Academic year 2021 - 2022

• Human Resource and Work Wellbeing Management (YSJA0103-3005),
       15.08.2021 – 05.11.2021,  5 cr  (SAL20SVPJ1) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Assessment criteria, passed/failed

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Kontakti- ja etäopiskelu, kirjallisuus, kirjalliset tehtävät, ryhmätehtävä, dialogiset keskustelut. (not translated)

  Lecturer(s)

  Riitta Räsänen

  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 (Moodlessa)
  
  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)

  Tapio Mäkelä, Riitta Räsänen, Kari Jaatinen

  Exam dates and re-exam possibilities

  Ei tenttiä. (not translated)

  Timing

  15.08.2021 - 05.11.2021

  Learning assignments and student workload

  Verkkotapaamiset 12 h
  Itsenäinen työskentely ja ryhmätyöt 123 h
  Yhteensä 135 h (not translated)

  Content scheduling

  Webinaarit:
  ti 7.9. klo 12.15-16.00
  to 28.10. klo 12.15-16.00
  ti 2.11. klo 12.15-16.00
  
  Zoom-osoite: https://jamk.zoom.us/j/5336040602
  
  Opintojakso käynnistyy ennakkotehtävällä 15.8.ja opiskelija tekee ennakkotehtävän ennen I webinaaria.
  
  Opintojakso päättyy 5.11.2021. (not translated)

  Groups

  • SAL20SVPJ1

  Alternative learning methods

  Opintojakso voidaan opinnollistaa JAMKin tutkintosäännön mukaisesti. (not translated)

  Assessment methods

  Vain vanhuspalveluiden johtamisen koulutushankkeen opiskelijoille 20 paikkaa. (not translated)

  Degree Programme

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

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Pharmacology (YSYSL300-3002),
       27.01.2022 – 16.12.2022,  11 cr  (YSY21SK) — Face-to-face +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Learning materials and recommended literature

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

  Exam dates and re-exam possibilities

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

  Timing

  27.01.2022 - 16.12.2022

  Learning assignments and student workload

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

  Enrollment

  05.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • YSY21SK

  Assessment methods

  Opintojakso toteutuu kokonaan verkossa. (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face

  Credits

  • 11 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YS00BS61-3001),
       02.05.2022 – 24.05.2022,  2 cr — 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

  02.05.2022 - 24.05.2022

  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
• Leadership Dynamics (YZZZ0220-3024),
       01.08.2021 – 31.12.2021,  5 cr  (YTB20S1, ...) — 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.

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  Language of instruction

  Finnish

  Lecturer(s)

  Sami Kalliomaa, Minna Liikanen

  Timing

  01.08.2021 - 31.12.2021

  Enrollment

  02.08.2021 - 06.09.2021

  Groups

  • YTB20S1
  • YTO21S1
  • YTB21S1

  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 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 Business
• Ethical and juridical base of nurse prescribing (YSYSL100-3002),
       27.01.2022 – 16.12.2022,  5 cr  (YSY21SK) — Face-to-face +-
  Learning outcomes of the course

  Tarkoituksena on, että opintojakson käytyäsi tunnet lääkkeenmääräämisestä annetut säädökset ja osaat noudattaa niitä omassa toiminnassasi. Tunnistat oman ammatillisen osaamisesi ja vastuualueesi rajat sekä potilasturvallisuuden vaatimukset rajatussa lääkkeenmääräämisessä.
  
  Opintojakson osaamiset
  Kliininen asiantuntijaosaaminen
  
  Osaamistavoitteet
  
  Sovellat omaan ammattitoimintaasi potilaan hoitamiseen ja lääkkeen määräämiseen liittyviä lakeja, asetuksia ja säädöksiä sekä ammattieettisiä periaatteita.
  
  Tunnistat lääkkeen määräämiseen liittyvän tehtäväalueesi ja osaamisesi rajat ja vastuun sekä konsultoit muita ammattihenkilöitä tarvittaessa.
  
  Toimit eettisesti korkeatasoisesti hoidon tarpeen arvioinnissa, lääkkeitä määrätessä ja potilasohjauksessa.
  
  Kykenet arvioimaan omaa osaamistasi ja päivität säännöllisesti tehtäväalueesi diagnostiikkaan ja uusiin lääkeaineisiin liittyviä tietoja ja taitoja.
  
  Tunnistat ja ennakoit lääkehoidon ongelmatilanteita ja riskejä, rekisteröit ja ilmoitat poikkeamat sekä kehität riskien- ja laadunhallintaa omalla tehtäväalueellasi. (not translated)

  Course contents

  Lääkkeen määräämistä säätelevät lait, asetukset ja säädökset
  Ammatilliset arvot, etiikka ja vastuullisuus
  Sairaanhoitajan tehtäväalue ja asiantuntijuus lääkkeenmääräämisessä
  Lääkehoidon turvallinen toteuttaminen ja riskien hallinta lääkehoidossa
  Laadunvarmistus lääkehoidossa
  Lääkkeiden määräämiseen liittyvä yhteiskuntavastuu ja kestävä kehitys sekä väestön terveyden edistäminen
  Moniammatillinen yhteistyö lääkkeenmääräämisessä (not translated)

  Assessment criteria

  Assessment criteria, passed/failed

  Opintojakso on hyväksytty, kun opiskelija osoittaa kykenevänsä soveltamaan potilaan hoitamiseen ja lääkkeen määräämiseen liittyvää lainsäädäntöä sekä ammattieettisiä periaatteita lääkkeitä määrätessään tunnistaen oman tehtäväalueensa rajat.
  
  Opiskelija kykenee arvioimaan omaa osaamistaan ja sen kehittymistä, tunnistaa ja ennakoi lääkehoidon ongelmatilanteita ja riskejä sekä kehittää riskien- ja laadunhallintaa omalla tehtäväalueellaan. (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Kontaktiluennot 6 h (3 x 2 h)
  Workshop 2 h
  Osaamiskartoitus
  Oppimispäiväkirja
  Kirjallinen tehtävä
  Itsenäinen opiskelu, jonka aikana perehdytään kirjalliseen materiaaliin (not translated)

  Learning materials and recommended literature

  Seuraavat ajantasaisina (huomioi muutokset):
  Laki sähköisestä lääkemääräyksestä (61/2007 ja sen muutokset 251/ 2014 1459/2016, 557 /2019 ja 937/2019)
  Sosiaali- ja terveysministeriön asetus sähköisestä lääkemääräyksestä (485/2008)
  Sosiaali- ja terveysministeriön asetus lääkevaihdosta (210/2003)
  Sosiaali- ja terveysinisteriön asetus potilasasiakirjoista (298/2009)
  Laki asiakkaan asemasta ja oikeuksista ( 812/2000 )
  Laki potilaan asemsta ja oikeuksista (785/1992)
  Potilasvahinkolaki (585/1986)
  Terveydenhuoltolaki (1326/2010), koulutuskorvausta koskeva muutos 534/2019
  Sairausvakuutuslaki (1224/2004) 2. osan 2. luku 1 § ja 5. luvun 1-9 §
  Laki terveydenhuollon ammattihenkilöstä 1326 /2010 muutos 433/2010,
  Lääkeasetus (693/1987)
  Lääkelaki (395/1987)
  Huumausainelaki (373/2008)
  Valtioneuvoston asetus huumausaineina pidettävistä aineista, valmisteista ja kasveista (543/2008)
  Valtioneuvoston asetus huumausaineiden valvonnasta (548/2008)
  Laki apteekkimaksusta (148/1946) Valtioneuvoston asetus lääketaksasta (713/2013)
  Laki lääketieteellisestä tutkimuksesta ( 488/1999, muut. 295/2005, 794/2010, 143/2015)
  Valtioneuvoston Koulutusasetus 1089/2010
  STM Asetus lääkkeenmääräämisestä 1088/2010 ja liitteet 1-4, joissa lääkelista sekä määräyksen kaava.
  Kinnunen M. & Peltomaa K. 2009. Moniulotteinen potilasturvallisuus. Teoksessa Kinnunen M. & Peltomaa K. 2009. Potilasturvallisuus ensin. Hoitotyön vuosikirja. Sairaanhoitajaliitto, Helsinki. 2009. Sivut 77−98.
  Inkinen R., Volmanen,P. & Hakoinen, S. (2016) Turvallinen lääkehoito. Opas lääkehoitosuunnitelman tekemiseen sosiaali- ja terveydenhuollossa. Ohjaus 14/2016. Helsinki: Terveyden ja hyvinvoinnin laitos, kappaleet 1-1-7,9, 12-16, 85s. . https://www.julkari.fi/bitstream/handle/10024/129969/URN_ISBN_978-952-302-577-6.pdf?sequence=1
  
  
  STM raportti 2015/49: Työnjakoa uudistamalla nopeammin hoitoon ja joustavuutta palveluihin (not translated)

  Lecturer(s)

  Johanna Heikkilä

  Timing

  27.01.2022 - 16.12.2022

  Learning assignments and student workload

  Luennot 6 h
  Workshop 2 h
  Osaamiskartoitus 2h
  Kirjallinen tehtävä 10 h
  Oppimispäiväkirja 10 h
  Kirjallisen materiaalin lukeminen 105 h (not translated)

  Enrollment

  12.11.2021 - 09.01.2022

  Content scheduling

  Tammikuussa luento 1, osaamiskartoitus ja 1. oppimipäiväkirja.
  Maaliskuussa luento 2
  Toukokuussa luento 3
  Kesäkuussa oppimispäiväkirja 2
  
  Syyskuussa workshop ja kirjallisen tehtävän palautus
  Joulukuussa oppimispäiväkirja 3. (not translated)

  Groups

  • YSY21SK

  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
• Evidence-based Practice (YSMA0510-3004),
       28.08.2021 – 30.11.2021,  5 cr  (YSY21SK, ...) — 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.

  ---

  Language of instruction

  Finnish

  Location and time

  Webinaari 28.8 klo 12.30-16 (pakollinen osallistuminen)
  Webinaari 22.9 klo 9-12.15 (pakollinen osallistuminen)
  Webinaari 6.10 klo 9-12.15 (pakollinen osallistuminen)
  Webinaari 3.11 klo 9-12.15 (pakollinen osallistuminen)
  
  Opintojakso toteutuu 100% verkossa. (not translated)

  Planned learning activities, teaching methods and guidance

  4 webinars, participation mandatory. Lectures, groupwork, peer-review, presentations.
  1 guidance webinar (voluntary participation)
  4 learning assignments (PICO, review of a research article, review of a systematic review, implementation plan)

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

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

  Lecturer(s)

  Hanna Hopia

  Timing

  28.08.2021 - 30.11.2021

  Learning assignments and student workload

  Four webinars 16 t
  One guidance webinar 2 t
  Four learning assignments 117 t

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Webinar 28.8 from 12.30 - 4 pm
  Webinar 22.9 from 9 am to 12.15 pm
  Webinar 6.10 from 9 am to 12.15 pm
  Webinar 3.11 from 9 am to 12.15 pm
  Guidance webinar time will be informed in the beginning of the course.

  Groups

  • YSY21SK
  • ZJA21SSYK

  Seats

  15 - 30

  Assessment methods

  Avoin amk yksittäinen 5 paikkaa
  Avoin amk polku 5 paikkaa
  
  Arviointimenetelmät:
  
  PICO -tehtävä: hyväksytty/täydennettävä/hylätty, opettajan palaute.
  Tutkimusartikkelin arviointi:hyväksytty/täydennettävä/hylätty.
  Systemaattisen katsauksen arviointi: 0-5, opettajan palaute
  Implementaatiosuunnitelma: 0-5, vertaispalaute
  Opintojakson arvosana muodostuu kahden tehtävän arvosanojen keskiarvosta. (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Assessment of Care Need and Clinical Examination (YSAA0310-3002),
       30.08.2021 – 28.01.2022,  5 cr  (YSY21SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  7.9. klo 10-16
  6.10. klo 13-16
  4.11. klo 13-17
  3.12 klo 8.30 -16
  21.1. 2022 klo 10-16
  Except of 6.10 lessons, the aim is to implement teaching as contact teaching.

  Planned learning activities, teaching methods and guidance

  Lectures, practical training at classroom, learning assignments

  Learning materials and recommended literature

  Korhonen, P., Mustajoki, S. & Salonen, T. (2020) Potilaan tutkiminen. Printon, Tallinna. ISBN 978-951-656-802-0
  Bickley, L. S., Szilagyi, P. G. 2017. Bates’ guide to physical examination and history taking. 12th edition or the latest version. Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  
  Sharu, D. (2011) Clinical examination videomaterial
  
  Recommended pre-contact material: Current care recommendations (Käypä hoito suositukset and nursing recommendations)

  Lecturer(s)

  Hannele Tyrväinen

  Working life cooperation

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

  Campus

  Lutakko Campus

  Exam dates and re-exam possibilities

  Objective structured clinical examination (OSCE) exam and demonstration of competence in patient examination from top to toe will be conducted in January 2022.

  Timing

  30.08.2021 - 28.01.2022

  Learning assignments and student workload

  Face-to-face learning (lectures and exercises) 20 h
  Preparation for lectures and exam 54 h
  Assessment of care need in telephone online course 3 h
  Exam (OSCE) 8 h
  Written assigment 27 h
  Independent study 20 h

  Enrollment

  16.08.2021 - 05.09.2021

  Content scheduling

  1. kontakti 7.9. klo 10-15
  2. kontakti 6.10. klo 13-16 (webinaari)
  3. kontakti 4.11. klo 13-17
  4. kontakti 3.12 klo 8.30 -16 (not translated)

  Groups

  • YSY21SK
  • ZJA21SSYK

  Seats

  15 - 25

  Assessment methods

  avoin amk 5 kliinisen asiantuntijan polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Developing Expertise in the Mental Health and Substance Abuse Care (YSSK0101-3002),
       31.08.2021 – 17.12.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  7.-8.10.2021
  SAMK, Pori

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  Learning materials and recommended literature

  Santos, J.C. & Cutcliffe, J.R. 2018. European Psychiatric/ Mental Health Nursing in 21st Century. A Person-Centered Evidence-based Approach. Springer. Luvut 2, 3, 10, 11 ja 35.
  Syvänen,S., Kasvio A., Loppela K., Lundell, S., Tappura, S. & Tikkamäki, K. 2012. Dialoginen johtaminen innovatiivisuuden tekijänä. Työterveyslaitos. http://urn.fi/URN:ISBN:978-952-261-185-7.
  Wahlbeck, K. ym. 2018. Toimivat mielenterveys- ja päihdepalvelut. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja: 98/2017. www.julkari.fi/handle/10024/136063.

  Lecturer(s)

  Katja Kokkinen

  Timing

  31.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

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

  Groups

  • YSY20ST
  • YSY20SK
  • YSY21SK
  • YSY21ST

  Seats

  0 - 20

  Assessment methods

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

  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
• Prevention and Care of Non-Communicable Diseases (YSAA0510-3003),
       12.01.2022 – 13.05.2022,  5 cr  (YSY21SK, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course is to increase the understanding of the health status of the population and the causes, backgrounds and trends of differences in well-being and health in the development of nursing care for non-communicable diseases.
  
  Course competencies
  Clinical expertise
  Entrepreneurship, innovation and work community competence
  Ethical competence
  
  Competence objectives
  You can utilize information about the health status of the population and the causes, backgrounds and directions of change in well-being and health in the development of nursing care for non-communicable diseases.
  
  You apply evidence-based practices and appropriate methods to identify, assess, prevent, and intervene in lifestyles and risk factors in the treatment of non-communicable diseases.
  
  You base clinical decision-making on nursing guidelines, recommendations and research findings taking into account the individual situation of the patient. You make use of the patient and their relatives and a multi-professional team to make decisions.
  
  You will apply your highly specialized expertise in health promotion and disease prevention at the individual, community, and societal levels in a way that produces health benefits.

  Course contents

  Population health and well-being and related factors and future challenges
  Trends in population health as challenges for the development of health and social services and the development of nursing expertise
  National and international strategies, action programs and recommendations for the promotion of public health and the prevention and treatment of non-communicable diseases
  Lifestyles and risk factors that impair public health and their screening and identification methods
  Health-related functional capacity and health coaching

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  In your learning assignment , you will utilize knowledge of population health and health risk factors and related challenges, as well as be familiar with some national action programs and appropriate methods. Able to retrieve relevant information and apply it at a descriptive level to the topic of learning task.
  
  Satisfactory 2
  In your learning assignment, you will use knowledge of population health and health risk factors and related challenges, and apply key national action programs and appropriate methods to present some development ideas. You will be able to retrieve relevant information and apply it at a descriptive level to the topic area of ​​learning task.

  Assessment criteria - grade 3 and 4

  Good 3
  In your learning task, you will make extensive use of information about the health of the population and health risk factors, and you will be able to explain their significance and trends, as well as the challenges associated with them. You apply national action programs and appropriate methods, presenting development ideas. You will be able to search for relevant international and national information, evaluate it and apply the information to learning task.
  
  Very good 4
  In your learning task, you apply a wide range of information about the health of the population and health risk factors and you can explain their significance and directions of change, as well as the challenges associated with them. You apply national action programs and appropriate methods, presenting development ideas. You will be able to search for relevant international and national information, evaluate it and apply the information to learning topic.

  Assessment criteria - grade 5

  Excellent 5
  In your learning task, you apply a wide range of different information about the health of the population and health risk factors. You reflect analytically and critically on their significance and directions for change, as well as the challenges associated with them. You apply international and national action programs and appropriate methods, looking at development ideas from different perspectives. You will be able to apply a wide range of multidisciplinary international and national research-based information, apply it critically and developmentally to the topic area of ​​learning assignment.

  ---

  Language of instruction

  Finnish

  Location and time

  1. webinaari 12.1. 2022 klo 8-12
  2. webinaari 9.2.2022 klo 8-12
  3. webinaari 9.3. 2022 klo 8-12
  4. webinaari 23.3. 2022 klo 9-15
  
  
  
  Opintojakso toteutuu 100 % verkossa. (not translated)

  Planned learning activities, teaching methods and guidance

  4 compulsory webinars (lectures, group work, presentations by students)
  2 guidance webinar (voluntary)
  Exam (50%), learning assignment (50%)

  Lecturer(s)

  Hannele Tyrväinen

  Learning materials and recommended literature

  Devaux M, Lerouge A, Giuffre G, Giesecke S, Baiocco S, Ricci A, ym. 2020. How will the
  main risk factors contribute to the burden of noncommunicable diseases under different scenarios by 2050? A modelling study. PLoS ONE 15(4): e0231725. https://doi.org/10.1371/journal. pone.0231725
  
  Drevenhorn E. ym. 2015. To be motivated or only comply – patients’ views of hypertension
  care after consultation training for nurses. Health Education Journal, 74(1) 28–36.
  
  Howland C. ym. 2021. Primary Care Clinic Nurse Activities with a Telehealth Monitoring System. Western Journal of Nursing Research 43(1) 5–12.
  
  Jankowska-Polańska B. ym. 2016. The influence of illness acceptance on the adherence to pharmacological and non-pharmacological therapy in patients with hypertension. European Journal of Cardiovascular Nursing 15(7) 559–568.
  
  Kunnari T & Koivula M. 2018. eHealth-palvelut perusterveydenhuollon vastaanottotoiminnan tukena –kirjallisuuskatsaus potilaiden kokemuksista. Hoitotiede 30(4), 323-333.
  
  Rajala M. ym. 2019. Hypertensiopotilaan lääkehoitoon sitoutuminen: systemaattinen
  kirjallisuuskatsaus. Hoitotiede 31(2), 134-145.
  
  Sihvola S. ym. 2019. Ohjauksen laatu sydänhoitajan vastaanotolla pallolaajennuksella hoidettujen potilaiden arvioimana: poikkileikkaustutkimus. Hoitotiede 31(3), 205-215.
  
  Tuohino H. ym. 2019. Sairaanhoitajien toteuttamien interventioiden vaikutus verenpainepotilaiden lääkehoitoon sitoutumiseen ja verenpainearvoihin: systemaattinen kirjallisuuskatsaus. Hoitotiede 31(1), 27-40.

  Lecturer(s)

  Hanna Hopia, Hannele Tyrväinen

  Exam dates and re-exam possibilities

  Exam at the JAMK examstudio during the following period: 1.3-13.5.2022.

  Timing

  12.01.2022 - 13.05.2022

  Learning assignments and student workload

  Webinars 25 hours
  Learning assignment 47 hours
  Preparing for exam 60 hours
  Exam 3 hours

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  1. webinar 12.1. 2022 from 8 am to 12 pm
  2. webinar 9.2.2022 from 8 am to 12 pm
  3. webinar 9.3. 2022 from 8 am to 12 pm
  4. webinar 2.4. 2022 from 9 am to 3 pm
  Exam at the JAMK examstudio during the following period: 1.3-13.5.2022.
  Times for guidance webinars will be announced in the beginning of the course.

  Groups

  • YSY21SK
  • ZJA21SSYK

  Seats

  15 - 25

  Assessment methods

  5 + 5 paikkaa avoimen AMK:n opiskelijoille
  
  Arviointimenetelmät:
  Kirjallinen tehtävä 0-5, opettajan palaute.
  Tentti 0-5
  Opintojakson arvosana muodustuu kahden tehtävän (kirjallinen työ, tentti) arvosanojen keskiarvosta. (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Specific Issues in Advanced Nursing Practice (YSLA0110-3002),
       16.03.2022 – 27.04.2022,  5 cr  (YSY21SK, ...) — Online learning +-
  Learning outcomes of the course

  The purpose of the course is to strengthen the student's knowledge base in the area of ​​clinical nursing he or she has individually chosen and to deepen the use of a research and development approach in the chosen area of ​​expertise.
  
  Course competencies
  Clinical expertise
  Entrepreneurship, innovation and work community skills
  
  Competence objectives
  You will be able to evaluate the impact, usefulness and appropriateness of the methods used in your chosen area of ​​clinical nursing, as well as the results of patient care.
  You will be able to produce new information belonging to your field of nursing expertise and evaluate the effects of its application.
  You will have an in-depth understanding of the knowledge related to your chosen field of nursing expertise.
  You will be able to share your knowledge in your field of nursing expertise in the development of working life.
  You master research and development approach.
  You will be able to assess future challenges and their implications in your field of nursing expertise.

  Course contents

  Advanced practice nursing, job description of APN and career plans.
  Magnet hospital concept, nurse-led interventions
  Nurse sensitive indicators: PROMs and PREMs
  Argumentation skills
  Latest research and nursing guidelines in student's own field of expertise
  Implementation of study results
  Future challenges in nursing

  Assessment criteria

  Assessment criteria, passed/failed

  The criterion for passing the course is that you are able to assess the impact, applicability, and appropriateness of the methods used in your chosen area of ​​clinical nursing. You will be able to produce information that belongs to your field of expertise and evaluate the effects of its application. You will understand the issues related to the information on nursing field you have chosen and the different fields related to it. You will be able to share your knowledge in your field of nursing expertise in the development of working life. You will be able to assess future challenges and their implications in your field of nursing expertise.

  ---

  Language of instruction

  Finnish

  Location and time

  Opintojakso toteutuu 100 % verkkototeutuksena.
  
  1. webinaari 16.3 2022 klo 9-12.15 (pakollinen)
  2. webinaari 30.3.2022 klo 9-12.15 (pakollinen)
  3. webinaari 13.4. 2022 klo 9-12.15 (pakollinen)
  4. webinaari 27.4.2022 klo 9-12.15 (pakollinen)
  Ohjauswebinaari 6.4.2022 klo 18-21 (vapaaehtoinen) (not translated)

  Planned learning activities, teaching methods and guidance

  Four webinars (lectures, group work, presentations) (mandatory)
  One guidance webinar (voluntary participation)
  Home assignments before webinars
  Learning assignments: two discussion assignments, critical essay, presentation in the webinar.
  
  The course will be realized 100% online.

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Bryant-Lukosius, D. & Martin-Misener, R. 2020. Advanced Practice Nursing: An Essential Component of Country Level Human Resources for Health. ICN Policy Paper.
  
  Schober, M. 2020. Guidelines on Advanced Practice Nursing. International Council of Nurses.
  
  Kotila, J. et al. 2018. Sairaanhoitajien uudet työnkuvat –laatua tulevaisuuden sote-palveluihin. Suomen sairaanhoitajaliitto ry.
  
  Woo, B.F.Y., Lee, J.X.Y. & Tam, W.W.S. 2017. The impact of the advanced practice nursing role on quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: a systematic review. Human Resources for Health 15, 63. https://doi.org/10.1186/s12960-017-0237-9

  Lecturer(s)

  Hanna Hopia, Hannele Tyrväinen

  Timing

  16.03.2022 - 27.04.2022

  Learning assignments and student workload

  Attending the webinars: 16 hours
  Attending the guidance webinar: 3 hours
  Home assignments prior to webinars: 24 hours
  Learning assignments (including independent studies): 92 hours

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  1. webinar 16.3 2022 9.00-12.15 (compulsory)
  2. webinar 30.3.2022 9.00-12.15 (compulsory)
  3. webinar 13.4. 2022 9.00-12.15 (compulsory)
  4. webinar 27.4.2022 9.00-12.15 (compulsory)
  Guidance webinar 6.4.2022 18.00-21.00 (voluntary participation)

  Groups

  • YSY21SK
  • ZJA21SSYK

  Alternative learning methods

  Opinnollistamisen mahdollisuus JAMKin käytäntöjen mukaan. (not translated)

  Seats

  15 - 25

  Assessment methods

  Avoin amk 5 paikkaa
  
  Arviointimenetelmät:
  Vertaispalaute ja opettajan palaute kotitehtävistä webinaareissa: hyväksytty/täydennettävä/hylätty
  Keskustelutehtävät: hyväksytty/täydennettävä/hylätty
  Kriittinen essee: hyväksytty/täydennettävä/hylätty, opettajan palaute
  Esitys webinaarissa: hyväksytty/täydennettävä/hylätty, opettajan palaute ja vertaispalaute (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Development of Advanced Clinical Practitioner role in Palliative Care (YSAP0101-3002),
       01.09.2021 – 30.11.2021,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

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

  Prerequisites and co-requisites

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria, passed/failed

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  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
  
  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, Irmeli Matilainen

  Exam dates and re-exam possibilities

  In Moodle.

  Timing

  01.09.2021 - 30.11.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

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

  Groups

  • YSY20ST
  • YSY20SK
  • YSY20SJ
  • YSY20S1
  • ZJA20SSY
  • YSY19SJ
  • YSY19SK
  • YSY19ST

  Seats

  0 - 20

  Assessment methods

  Avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Research-based Development (YZZZ0110-3016),
       20.09.2021 – 15.12.2021,  5 cr  (YSY21SK, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Riitta Räsänen

  Learning materials and recommended literature

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

  Lecturer(s)

  Riitta Räsänen, Sirpa Tuomi, Salla Grommi

  Working life cooperation

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

  Exam dates and re-exam possibilities

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

  Timing

  20.09.2021 - 15.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

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

  Groups

  • YSY21SK
  • ZJA21SSYK

  Alternative learning methods

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

  Seats

  15 - 25

  Assessment methods

  Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
  Assessment of learning tasks:
  Discussion, introduction - evaluation on scale accepted - to be completed
  Online exam - evaluation on scale 0-5, weight 20%
  Expert blog posts and responses - evaluation on scale 0-5, weight 30%
  Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
  Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

  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 Health and Social Studies
• Leadership Dynamics (YZZZ0220-3014),
       30.08.2021 – 17.12.2021,  5 cr  (YSY21SJ, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  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)

  Sari Järvinen, Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  30.08.2021 - 17.12.2021

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  The course is implemented entirely online.
  Course webinars: Zoom: https://jamk.zoom.us/j/5336040602
  2.11. klo 17-19 o'clock
  1.12. klo 17-19 o'clock
  
  The course ends with the return of the last assignment on December 19, 2021.

  Groups

  • YSY21SJ
  • ZJA21SSYP
  • ZJA21SSYS

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Advanced person-centered care process in mental health and substance abuse care II (YSSK0104-3003),
       17.08.2021 – 17.12.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days will be 16.-17.9.2020 in Tampere (TAMK)

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Katja Kokkinen

  Timing

  17.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

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

  Groups

  • YSY20ST
  • YSY20SK
  • YSY19SK
  • YSY19ST

  Seats

  0 - 20

  Assessment methods

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

  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
• Evidence-based Practice (YSMA0510-3005),
       28.08.2021 – 10.12.2021,  5 cr  (ZJA21SSYM, ...) — 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.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  eLearning: webinars 15 h
  Independent study: 120 h
  
  Assignments:
  Preparation of the PICO question: passed-failed
  Evaluation of scientific articles: passed-failed
  Evaluation of the systematic review: 0-5 (self-evaluation and teacher evaluation)
  Implementation plan: approved-failed (peer review)

  Lecturer(s)

  Tiina Kuukkanen

  Learning materials and recommended literature

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

  Lecturer(s)

  Tiina Kuukkanen

  Working life cooperation

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

  Timing

  28.08.2021 - 10.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Groups

  • ZJA21SSYM
  • YSY21SM

  Seats

  15 - 35

  Assessment methods

  Self-assessment, Peer review. Teacher evaluation

  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
• Evidence-based Practice (YSMA0510-3006),
       10.01.2022 – 13.05.2022,  5 cr  (ZJA21SSYT, ...) — 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.

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  eLearning: webinars 15 h
  Independent study: 120 h
  
  Assignments:
  Preparation of the PICO question: passed-failed
  Evaluation of scientific articles: passed-failed
  Evaluation of the systematic review: 0-5 (self-evaluation and teacher evaluation)
  Implementation plan: approved-failed (peer review)

  Lecturer(s)

  Tiina Kuukkanen

  Learning materials and recommended literature

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

  Lecturer(s)

  Tiina Kuukkanen

  Working life cooperation

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

  Timing

  10.01.2022 - 13.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • ZJA21SSYT
  • YSY21ST

  Seats

  15 - 35

  Assessment methods

  Self-assessment, Peer review. Teacher evaluation

  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 (YZZZ0130-3007),
       01.04.2022 – 12.06.2022,  5 cr  (YSY21SJ, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Wheeler S. 2015. Qualitative Research in Nursing and Healthcare. 3rd ed. Wiley-Blackwell.
  
  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.
  
  Additional material:
  
  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

  01.04.2022 - 12.06.2022

  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

  01.11.2021 - 09.01.2022

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Seats

  15 - 35

  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 (YZZZ0110-3017),
       10.01.2022 – 01.04.2022,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

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

  Lecturer(s)

  Tapio Mäkelä, Emilia Lahdenperä, Sami Hoisko

  Working life cooperation

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

  Exam dates and re-exam possibilities

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

  Timing

  10.01.2022 - 01.04.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • ZJA21SSYM
  • YSY21SM

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

  Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
  Assessment of learning tasks:
  Discussion, introduction - evaluation on scale accepted - to be completed
  Online exam - evaluation on scale 0-5, weight 20%
  Expert blog posts and responses - evaluation on scale 0-5, weight 30%
  Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
  Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

  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
• Professional Ethics (YSZY0210-3002),
       11.09.2021 – 15.11.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

  Introduction to Professional Ethics
  Ethical issues in professional practice: cases, exercises
  Ethical approaches
  Ethical decision-making: exercises, group work
  Professional competency and autonomy

  Assessment criteria

  Assessment criteria, passed/failed

  Approved S:
  Student is able to identify and explain main differences between ethical dilemmas and work issues with an ethical concern at one's own professional field. Student demonstrates ability to discuss ethical dilemmas in a critical manner with fellow students. Student also applies decision-making and problem-solving knowledge and skills during the course.

  ---

  Language of instruction

  English

  Location and time

  Webinar 11.9.2021 from 9 am to 2 pm Helsinki time (mandatory)
  Webinar 25.9.2021 from 9 am to 2 pm Helsinki time (mandatory)
  Webinar 30.10.2021 from 9 am to 12 pm Helsinki time or 30.10.2021 from 1 to 4 pm Helsinki (you are allowed to choose in which webinar (9 am-12 pm or 1- 4 pm) you want to attend. It is mandatory to participate in either one.

  Planned learning activities, teaching methods and guidance

  Three mandatory webinars (lectures, group works, presentations)
  One guidance webinar
  Home assignments before webinars
  Learning assignments: Discussion on ethical dilemmas within group 50 % and a review of an article or a book on professional ethics 50 %
  
  The course will be realized 100 % online.

  Lecturer(s)

  Hanna Hopia

  Learning materials and recommended literature

  Barak-Corren N. & Bazerman, M. 2020. Inaction and decision making in moral conflicts. Organizational Dynamics 49, 100703.
  
  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
  
  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.
  
  Website: Nordic Business Ethics. https://www.nordicbusinessethics.com/2020/05/12/what-can-the-rest-of-the-world-learn-from-nordic-values/
  
  Monrouxe, L., & Rees, C. E. 2017. Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas. Wiley-Blackwell.
  
  Website: Professional Ethics: https://oppimateriaalit.jamk.fi/ethics/

  Lecturer(s)

  Hanna Hopia

  Timing

  11.09.2021 - 15.11.2021

  Learning assignments and student workload

  Attending the webinars: 13 hours
  Home assignments before the webinars: 20 hours
  Attending the guidance webinar: 3 hours
  Two learning assignments: 80 hours
  Independent studies: 19 hours

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Webinar 11.9.2021 from 9 am to 2 pm Helsinki time (mandatory)
  
  Webinar 25.9.2021 from 9 am to 2 pm Helsinki time (mandatory)
  
  Webinar 30.10.2021 from 9 am to 12 pm Helsinki time or 30.10.2021 from 1 to 4 pm Helsinki (you are allowed to choose in which webinar (9 am-12 pm or 1- 4 pm) you want to attend. It is mandatory to participate in either one.
  
  Guidance webinar 2.10.2021 from 9 am to 12 pm Helsinki time (voluntary participation)

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSV19S1
  • YSY20S1
  • YSP20S1

  Alternative learning methods

  Recognition of prior learning and experience according to JAMK's instructions.

  Seats

  0 - 10

  Assessment methods

  Home assignments: pass/fail, feedback from teacher
  Discussion on ethical dilemmas within group: pass/fail, continuous feedback from teacher
  A review of an article or a book on professional ethics: pass/fail, feedback from teacher and peers.
  
  Open studies 5
  CampusOnline 5
  ExchangeStudents 5

  Degree Programme

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

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Qualitative Research (YZZZ0130-3008),
       30.08.2021 – 17.12.2021,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 30.82021-17.12.2021 (Moodle open)
  
  I Webinar 13.9.2021 time 16-19
  II Webinar 4.10.2021 time 16-19
  III Webinar 3.11.2021 time 16-19
  A seminar day where the final assignment is presented 27.4.22 time 8-16

  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. & Wheeler S. 2015. Qualitative Research in Nursing and Healthcare. 3rd ed. Wiley-Blackwell.
  
  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

  30.08.2021 - 17.12.2021

  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

  02.08.2021 - 05.09.2021

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1
  • YSV20S1
  • YSB20S1

  Seats

  15 - 35

  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
• Multidisciplinary knowledge and interprofessional collaboration in Palliative care (YSAP0106-3002),
       11.01.2022 – 31.03.2022,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

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

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

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

  Assessment criteria

  Assessment criteria, passed/failed

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

  ---

  Language of instruction

  Finnish

  Location and time

  Sudy period: 11.1.2022 - 31.3.2022
  
  Registering to the course using link belov by the 13.12.2021.
  
  https://webropol.com/s/oamk-ristiinopiskelu

  Planned learning activities, teaching methods and guidance

  Distance learning in an eLearning environment, recorded video lectures, webinars, learning assignments (online discussion, professional network, work development) and independent study.
  
  (Updated information on more detailed course description will be available during November as OAMK updates the course.
  
  Learning environment: DevMoodle:
  https://devmoodle.kamit.fi/login/index.php
  
  Log in with your HAKA user details and the course key will be sent from OAMK after registering.
  
  Course key to the common Palliative care area: PalhoYAMK

  Lecturer(s)

  Annina Kangas-Niemi

  Learning materials and recommended literature

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

  Lecturer(s)

  Annina Kangas-Niemi, Irmeli Matilainen, Merja Kurunsaari

  Working life cooperation

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

  Timing

  11.01.2022 - 31.03.2022

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  The e-learning environment of the course opens on 11.1.2022
  at KAMK Moodle: https://devmoodle.kamit.fi/login/index.php
  
  Intro Webinair on Tue. 11.1. at 9 - 11.
  There are no scheduled mandatory webinairs.
  
  A more detailed schedule will be described later.

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1

  Seats

  0 - 20

  Assessment methods

  Avoin amk 5 polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Evidence-based Knowledge Management and Development in Palliative Care (YSAP0108-3002),
       17.01.2022 – 20.03.2022,  5 cr  (YSY20SM, ...) — Online learning +-
  Learning outcomes of the course

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

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  KAMK is the organizing AMK for this course.
  
  Course period: 17.1. - 20.3.2022
  
  Registration via link below by the 10th of December 2021:
  
  https://link.webropolsurveys.com/S/7995A06A8EDE1EB9
  
  Course key will be sent after the registration.

  Planned learning activities, teaching methods and guidance

  Recorded online lectures, webinars, learning assignments, peer discussion, guided independent studies
  
  Implemented at KAMK DevMoodle: https://devmoodle.kamit.fi/login/index.php
  
  Coursekey to the common area in DevMoodle: PalhoYAMK

  Lecturer(s)

  Annina Kangas-Niemi

  Learning materials and recommended literature

  Literature and study materials will be confirmed with the course start.

  Lecturer(s)

  Annina Kangas-Niemi, Irmeli Matilainen

  Timing

  17.01.2022 - 20.03.2022

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  The course starts on 17.1.2022, with introductory webinar from 15.00 to 16.30;
  No other scheduled mandatory webinars.
  
  Detailed schedule will be added after updates from KAMK.
  Lectures and learning task A by xx, peer feedback and discussion by xxx. and self-assessment by xxx; Lectures and learning task B by xxx., peer feedback by 3.12. and self-assessment xxx; Overall assessment of the course and feedback by xxx Closing webinar on xxx.

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1

  Seats

  0 - 20

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Advanced Nursing Practice in Palliative Care (YSAP0104-3003),
       01.10.2021 – 17.12.2021,  5 cr  (YSY20ST, ...) — Online learning +-
  Learning outcomes of the course

  The student
  - applies advanced level knowledge of palliative nursing to the planning, implementation and assessment of the care.
  - works independently and takes responsibility as an advanced nursing practitioner in her/his scope of practice in direct patient care.
  - identifies patient’s comprehensive care plan and masters service-counselling principles to respond to the needs of patients and their next of kin.
  - consults and /or acts as a consulting expert to other health care professionals and care providers in his/her advanced scope of practice.
  - works as palliative care coordinator and educator in his/her advanced scope of practice to professionals working in the region

  Prerequisites and co-requisites

  Basic level (A level) competence in palliative care.

  Course contents

  - Patient groups and their special care needs in palliative and end of life care
  - Symptom management, monitoring and assessment of care, evaluation of effectiveness of care and care plan update (total pain, management of most common symptoms such as pain, invasive special techniques, emergency situations)
  - Comprehensive and systematic implementation of palliative care and nursing (pharmacological therapies and non-pharmacological therapies)
  - Systematic implementation of end of life care · Pharmacology and applied pharmacology in palliative care
  - The role of consultant and coordinating nurse in palliative and end of life 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

  01.10.-15.12.2021
  Info: Tuesday 7.9.2021 (4-5 PM)
  Resposible University of Applied Sciences: Turku UAS

  Planned learning activities, teaching methods and guidance

  Distance learning/Webinars, learning assignments and guidance discussions

  Lecturer(s)

  Annina Kangas-Niemi

  Learning materials and recommended literature

  The materials of the course are available on Moodle

  Lecturer(s)

  Annina Kangas-Niemi, 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 and the possibilities for renewal are agreed separately with the teacher.

  Internationality

  -

  Timing

  01.10.2021 - 17.12.2021

  Learning assignments and student workload

  -

  Enrollment

  02.08.2021 - 05.09.2021

  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

  • YSY20ST
  • YSY20SK
  • YSY20S1

  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

  0 - 20

  Assessment methods

  -

  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 (YZZZ0110-3019),
       07.02.2022 – 20.05.2022,  5 cr  (YSY21SJ, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

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

  Lecturer(s)

  Tapio Mäkelä, Emilia Lahdenperä, Sami Hoisko

  Working life cooperation

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

  Exam dates and re-exam possibilities

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

  Timing

  07.02.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Alternative learning methods

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

  Seats

  15 - 20

  Assessment methods

  Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
  Assessment of learning tasks:
  Discussion, introduction - evaluation on scale accepted - to be completed
  Online exam - evaluation on scale 0-5, weight 20%
  Expert blog posts and responses - evaluation on scale 0-5, weight 30%
  Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 40%
  Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 10%

  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
• Leadership Dynamics (YZZZ0220-3016),
       01.09.2021 – 17.12.2021,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  01.09.2021 - 17.12.2021

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Course webinars:
  14.9. 17-18 o'clock
  12.10. 17-19 o'clock
  11.11. 17-19 o'clock
  
  The course starts with an orientation webinar on 14.9. and ends with the return of the last assignment on December 12, 2021.

  Groups

  • ZJA21SSYM
  • ZJA21SSYT
  • YSY21SM
  • ZJA21SSYP
  • YSY21ST

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

  Avoin amk 20 paikkaa
  monialaisen kuntoutuksen polkuopiskelijat,
  terveyden edistämisen polkuopiskelijat ja
  projektijohtamisen polkuopiskelijat. (not translated)

  Degree Programme

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

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Evidence-based Mental Health Promotion (YSSK0102-3002),
       01.09.2021 – 17.12.2021,  5 cr  (YSY21SK, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Intensive days will be 2.-3.12.2021, Jyväskylä

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Katja Kokkinen

  Timing

  01.09.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

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

  Groups

  • YSY21SK
  • YSY21ST

  Seats

  0 - 20

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Advanced Person-centered Care Process in Mental Health and Substance Abuse Care I (YSSK0103-3002),
       10.01.2022 – 20.05.2022,  5 cr — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Location and time

  Intensive days 17.-18.2.2022 in Turku University of Applied Sciences.

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja 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.
  Laitila M (2010) Asiakkaan osallisuus mielenterveys- ja päihdetyössä. Fenomenografinen lähestymistapa. Väitöskirja. Kuopio, Itä-Suomen yliopisto Hoitotieteen laitos. Terveystieteiden tiedekunta.
  Lönnqvist J, Henriksson M, Marttunen M, Partonen T. (2011) Psykiatria. 9.uudistettu painos. Kustannus Oy Duodecim. Helsinki.
  Rathert C, Wyrwich MD & Boren SA (2013) Patient-centered care and outcomes: a systematic review of the literature. Medical Care Research and Review 70(4): 351-79.

  Lecturer(s)

  Katja Kokkinen

  Timing

  10.01.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Seats

  0 - 20

  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, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Advanced person-centered care process in mental health and substance abuse care II (YSSK0104-3004),
       01.01.2022 – 31.05.2022,  5 cr — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Location and time

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

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Katja Kokkinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Katja Kokkinen

  Timing

  01.01.2022 - 31.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Seats

  0 - 20

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Entrepreneurship Development (YSJZV100-3003),
       01.09.2021 – 20.05.2022,  10 cr — Face-to-face +-
  Learning outcomes of the course

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

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Defined in personal study plan.

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria, passed/failed

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

  Further information

  Opintotarjonta valitaan HOPSin mukaisesti yritystoimintaa tukevista yhteisistä yrittäjyysopinnoista.
  Demola Project; DreamUp-projektikurssi; Esihautomo; Hautomo; Ideasta yritykseksi, Unelmat + Inspiraatio!; Yrittäjävalmennus (not translated)

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Suvi Salminen

  Learning materials and recommended literature

  Will be agreed in the beginning of the course.

  Lecturer(s)

  Emilia Lahdenperä, Suvi Salminen

  Timing

  01.09.2021 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  26.08.2021 - 25.02.2022

  Seats

  0 - 15

  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

  • 10 cr

  Unit

  School of Health and Social Studies
• Theoretical Bases of Multidisciplinary Rehabilitation (YSMA0100-3002),
       18.08.2021 – 17.12.2021,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Asta Suomi

  Learning materials and recommended literature

  - Järvikoski, A. 2013. Monimuotoinen kuntoutus ja sen käsitteet. Sosiaali- ja terveysministeriön raportteja ja muistioita. 43. Helsinki: Sosiaali- ja terveysministeriö. Verkkojulkaisu.
  - Järvikoski, A. 2008. Kuntoutuskäsityksen muutos ja kuntoutuksen vaikuttavuuden tutkimus. Teoksessa Vaikuttavuus muutoksessa. Toim. J. Mäkitalo, J.Turunen & I. Vilkkumaa. Verve: Oulu.
  - Härkäpää, K., Järvikoski, A. & Salminen, A-L. 2015. Kuntoutuksen teorioista ja ICF-mallista. Kuntoutus, 38, 2, 18 - 32
  - Kuntoutuksen uudistamisen toimintasuunnitelma vuosille 2020–2022. SOSIAALI- JA TERVEYSMINISTERIÖN JULKAISUJA 2020:39.http://urn.fi/URN:ISBN:978-952-00-8443-1
  - McPherson, K., Gibson B. E. & Leplege A. 2015. Rethinking Rehabilitation: Theory and Practice. CRC Press. https://www.crcpress.com/Rethinking-Rehabilitation-Theory-and-Practice/McPherson-Gibson-Leplege/p/book/9781482249200. Soveltuvin osin.
  - Law, M. & MacDermid, J. 2014. Evidence-Based Rehabilitation, A Guide for Practice. Thorofare: SLACK Incorporation. 3rd ed. Soveltuvin osin.
  - Sipari S. & Mäkinen, E. 2012.Yhdessä rakentuva kuntoutusosaaminen. Metropolia Ammattikorkeakoulun julkaisusarja; Aatos-Artikkelit 6/2012.
  - Laitinen, M. & Niskala, A. 2013. Asiakkaat toimijoina sosiaalityössä. Tampere: Vastapaino.
  - Sosiaalityön vaikuttavuus. 2012. Toim. A. Pohjola, T. Kemppainen & S. Väyrynen. Rovaniemi: Lapin Yliopistokustannus.
  - Sosiaalityön yhteisöllisyyttä etsimässä. 2015. Toim. S. Väyrynen, K. Kostamo-Pääkkö & P. Ojaniemi. Tallinna: UniPressGlobal.
  
  -Lindh, Härkäpää Kostamo-Pääkköt, (toim.) 2018. Sosiaalinen kuntoutuksessa. Lapin Yliopisto. (verkkojulkaisu)
  -Kostilainen ja Nieminen (toim.), 2018. Sosiaalisen kuntoutuksen näkökulmia ja mahdodllisuuksia. Diakonia ammattikorkeakoulun julkaisuja. Diak työelämä 13. (verkkojulkaisu) (not translated)

  Lecturer(s)

  Asta Suomi, Tarja Tapio

  Timing

  18.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Groups

  • ZJA21SSYM
  • YSY21SM

  Seats

  15 - 30

  Assessment methods

  Avoin amk 10 polkupaikkaa
  Avoin amk 5 yksittäistä (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Interventions and Processes in Multidisciplinary Rehabilitation (YSMA0200-3002),
       10.01.2022 – 20.05.2022,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Assessment criteria, passed/failed

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Asta Suomi

  Learning materials and recommended literature

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

  Lecturer(s)

  Asta Suomi, Aila Pikkarainen, Tarja Tapio

  Timing

  10.01.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • ZJA21SSYM
  • YSY21SM

  Seats

  15 - 30

  Assessment methods

  Avoin amk 5 paikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Innovator in Multidisciplinary Rehabilitation (YSMA0300-3003),
       10.01.2022 – 20.05.2022,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Prerequisites and co-requisites

  Bachelor's Degree

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Assessment criteria, passed/failed

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Asta Suomi

  Learning materials and recommended literature

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

  Lecturer(s)

  Asta Suomi, Aila Pikkarainen

  Timing

  10.01.2022 - 20.05.2022

  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

  01.11.2021 - 09.01.2022

  Groups

  • ZJA21SSYM
  • YSY21SM

  Seats

  15 - 30

  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
• Health Promotion Planning and Evaluation Models (YSEA0300-3002),
       30.08.2021 – 17.12.2021,  5 cr  (YSY20ST, ...) — 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.

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Webinars: pre-assignments, group work, peer discussion, lectures. Partly flipped learning. Written learning assignment and presentation (PechaKucha). Moodle, webinars at Zoom.

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

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

  Lecturer(s)

  Pauliina Soanvaara

  Timing

  30.08.2021 - 17.12.2021

  Learning assignments and student workload

  - Webinars (4 webinars total 15,5 h) including pre-assignments 27 h
  - Online-learning tasks 27 h
  - Independent study (reading course material, learning assignment) 81 h
  - Total 135 h

  Enrollment

  02.08.2021 - 05.09.2021

  Groups

  • YSY20ST
  • ZJA21SSYT
  • YSY21ST

  Alternative learning methods

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

  Seats

  15 - 35

  Assessment methods

  Avoin amk 10 TE polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Health Promotion Methods (YSTK0100-3002),
       10.01.2022 – 20.05.2022,  5 cr  (ZJA21SSYT, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

  Opintojakso toteutetaan täysin verkossa. Verkko-oppimisympäristönä Moodle, webinaarit Zoomissa.
  Luennot ja työpajat, pienryhmätyöskentely, kirjallinen oppimistehtävä ja sen esittäminen. (not translated)

  Lecturer(s)

  Sirpa Tuomi

  Learning materials and recommended literature

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

  Lecturer(s)

  Pauliina Soanvaara

  Timing

  10.01.2022 - 20.05.2022

  Learning assignments and student workload

  -webinaarit, työpajat 16 h
  -ennakkotehtävät ennen webinaareja 11 h
  -oppimistehtävät verkossa 27 h
  -itsenäinen työskentely ja oppimistehtävä 81 h
  
  Yhteensä 135 h. (not translated)

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • ZJA21SSYT
  • YSY21ST

  Seats

  15 - 25

  Assessment methods

  Avoin polku 10 (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Expertise and Leadership in Health Promotion (YSEA0200-3003),
       07.02.2022 – 13.05.2022,  5 cr  (ZJA21SSYT, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria, passed/failed

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  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 not.e. 1st edition
  https://www.apm.org.uk/media/6673/stakeholder_engagement_1st_edition_pgguidance_2014.pdf
  
  Terveyden edistämisen laatusuositus. 2006. STM julkaisuja 2006:19. Terveyden edistämisen
  laatusuositus. 2006. STM julkaisuja 2006:19. http://urn.fi/URN:NBN:fi-fe201504226805
  
  Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa. 2011. Toim. S. Sundqvist & L. Oulasvirta. Kuntaliitto. http://shop.kuntaliitto.fi/product_details.php?p=2572
  
  TEA-viisari. 2019. Terveyden ja hyvinvoininlaitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Hyvinvointijohtaminen kunnassa. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Terveyden ja hyvinvoinnin kansalliset suositukset ja ohjelmat opiskelijan oman asiantuntijuusalueen mukaan.
  
  
  PODCASTs AND VIDEOS:
  Podcast: Vaikutusten ennakkoarvioinnilla kestäviä päätöksiä. Kuntaliitto (23:42) https://www.kuntaliitto.fi/podcast-vaikutusten-ennakkoarvioinnilla-kestavia-paatoksia
  
  Tietojen hyödyntäminen suunnittelussa ja johtamisessa. 2019. Verkkokoulutus. Terveyden ja hyvinvoinnin laitos. https://verkkokoulut.thl.fi/web/tietojen-hyodyntaminen
  
  WEBPAGES - applicable parts
  Hyvinvoinnin ja terveyden edistämisen johtaminen. 2019. Terveyden ja hyvinvoinnin laitos. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen
  
  Health Impact Assessment. WHO/Europe. http://www.euro.who.int/en/health-topics/environment-and-health/health-impact-assessment
  
  Päätösten vaikutusten ennakkoarviointi (EVAUS). 2019. https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/hyvinvointijohtaminen/paatosten-vaikutusten-ennakkoarviointi
  
  WHO Health Promotion. https://www.who.int/health-topics/health-promotion#tab=tab_1
  
  EuroHealthNet. https://eurohealthnet.eu/

  Lecturer(s)

  Emilia Lahdenperä, Pauliina Soanvaara

  Working life cooperation

  In this course we have alumni visits.

  Internationality

  The course utilizes video lecture material in English from the WHO and the WHO European Region.
  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

  07.02.2022 - 13.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • ZJA21SSYT
  • YSY21ST

  Seats

  15 - 30

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Service Design and Development (YS00BA41-3002),
       07.02.2022 – 20.05.2022,  5 cr  (ZJA21SSYP, ...) — 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
  Project management competence
  Learning and information management competence
  Entrepreneur, innovation and working life community competence
  
  Learning outcomes
  After completing the course you will be able to describe the service design process and its methods and to use them in development activities.

  Course contents

  Orientation to the service design thinking
  Service design process
  Service design methods and tools
  Utilization of service design in development activities

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student is able to describe the service design process and one of the main methods. The student is able to utilize one phase and method of the service design process in development activities.
  
  Satisfactory 2
  The student understands the service design process as a whole, and is able to use two methods in development activities.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to apply the service design process and its main methods to development activities.He or she uses research-based knowledge to support his or her conclusions.
  
  Very Good 4
  In addition to the previous levels, the student is able to analyze the stages of the service design process in development activities based on research knowledge. In addition, he or she is able to analyze the data he or she has collected with the main methods of service design and draw conclusions.

  Assessment criteria - grade 5

  Excellent 5
  In addition to the previous levels, the student critically evaluates the service design process and methods applied to the development activities. He or she draws conclusions and suggestions for development in accordance with the service design process.

  ---

  Language of instruction

  Finnish

  Location and time

  Ei käytössä JAMKssa (not translated)

  Planned learning activities, teaching methods and guidance

  Käänteinen luokkahuone
  Webinaari (läsnäolovelvoite): pienryhmätyöskentely ja luento
  Itsenäinen yksilötyöskentely
  Itsenäinen ryhmätyöskentely
  Oppimistehtävät: Ennakkotehtävät, blogikokokoelma, projektityö ryhmässä
  Nauhotetut verkkoluennot/Podcastit/Äänitteet (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.
  
  
  + muu opintojaksolla suositeltu aineisto. (not translated)

  Lecturer(s)

  Emilia Lahdenperä

  Working life cooperation

  Työelämälähtöinen palvelumuotoiluprojekti (ryhmätyö) (not translated)

  Timing

  07.02.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  Johdanto palvelumuotoiluajatteluun:
  Opintojakso alkaa helmikuussa 2022 ennakkotehtävällä
  
  Webinaari 1 maaliskuu 2022
  Itsenäinen pienryhmätyöskentely
  
  Webinaari 2 huhtikuu 2022
  Itsenäinen pienryhmätyöskentely
  
  Webinaari 3 huhtikuu 2022
  Itsenäinen pienryhmätyöskentely
  
  Webinaari 4 toukokuu
  Palvelumuotoilu kehittämistehtävän esittäminen (not translated)

  Groups

  • ZJA21SSYP
  • YSB21S1

  Seats

  15 - 40

  Assessment methods

  Arviointimenetelmät:
  Reflektiivinen itsearviointi, vertaisarviointi, jatkuva palaute ja kokoava loppuarviointi.
  
  1. Ennakkotehtävien arviointi hyväksytty/täydennettävä
  2. Osallistuminen webinaareihin
  3. Projektityö pienryhmissä arviointi 1-5. Määrittelee 50% opintojakson kokonaisarvosanasta.
  4. Oppimisportfolio arviointi 1-5. Määrittelee 50% opintojakson kokonaisarvosanasta. (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
• Formulating Strategy (YZZZ0210-3008),
       30.08.2021 – 17.12.2021,  5 cr  (ZJA21SSYM, ...) — 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

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

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

  Lecturer(s)

  Tapio Mäkelä, Sari Järvinen

  Timing

  30.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Verkkototeutus, 100%
  14.9.2021 klo 12.00-18.00 opetusta, verkkototeutus
  12.10.2021 klo 12.00-18.00 opeusta, verkkototeutus
  26.10.2021 klo 16.00-18.30 opetusta, verkkototeutus (not translated)

  Groups

  • ZJA21SSYM
  • ZJA21SSYT
  • YSY21SM
  • ZJA21SSYP
  • YSY21ST

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

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

  Degree Programme

  Master's Degree Programme in 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 (YZZZ0110-3024),
       30.08.2021 – 15.12.2021,  5 cr  (ZJA21SSYT, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Riitta Räsänen

  Learning materials and recommended literature

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

  Lecturer(s)

  Riitta Räsänen, Sirpa Tuomi, Salla Grommi

  Working life cooperation

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

  Exam dates and re-exam possibilities

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

  Timing

  30.08.2021 - 15.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 30.08.2021

  Content scheduling

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

  Groups

  • ZJA21SSYT
  • YSY21ST

  Alternative learning methods

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

  Seats

  15 - 30

  Assessment methods

  Peer review, reflective self-assessment, and teacher evaluation are used as assessment methods.
  Assessment of learning tasks:
  Discussion, introduction - evaluation on scale accepted - to be completed
  Online exam - evaluation on scale pass-fail
  Expert blog posts - evaluation on scale 1-5 , weight 20 %
  Presentation of the development method and elevator speech or pecha kucha - evaluation on scale of 0-5, weight 50%
  Reflection task on evaluation in development activities - evaluation on scale of 1-5, weight 30%

  Degree Programme

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

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZZZ0220-3018),
       10.01.2022 – 20.05.2022,  5 cr  (ZJA21SSYM, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Kari Jaatinen

  Exam dates and re-exam possibilities

  No exam.

  Timing

  10.01.2022 - 20.05.2022

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  Course webinars:
  
  11.1.2022 17-18.30
  I Webinar 9.2.2022 17-19
  II Webinar 9.3.2022 17-19

  Groups

  • ZJA21SSYM
  • ZJA21SSYT
  • YSY21SM
  • YSY21SK
  • YSY21ST
  • ZJA21SSYK

  Alternative learning methods

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

  Seats

  15 - 30

  Assessment methods

  Avoin amk 20 paikkaa
  monialaisen kuntoutuksen polkuopiskelijat,
  terveyden edistämisen polkuopiskelijat ja
  projektijohtamisen polkuopiskelijat. (not translated)

  Degree Programme

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

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Managerial Accounting (YZZZ0230-3020),
       01.01.2022 – 31.07.2022,  5 cr  (ZJA21STPYTJ, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Schedule 1.1.2022 - 31.7.2022
  The course will be implemented as distance learning.

  Planned learning activities, teaching methods and guidance

  Webinars
  Literature
  Video material
  Exercises and assignments
  
  Flipped learning
  The course proceeds according to themes. The themes include the following steps that support the learning process:
  
  1. Independent study of the theories of the subject area prior to the workshops / expert lectures included competence assessment
  2. Expert lecture related to the subject area
  3. Workshop - case exercises work
  4. A personal learning assignment that is completed throughout the duration of the course.
  
  Guidance will be available during the course as follows:
  1. Each theme begins with an introduction to the theme.
  2. Guidance for the group assignment in workshops.
  3. Assessment of own competence and peer feedback on the group assignment.
  4. Feedback on group assignments.
  5. Guidance on the completion of the personal assignment both in workshops and via the online guidance forum.
  6. Written feedback on general assignments.
  7. The grade for the course is based on the competence shown in the on the competence assessments
  
  We reserve the right to make changes.

  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

  01.01.2022 - 31.07.2022

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures 30h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 65h

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • ZJA21STPYTJ
  • YTO21S1

  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.

  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 (YZZZ0130-3012),
       09.01.2022 – 10.04.2022,  5 cr  (YSV20S1, ...) — Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Sari Järvinen

  Learning materials and recommended literature

  Holloway, I. & Wheeler S. 2015. Qualitative Research in Nursing and Healthcare. 3rd ed. Wiley-Blackwell.
  
  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

  09.01.2022 - 10.04.2022

  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

  01.11.2021 - 09.01.2022

  Groups

  • YSV20S1
  • YSB20S1
  • ZJA21SSYM
  • ZJA21SSYT
  • YSY21SM
  • YSY21SK
  • YSY21ST
  • ZJA21SSYK

  Seats

  0 - 40

  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
• Sexual Health Promotion and Human Rights (YS00BP81-3001),
       10.01.2022 – 20.05.2022,  5 cr  (YSY20SM, ...) — Online learning +-
  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

  ---

  Language of instruction

  Finnish

  Location and time

  E-learning in the spring semester 2022

  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

  10.01.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1
  • YSV20S1

  Seats

  15 - 20

  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
• Clinical nursing for nurse prescribers (YSYSL200-3001),
       01.09.2021 – 31.12.2021,  4 cr  (YSY20SK, ...) — Face-to-face, Online learning +-
  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 15.9. from 3 pm to 5 pm
  2. webinar 11.11. from 3 pm to 5 pm
  The course is 100 % online

  Planned learning activities, teaching methods and guidance

  Two 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

  Main Campus

  Timing

  01.09.2021 - 31.12.2021

  Learning assignments and student workload

  Webinars 4 h
  Learning assignments and independent learning online 104 h

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  1. webinar 15.9. from 3 pm to 5 pm
  2. webinar 11.11. from 3 pm to 5 pm
  Learning assignment 1. in September
  Learning assignment 2. in October
  Learning assignment 3. in December

  Groups

  • YSY20SK
  • YSY18SK
  • YSY19SK

  Seats

  15 - 20

  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, Online learning

  Share of virtual studies

  2 cr

  Credits

  • 4 cr

  Unit

  School of Health and Social Studies
• Patient-centered Nursing Process in Palliative Care (YSAP0103-3001),
       01.09.2021 – 17.12.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The student
  * masters patient’s comprehensive and holistic health assessment, identification of the need for care (diagnosis), clinical care of the patient and health promotion interventions.
  
  * demonstrates advanced skills and knowledge of the comprehensive holistic clinical examination of health (including physical, mental, ethnic, cultural dimensions of health) using evidence-based frameworks, tools and techniques based on patient needs and relevance to client health.
  
  
  * applies advanced level knowledge when creating systematic palliative or end-of-life care plan based on the patient’s and his/her next of kin’s individual needs and situation.
  
  * critically evaluates and utilizes interventions developed for enhancing patient and medication safety and explains the significance of risk management in palliative and in end of life care.

  Prerequisites and co-requisites

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

  Course contents

  Holistic clinical examination of health (including physical, mental, ethnic, cultural dimensions of health)
  
  Nursing process and systematic planning of care
  
  Patient and medication safety and risk management
  
  Clinical decision making in evidence based palliative care/nursing

  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)

  Annina Kangas-Niemi, Irmeli Matilainen, Merja Kurunsaari

  Working life cooperation

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

  Campus

  Lutakko Campus

  Exam dates and re-exam possibilities

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

  Internationality

  -

  Timing

  01.09.2021 - 17.12.2021

  Learning assignments and student workload

  -

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  See below

  Groups

  • YSY20ST
  • YSY20SM
  • YSY20SK
  • YSY20SJ
  • YSY20S1

  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

  0 - 20

  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
• Formulating Strategy (YZZZ0210-3005),
       10.01.2022 – 20.05.2022,  5 cr  (YSY21SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Location and time

  Implementation time 10.1.2022 - 20.5.2022 (Moodle open)
  
  I Webinar 2.2.22 time 15-17
  II Webinar 23.2.22 time 15-17
  III Webinar 17.3.22 time 15-17

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

  Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.
  Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.
  Prahalad, C. & Hamel, G. (1990). The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91
  Kim, W. Chan Blue ocean strategy 2005 (or newer).

  Lecturer(s)

  Tapio Mäkelä, Sari Järvinen

  Campus

  Main Campus

  Timing

  10.01.2022 - 20.05.2022

  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

  01.11.2021 - 09.01.2022

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Seats

  15 - 30

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Management and Leadership Expertise in Health Care and Social Services (YSJA0101-3002),
       30.08.2021 – 17.12.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

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

  Lecturer(s)

  Tapio Mäkelä, Sari Järvinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Tentti 6.10.2021 kello 13-16
  
  Uusinta 1
  
  Uusinta 2 (not translated)

  Timing

  30.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Toteutusaika 30.8.2021 - 17.12.2021 (Moodle auki)
  
  I Webinaari 8.9.2021 kello 12.30-15.30
  II Webinaari 16.9.2021 kello 12-18.30
  
  Tentti 6.10.2021 kello 13-16 (not translated)

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SK
  • YSV20S1
  • YSB20S1

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

  Avoin amk sote johtamisen polkuopiskelijat 20 paikkaa
  Arvionti:
  Tentti numeerinen arviointi
  Oppimistehtävät: palaute optimaan 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

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Administration and Decision-making in Health Care and Social Services (YSJA0102-3002),
       30.08.2021 – 17.12.2021,  5 cr  (YSY21SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Location and time

  Opetus:
  7.10.2021 klo 8.30-16.00
  18.11.2021 klo 8.30-16.00
  
  Opetus toteutetaan etäopetuksena Zoomin kautta osoitteessa https://jamk.zoom.us/j/5336040602
  
  
  Huom. Aloituswebinaari 8.9. klo 16.30-18.00 Zoom-osoitteessa https://jamk.zoom.us/j/5336040602 (not translated)

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

  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

  Campus

  Main Campus

  Timing

  30.08.2021 - 17.12.2021

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Lessons:
  7.10.2021 klo 8.30-16.00
  18.11.2021 klo 8.30-16.00
  
  
  Start-up webinar 8.9. at 16.30-18.00 o'clock, Zoom: https://jamk.zoom.us/j/5336040602
  
  The course begins with a preliminary assignment (instructed in the webinar on 8 September) and ends with the return of the last learning assignment approximately one month after the last teaching day.

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Quantitative Research (YZZZ0120-3005),
       01.10.2021 – 30.04.2022,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tiina Kuukkanen

  Lecturer(s)

  Tiina Kuukkanen, Niilo Kuokkanen

  Working life cooperation

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

  Campus

  Main Campus

  Timing

  01.10.2021 - 30.04.2022

  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

  04.08.2021 - 05.09.2021

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1
  • YSV20S1

  Seats

  0 - 30

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Business 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, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Digital Expertise in Health Care and Social Services (YSZY0510-3002),
       01.02.2022 – 20.05.2022,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

  – Digitalization and related, current effects in the social services and health care sector
  – Digital methods and the attitudes and competences related to their deployment.
  – Kybersecurity, nformation security and privacy protection in digital services in social services and health care sector

  Assessment criteria

  Assessment criteria, passed/failed

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Emilia Lahdenperä

  Learning materials and recommended literature

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

  Lecturer(s)

  Emilia Lahdenperä

  Campus

  Lutakko Campus

  Timing

  01.02.2022 - 20.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

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

  Groups

  • YSY20ST
  • YSY20SJ
  • YSY20SK
  • YSY20S1
  • YSV20S1
  • YSB20S1

  Seats

  15 - 30

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Digital Expertise in the field of Rehabilitation and Exercise (YS00BD47-3002),
       30.08.2021 – 17.12.2021,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Sanna Sihvonen

  Lecturer(s)

  Katja Kokkinen, Sanna Sihvonen

  Campus

  Lutakko Campus

  Timing

  30.08.2021 - 17.12.2021

  Enrollment

  02.08.2021 - 05.09.2021

  Groups

  • YSY20SM
  • YSV20S1
  • YSB20S1
  • ZJK21SS

  Seats

  15 - 20

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Human Resource and Work Wellbeing Management (YSJA0103-3003),
       15.10.2021 – 20.01.2022,  5 cr  (YSY21SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Assessment criteria, passed/failed

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

  ---

  Language of instruction

  Finnish

  Location and time

  Opetuspäivät:
  
  ke 17.11.2021 klo 9-16
  
  pe 14.1.2022 klo 9-16
  
  Ennen I opetuspäivää opiskelija tekee ennakkotehtävän, ks. Moodle.
  
  Opintojakso päättyy 20.1.2022. (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

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

  Lecturer(s)

  Asta Suomi, Kari Jaatinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam.

  Timing

  15.10.2021 - 20.01.2022

  Learning assignments and student workload

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

  Enrollment

  05.08.2021 - 05.09.2021

  Content scheduling

  Contact lessons 17.11.2021 and 14.1.2022.
  
  Pre-assignment.
  
  Course will end 20th of January.

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

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

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Knowledge and Quality Management in Health Care and Social Services (YSJA0104-3003),
       10.01.2022 – 20.05.2022,  5 cr  (YSY21SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Tapio Mäkelä

  Lecturer(s)

  Tapio Mäkelä

  Campus

  Main Campus

  Timing

  10.01.2022 - 20.05.2022

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Seats

  15 - 20

  Assessment methods

  Avoin amk 20 sote johtamisen polkupaikkaa (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Management and Leadership Expertise in Health Care and Social Services (YSJA0101-3003),
       24.08.2021 – 17.12.2021,  5 cr  (YSY21SJ, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Tapio Mäkelä

  Learning materials and recommended literature

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

  Lecturer(s)

  Tapio Mäkelä, Sari Järvinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  Kirjallinen koe
  
  Uusintamahdollisuudet:
  Uusinta 1
  Uusinta 2 (not translated)

  Timing

  24.08.2021 - 17.12.2021

  Learning assignments and student workload

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

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Kontaktipäivät:
  28.8.2021 klo 12.30-15.30 - yhdistettävä vielä aloituspäivien ohjelman kanssa. Sitä ei ole vielä laadittu.
  16.09.21 klo 12.00-18.00 kontaktipäivä, verkkototutus
  06.10.21 klo 09.00-12.00 kontaktipäivä, verkkototeutus (not translated)

  Groups

  • YSY21SJ
  • ZJA21SSYS

  Alternative learning methods

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

  Seats

  15 - 40

  Assessment methods

  Avoin amk sote johtamisen polkuopiskelijat 20 paikkaa
  Arvionti:
  Tentti numeerinen arviointi
  Oppimistehtävät: palaute optimaan ja numeerinen arviointi (not translated)

  Degree Programme

  Master’s Degree Programme in Health Care and Social Services

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Administration and Decision-making in Health Care and Social Services (YSJA0102-3003),
       20.09.2021 – 31.12.2021,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Further information

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

  ---

  Language of instruction

  Finnish

  Location and time

  10.11.2021 klo 8.30-16.00
  6.12. 2021 klo 8.30-16.00
  
  
  Start-up webinar 5.10. at 16.30-18.00 o'clock, Zoom: https://jamk.zoom.us/j/5336040602
  
  The course begins with a preliminary assignment (instructed in the webinar on 9 September) and ends with the return of the last learning assignment approximately one month after the last teaching day.

  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

  Campus

  Main Campus

  Timing

  20.09.2021 - 31.12.2021

  Enrollment

  02.08.2021 - 05.09.2021

  Content scheduling

  Lessons: (by Zoom)
  10.11.2021 klo 8.30-16.00
  16.12.2021 klo 8.30-16.00
  
  
  Start-up webinar 5.10. klo 16.30-18.00
  
  The course begins with a preliminary assignment (instructed in the webinar on 5th October) and ends with the return of the last learning assignment approximately one month after the last teaching day.

  Groups

  • YSY20ST
  • YSY20SM
  • YSY20SK
  • YSV20S1
  • YSB20S1

  Alternative learning methods

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

  Seats

  15 - 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, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Human Resource and Work Wellbeing Management (YSJA0103-3004),
       01.01.2022 – 15.05.2022,  5 cr  (YSY20SM, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  Assessment criteria, passed/failed

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

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  Language of instruction

  Finnish

  Planned learning activities, teaching methods and guidance

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

  Lecturer(s)

  Kari Jaatinen

  Learning materials and recommended literature

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

  Lecturer(s)

  Asta Suomi, Kari Jaatinen

  Campus

  Main Campus

  Exam dates and re-exam possibilities

  No exam.

  Timing

  01.01.2022 - 15.05.2022

  Learning assignments and student workload

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

  Enrollment

  01.11.2021 - 09.01.2022

  Content scheduling

  Contact lessons:
  
  27.1.2022 klo 9.00-16.00
  
  11.3.2022 klo 9.00-16.00

  Groups

  • YSY20SM
  • YSY20ST
  • YSY20SK
  • YSV20S1
  • YSB20S1

  Alternative learning methods

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

  Seats

  15 - 30

  Assessment methods

  Avoin amk 10 sote polkupaikkaa (not translated)

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Knowledge and Quality Management in Health Care and Social Services (YSJA0104-3004),
       01.01.2022 – 15.05.2022,  5 cr  (YSY20ST, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

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

  Course contents

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

  Assessment criteria

  Assessment criteria - grade 1 and 2

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

  Assessment criteria - grade 3 and 4

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

  Assessment criteria - grade 5

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

  ---

  Language of instruction

  Finnish

  Lecturer(s)

  Tapio Mäkelä

  Lecturer(s)

  Sari Järvinen, Tapio Mäkelä

  Campus

  Main Campus

  Timing

  01.01.2022 - 15.05.2022

  Enrollment

  01.11.2021 - 09.01.2022

  Groups

  • YSY20ST
  • YSY20SM
  • YSY20SK
  • YSV20S1
  • YSB20S1

  Seats

  0 - 25

  Assessment methods

  Avoin amk yksittäinen 1 paikka (not translated)

  Degree Programme

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

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  3 cr

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies