Curricula

Objectives

You are able to:
- Explain the client’s needs as the starting point for multidisciplinary networking
- Assess/describe/support the client’s role in multidisciplinary networks
- Describe multidisciplinarity as action that brings together and crosses the borders of different administrative sectors and disciplines
- Identify different ways of working and working methods when working in multidisciplinary networks
- Compare different forms of cooperation
- Describe the processes of networking and apply them in your own work
- Apply the theoretical principles of multidisciplinary networking when working in a multidisciplinary team/network

Content

The course discusses the theoretical principles and methodological starting points of multidisciplinary networking and examines the client’s role as part of multidisciplinary and reciprocal networking. The course addresses the conceptual differences in multi-party collaboration and the ways how multiprofessional, multidisciplinary and interdisciplinary collaboration appears in practice. The course explores the relationship between different operating practices and the degree of trust in networking based on current research.

Time and location

The course starts with a seminar 22.1.2024 8.30-15.30 where the course content and key themes and concepts are reviewed. Participation is mandatory (no online access).

Student will participate also in multiprofessional case -webinar later on spring. The webinar is mandatory for all students. There is two option for this multiprofessional case webinar: 4.3.2024 online webinar in Zoom or 26.3.2024 seminar day at the school in the Dynamo auditorium.

In addition to these, the course includes independent work in the form of various assigned tasks.

Learning materials and recommended literature

Glenny, G., & Roaf, C. (2008). Multiprofessional communication: Making systems work for children. Open University Press.

Reeves, S., Xyrichis, A., & Zwarenstein, M. (2018). Teamwork, collaboration, coordination, and networking: Why we need to distinguish between different types of interprofessional practice. Löytyy osoitteesta: https://www.tandfonline.com/doi/full/10.1080/13561820.2017.1400150

Seikkula J & Arnkil, T. E 2006(2018) Dialogical Meetings in Social Networks (The Systemic Thinking and Practice Series). E-Kirja Available e-library, Janet-Finna.

Mönkkönen, K., Kekoni, T., & Pehkonen, A. (2019). Moniammatillinen yhteistyö: Vaikuttava vuorovaikutus sosiaali- ja terveysalalla. Gaudeamus.

Student workload

Webinars 15 h
Independent work and learning tasks 120 h
Together 135 h

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1 (Below average)
The student demonstrates to have reached the learning objectives of the course on a basic knowledge level. The student demonstrates modest capabilities to describe the subjects of the course and he/she utilizes sources very little in his/her assignments.

2 (Satisfactory level)
The student demonstrates to have reached the learning objectives of the course on a satisfactory level. The student ´s written assignments contain essential information of the theoretical basis and methods of multidisciplinary networking. The student utilizes sources in his/her assignments.

Evaluation criteria, good (3-4)

3 (Good)
The student demonstrates to have reached the learning objectives of the course on a good level. The student’s written assignments demonstrate a well-structured knowledge of the theoretical basis and methods of multidisciplinary networking. The student utilizes source materials and applies and illustrates experience-based knowledge in his/her assignments.

4 (Very good)
The student demonstrates to have reached the learning objectives of the course on a very good level. The student’s written assignments demonstrate very diverse and well-structured knowledge of the theoretical basis and methods of multidisciplinary networking. The student utilizes source materials and experience-based knowledge critically in his/her assignments and applies and illustrates experience-based knowledge in his/her assignments.

Evaluation criteria, excellent (5)

5 (Excellent)
The student demonstrates to have reached the learning objectives of the course on an excellent level. The student’s written assignments demonstrate extremely diverse and well-structured knowledge of the theoretical basis and methods of multidisciplinary networking.
The student utilizes source materials and experience-based knowledge broadly and critically in his/her assignments. He/She brings forth new ideas on how to develop these.