kautta)
  
  Kemppainen V, Kiema M & Kvist T. (2018). Omahoidon ohjauksen sisällöt sydämen vajatoimintapotilaan hoitotyössä. Hoitotyön suositus. http://www.hotus.fi/hoitotyon-tutkimussaatio/omahoidon-ohjauksen-sisallot-sydamen-vajaatoimintapotilaan-hoitotyossa-hoit
  
  Routasalo, P & Pitkälä, K. 2009. Omahoidon tukeminen: opas terveydenhuollon ammattihenkilöille. Suomalainen lääkäriseura Duodecim. https://1590621.168.di-recto.fi/@Bin/7a46107efb7fcbdb5497b2d2ab82f06b/1611751497/application/pdf/193899/omahoidon_tukem_opas_12_09.pdf
  
  Heikkinen K, Kaistila T, Knaapi-Junnila S, Kukkonen M, Pohju A, Siltanen H, Juusela M. 2018. Keuhkoahtaumatautia sairastavan omahoidon ohjauksen sisällöt. Hoitotyön suositus. https://www.hotus.fi/keuhkoahtaumatau-tia-sairastavan-omahoidon-sisallot-hoitosuositus/
  
  Harju, E., Korpela, T., Naukkarinen, H., Saaranto, E-M. & Salomaa, S. 2020. Aikuisten virtsatieinfektioiden ehkäisyn omahoito. Hoitotyön suositus. https://www.hotus.fi/wp-content/uploads/2020/11/suositus-final.pdf

  Lecturer(s)

  Hannele Tyrväinen

  Campus

  Lutakko Campus

  Timing

  01.09.2023 - 21.12.2023

  Learning assignments and student workload

  Webinars 6 h
  Learning assignments and independent learning online 102 h

  Enrollment

  01.08.2023 - 31.08.2023

  Content scheduling

  1. webinar 14.9.2023 16-18
  2. webinar 12.10.2023 16-18
  3. webinar 15.11. 2023 16-18
  Learning assignment 1. in September
  Learning assignment 2. in October
  Learning assignment 3. in December

  Groups

  • YSY22SK
  • YSY21SK

  Assessment methods

  The course is assessed on a scale of pass / fail
  Completion of the course consists of the approved completion of three written learning assignments.

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 4 cr

  Unit

  School of Health and Social Studies
• Evidence-based Practice (YSMA0510-3018),
       01.01.2024 – 19.05.2024,  5 cr  (YSU24K1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  In this course, you will become acquainted with the planning of evidence-based activities so that you can develop functions and create new high-quality ways of working in your area of ​​expertise, utilizing evidence-based knowledge.
  
  Course competencies
  Learning and information management skills
  International and communication skills
  
  The competence goal of the course
  You know how to acquire, evaluate, process and produce information critically. You take responsibility for purposeful community learning and knowledge sharing. You can analyze the prevailing practices and make plans to implement evidence-based knowledge into practice. You develop activities based on evidence and anticipating changes in working environment. You have an ability to apply the principles of good scientific practice in your activities.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Evidence-based practice: PICO format, level of evidence
  Critical evaluation of research articles
  Implementation process

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  Finds information in databases and reads international research articles. Has the ability to critically review research data. Recognizes development challenges and phenomena arising from working life and knows what evidence-based practice is his/her own area of ​​expertise. Has the ability to monitor and analyze the development of research and professional practice in the relevant subject area. Describes the barriers and factors contributing to the implementation of evidence-based practice in his/her work community. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.
  
  Satisfactory 2
  Systematically retrieves evidence-based information from databases and reads international scientific articles. Critically examines research data. Identifies and conceptualizes development challenges and phenomena arising from working life. Knows what evidence-based practice is in his/her area of ​​expertise. Follow current research and professional practice developments in the relevant topic area. Identifies the barriers and factors contributing to the implementation of evidence-based activities in their work community and develops a plan for the implementation of evidence-based activities. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

  Assessment criteria - grade 3 and 4

  Good 3
  Systematically retrieves evidence-based information from multiple databases and reads international research articles with a critical touch. Identifies and conceptualizes development challenges and phenomena arising from working life. Evaluate what is evidence-based practice in his/her area of ​​expertise. Monitors and specifies research findings and professional practice development in his/her subject area. Uses research findings to implement evidence-based activities and thus develops its own area of ​​expertise. Critically evaluates a variety of barriers and factors contributing to the implementation of evidence-based activities in his/her work community and develops a plan for the implementation of evidence-based practices. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.
  
  Very good 4
  Systematically collects evidence-based information in its own area of ​​expertise from multiple databases and reads scientific articles with a critical touch. Solves development challenges and phenomena arising from working life. Analyzes what is evidence-based practice in his/her area of ​​expertise. Comprehensively assesses the barriers and factors contributing to the implementation of evidence-based activities in their work community and develops a detailed feasible plan for the implementation of evidence-based activities. Uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

  Assessment criteria - grade 5

  Excellent 5
  Systematically collects reliable information from multiple databases, developing evidence-based practices in their area of ​​expertise. Reads and reflects on international research articles with a critical touch. Creatively solves development challenges and phenomena arising from working life. Analyzes the development of professional practice to implement evidence-based practices. Critically evaluates a wide range of barriers and factors contributing to the implementation of evidence-based activities in his/her work community and creates a high-quality feasible plan for the implementation of evidence-based activities. Creatively uses the communication and language skills required in working life in reporting and presenting course performance and using foreign language material as sources.

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  Language of instruction

  Finnish

  Lecturer(s)

  Kristiina Juntunen

  Lecturer(s)

  Aila Pikkarainen

  Campus

  Lutakko Campus

  Timing

  01.01.2024 - 19.05.2024

  Enrollment

  20.11.2023 - 04.01.2024

  Groups

  • YSU24K1
  • ZJAYSU24KM

  Seats

  20 - 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

  4 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies

Academic year 2024 - 2025

There is no implementations attached to this degree programme.