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.

Learning materials and recommended literature

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

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

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.

Teaching methods

The course starts with a mandatory seminar 27.1.2025 8.30-16 at the school, where the course content and key themes and concepts are reviewed. The seminar will also examine and practice multi-professional situation assessment work, so-called Sarana model. The seminar will be attended by students from the University of Jyväskylä.

The student will also participate in a multi-professional case day. There are three options for this multidisciplinary case day: an online webinar in Finnish on 13 March 2025, an English-language seminar day at the school in week 12 with exchange students, or a Finnish-language seminar day at the school on 10 April 2025.

During the course, you will do the learning task alone or with a couple. In the learning task, you will write an essay answer in which you demonstrate your competence in multiprofessional co-operation knowledge base, theories and how to apply theoretical knowledge in practice. In the learning task, you will also reflect on the contents of a multi-professional case seminar.

In addition, you will independently familiarise yourself with the materials of the course.

Student workload

Seminar 8 h
Multiprofessional case day 8 h
Learning task 54 h
Studying materials, literature and independent study 65 h
Total workload 135 h

Further information for students

The assignment of the course is assessed numerically (0-5) on the basis of the assessment criteria of the course. Participation in the 27.1. Seminar and multiprofessional case day is a prerequisite for approved course.

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 ´s written assignments contain essential information of the theoretical basis and methods of multidisciplinary networking. The student utilizes sources 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 demonstrates modest capabilities to describe the subjects of the course and he/she utilizes sources very little 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.