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Bachelor of Social Services and Health Care, Applied Gerontology

Degree:
Bachelor of Social Services and Health Care

Degree title:
Bachelor of Social Services and Health Care

Credits:
210 ects

Name of the Degree Programme

Degree Programme in Elderly Care

Field of study

Health and welfare
The classification of the educational field is based on the international ISCED classification used by the Ministry of Education and Culture.

Specialisations

The degree programme has no specialisation options.

Qualification awarded

Bachelor of Social Services and Health Care. A person who has taken the degree is qualified for posts and positions in the public and private sector, in voluntary work and in organizations for which the qualification requirement is a first cycle higher education degree. Geronomi (AMK) is legalized and registered professional. (Act Social Welfare Professionals 817/2015).

Level of qualification

The degree programme leads to a higher education degree which is a first cycle Bachelor-level degree in the European Higher Education Area (EHEA). According to the eight-level classification of the European Qualifications Framework (EQF) and National Qualifications Framework (NQF), the degree represents level 6.
The description of the level of the Degree is included in the Statute, at
http://www.finlex.fi/fi/laki/alkup/2017/20170120

Specific admission requirements

Eligibility for studies at a university of applied sciences is stipulated in the Universities of Applied Sciences Act 932/2014.
The selection criteria are specified in the data of the Degree Programme at www.opintopolku.fi and www.seamk.fi/haku
On the websites, application and instructions are in Finnish language for the degree programmes taught in Finnish.

Qualification requirements and regulations (incl. graduation requirements)

Please see the Degree Regulations of Seinäjoki University of Applied Sciences.

Examination regulations, assessment and grading

Please see the Degree Regulations of Seinäjoki University of Applied Sciences.
Link

Structure of the studies

In accordance with the Universities of Applied Sciences Act, the studies of a Degree Programme consist of basic studies, professional studies, practical training promoting professional skills, free elective studies, and a final project/thesis. The extent of the studies is 60 credits a year.
The professional studies are based on gerontological knowledge of aging. Gerontological knowledge forms a foundation for subject matter from both health care and social work, which are integrated in the work of elderly care experts, or geronomi (AMK). From the gerontological knowledge foundation, students move on to the knowledge of services, to the methods in preventive work and psychosocial support, to the care, nursing and rehabilitation methods and to the management in elderly care and services. For a description of practical training, please see “Work-based learning and practical training”.
Students’ research and development skills become more advanced as students progress through the Degree Programme. Students start with information seeking, communication and scientific writing skills, project work and innovation, and then move on to field-specific research and development studies. The continuum of research and development studies ends with a Bachelor’s thesis on a topic relevant and meaningful to the practice of elderly care and services. The thesis can take the form of a research, report, development undertaking, production or a product.
The elective (free choice) studies are based on students’ individual choice. The studies can comprise large modules, for example multidisciplinary working life projects, modules completed during international exchange programmes or the module on early childhood education. Students can also opt for free choice studies offered by other degree programmes at Seinäjoki UAS or other higher education institutions, or they can become involved in student union activity or tutoring, or request credits for professionally relevant employment.
The curriculum includes five seams permeating through the studies and extending over them. They are based on SeAMK’s reports, studies and strategy, as well as on the national and international recommendations and regulations related to education provided by universities of applied sciences.
- The Information Search seam strengthens the student’s professional and field-specific information search skills throughout the studies.
- The Internationalization seam secures the improvement of the student’s international competencies during their studies.
- The studies corresponding to the Entrepreneurship seam help the student understand the central and growing role of entrepreneurship in society.
- The Sustainable Development seam makes the student aware of social responsibility and helps them understand the diversity of sustainable development as a working life skill.
- The seam of Career Guidance helps the student recognise their competencies and own strengths. It also includes working life knowledge, job search skills, and lifelong learning.
Students have the opportunity to include multidisciplinary, workinglife -oriented project studies in their personal curricula (ProSeAMK). The recommended timing for multidisciplinary working life projects is the third and fourth semester.

Learning outcomes

The learning outcomes of the Degree Programme in Social Services represent level 6 in the European Qualification Framework (EQF). The desired learning outcomes emerge from the function of social work and services in society and from the nature of the profession. The learning outcomes are described in detail in the sections on the programme profile and degree-specific competences below.

Profile of the programme

In the Degree Programme for geronomi (AMK) the focus is on ensuring that students become prepared and committed to the promotion of a good life for older people on the level of the individual, communities, organizations and also on the level of society. Their work with individual clients and groups involves prevention, support, care, rehabilitation and promotion of the old person’s participation in various settings of elderly care and services. Important areas in the degree programme are the assessment of aged clients' well-being, functional capacity and need for support and the well-planned use of various gerontological care and nursing interventions and social work methods to promote the client’s well-being and function. The degree programme also emphasises skills required in the organization of individualized services, such as the assessment of service needs; case management; organisation of service pathways and multi-professional services for elderly clients, and supporting the clients’ families. On the level of service organisations, the focus is on the supervision of the service provision, first-level management and on the development of human resources and services. On the level of society, the emphasis is on the evaluation and development of the service provision systems and on influencing decision-making and elderly policies in society.

Generic and subject specifc competences

Competencies are extensive knowledge entities, or combinations of the individual’s knowledge, skills, and attitudes. They describe qualifications, performance potential, and the ability to cope with professional duties.
Common/general competencies are fields of know-how common to different Degree Programmes, but their special characteristics and importance may vary between professions and work assignments. General competencies form the basis for professional activities, cooperation, and the development of expertise. According to Arene’s (Rectors' Conference of Finnish Universities of Applied Sciences) recommendations, general competencies include learning skills, ethical competence, cooperation skills, innovation skills, and internationalization skills. In addition to the above-mentioned competencies, entrepreneurial skills and quality management skills are emphasized in the degree studies of SeAMK as competencies common to all.
Degree programme-specific competencies form the basis for the development of the student’s professional expertise.
Gerontological competence. The graduates (geronomi AMK) apply multi-disciplinary gerontological knowledge and skills to elderly care and services and understand ageing from the perspectives of individuals and their life courses and from the perspectives of community and society. They have adopted a resource-oriented approach to old age as a foundation for their work with the elderly. The graduates observe and promote the implementation of ethical principles defined for elderly care and services, as well as aged people’s self-determination, justice and individuality to ensure dignified old age. The graduates are capable of encounters and interaction with all kinds of people based on acceptance, empathy, dialogue and reflection. They know how to approach ageing people from different cultural backgrounds. They work in a holistic and multi-disciplinary manner, paying attention to aged clients’ individual backgrounds in a variety of settings.
Multi-disciplinary assessment and evaluation competence. The graduates (geronomi AMK) know how to assess, plan and implement service packages based on elderly clients’ needs in multi-professional collaboration. They are able to assess and anticipate aged people’s holistic wellbeing, ability to function and need for services in relation to clients’ resources, individual lives and coping in their respective environments. The graduates know how to assess, implement and coordinate multi-disciplinary, individual services for elderly people, use methods for assessing functional capacity and apply knowledge of activities that promote the well-being of elderly people. They are aware of social and health risks and the background factors of these risks, which may jeopardize elderly people’s well-being and ability to function. Together with other professionals, the graduates know how to assess elderly people’s needs for assistive equipment and support them in the use of the equipment.
Counselling competence. In their counselling work, the graduates (geronomi AMK) observe the principles of foresight and preventive work with the elderly, promoting clients’ health and well-being. They are capable of taking action to prevent elderly people’s social exclusion and the related risks, and know how to disseminate information on factors related to elderly people’s health and well-being. The graduates are familiar with the case management approach and use methods of case management and networking when counselling individual clients and group. They use counselling to promote social engagement and empowerment of elderly people while respecting people’s self-determination and apply community group counselling and goal-oriented group counselling methods in their work. The graduates counsel and advise elderly people, their next of kin, families and significant others on how to meet individual needs and cope in daily life, and they are familiar with special features in counselling elderly people. The graduates are able to carry out the counselling process so that they take into account people’s individual needs.
Gerontological care, nursing and rehabilitation competence. The graduates (geronomi AMK) promote elderly people’s social engagement and agency in care, nursing and rehabilitation services . The graduates know how to use a resource-oriented and rehabilitative approach to work and how to apply important elderly care methods in their work with individuals and groups. They make use of information and welfare technology to provide a safe and functional environment, use socio-cultural and action-based methods and strengthen the sense of community as part of the care, nursing and rehabilitation. The graduates are able to implement and evaluate safe pharmacological care for aged people. They recognize common diseases and their effect on aged people’s ability to function and know how to counsel them in the treatment of diseases and in rehabilitation. The graduates are familiar with methods of caring for, supporting and rehabilitating people with dementia and able to develop services for people with memory disorders. They know how to support home-living elderly people and care-giving families and are able to develop services to support these families.
Service provision competence. The graduates (geronomi AMK) are familiar with important national and international strategies and objectives designed for elderly policies and use them to develop services and the quality of services. They participate in public discussion on the position of aged people in society and service provision systems and use their expertise to influence the aged people’s position. The graduates are familiar with the service settings and service provision (in the public, private and third sector) and able to apply their knowledge to the organization, provision and development of services. They are familiar with social, health and rehabilitation services for aged people and with the relevant legislation, guidelines and programmes, so that they can apply their knowledge to both service development and client work. The graduates know how to extensively use culture and sports services to support functional capacity and well-being of aged people. They are able to co-ordinate multi-professional collaboration to meet the needs of aged people through the development, planning and implementation of services.
Management, development and quality assurance competence. The graduates (geronomi AMK) are able to develop and manage work with the elderly in an ethical, client-centred manner. They know how to apply important strategies and theories on work community development and management to develop, co-ordinate and manage work with the elderly. The graduates are able to evaluate the quality of services provided for the elderly and to use important tools of quality work. They demonstrate flexibility and an ability to conduct dialogue in the work community and possess relevant negotiation, reporting and counselling skills. They have an entrepreneurial approach to work. The graduates are able to work in managerial positions and have basic skills in financial management and marketing. They know how to support staff welfare at work. The graduates are able to apply research, development and innovation methods to develop the services and work communities and they know how to work in projects. They apply gerontological research and knowledge to development and management and they are able to produce knowledge that serves the foresight work and development of services for the elderly.

Pedagogical approach and learning environment

The Degree Programme in Health Care and Social Services / Elderly Care is based on the socioconstructivist theory of learning. The theory emphasises the subjectivity of the learners, who actively construct a body of knowledge, assess their learning needs and direct their action accordingly. The teacher acts as a facilitator, helping students become aware and take steps towards expertise and understanding. Other pedagogical principles in the Degree Programme include the integration of theory and practice, progressive enquiry and development, cooperative learning and professional growth. Students are encouraged to develop reflection, or skill and willingness to examine the motives and effects of their actions using different perspectives. They develop their understanding and competence in a group. The group constitutes a learning environment, in which students learn interaction skills, giving and receiving feedback and ethical scrutiny of things using multiple perspectives.
The learning contents and pedagogy are based on a practice-oriented approach and progressive enquiry. The courses aim at developing competence required in practice and in the development of practice. The integration of social and health fields is an essential attribute of the Degree Programme. This means that students are encouraged to collaborate with practice to experiment with innovative action models. The theoretical contents of the courses are applied to practical situations in multiple ways, for example though working life projects, practical assignments and development tasks, information seeking using sources available in elderly care practice, guided practical training and participation in research, development and service provision. The learning contents are examined from multiple perspectives using both evidence-based and experiential knowledge. The development of the professional field is emphasised from the very beginning of the studies.
The learning environment is being developed in order to offer students an extensive range of courses and flexible progress while taking students’ prior education and work experience into consideration. Study methods involve lectures; study circles; worklife projects; group assignments; demonstrations and simulations; online learning and independent studies, among others.

Specific arrangements for recognition of prior learning (RPL)

The RPL procedure means the identification and recognition of the student’s previously acquired learning. The student has the opportunity to apply for the recognition of their competencies if the competencies correspond to the learning goals of the Degree Programme. The identification process is closely connected with the preparation of the student’s personal curriculum and is updated during personal counselling discussions.
The identification and recognition practices are presented in the RPL Instruction of SeAMK. It specifies how recognition of competencies is applied for, how the application is processed, and how the student is informed of it. The instruction lists the RPL contact persons of each Degree Programme, who counsel students on matters related to the process.
In the assessment of prior learning, for example the following evidence is used:
– certificates on training programmes with similar content and other training programmes
– testimonials and further clarifications by an employer
– interviews of the student
– written and oral exams or reports
– functional or written assignments or other evidence
– presentations, portfolios
The final project/thesis and the Maturity Test cannot be submitted to the RPL procedure.
The students’ ability to describe their competence in relation to the course learning outcomes is an essential aspect of the recognition and accreditation of prior learning. Please notice that as regard the accreditation of theoretical studies, students must demonstrate their command of the theoretical contents. Practical work experience alone is usually not an adequate basis.

Work-based learning and work placements

Work-based learning and practical training are closely connected with the basic and professional studies described above and with the competences defined for the graduates (geronomi AMK).
Students have guided practice during their practical training periods. This means that a supervisor is appointed for the student at the university and in the practical placement. Students’ action is guided by the course learning outcomes and by the personal goals they have set for themselves. It is recommended that students carry out their various practical training periods in several placements rather than in a single one.
The student’s salaried work during their studies and the competencies achieved through it can be used in order to complete a course. This is referred to as employment-integrated learning, and it can also be related to voluntary work or hobbies. It is essential that the things learnt through working contribute to the attainment of the learning goals of the course. Learning achieved through employment-integrated learning can be verified, for instance, through skills demonstrations and assignments.
Employment-integrated learning means that it is possible for students to have their current employment or other suitable activity recognised and evaluated, so that they can earn credits from the work or activity. The work or activity must contain an adequate number of elements that coincide with the desired learning outcomes of the course and it must be of adequate duration. The student, teacher and the student’s employer carry out the employment-integrated learning process in cooperation. The employer makes a commitment to offer the student an opportunity for employment-integrated learning, in accordance with the learning outcomes of the course. The employment-integrated learning options are discussed with the contact person in charge of employment-integrated process in the degree programme, as part of the student’s personal study plan. Attention will be paid to the overall progress of the studies and to the required formation of professional competence. The practical arrangements should be discussed with the teacher of the course. Student fullfils application and afterwards the student indicates his/her competence following instructions given by teacher.

Occupational profiles

The purpose of the Degree Programme in Elderly Care is to produce experts who will primarily work in various sectors and levels of social welfare and health care, in enterprises and in the third sector. The areas of expertise and duties of Bachelors of Social Services and Health Care are as follows:
- Personal case management for elderly persons: assessment of elderly clients' well-being, ability to function and needs for services; customisation of the services to suit specific needs and co-ordination of multi-professional activities
- Planning, supervision and development of family care-giving and other informal care services for older people as well as peer support activities
- Client work in care and service organisations for the elderly
- A variety of tasks in dementia work on various levels and the development of dementia work
- Planning, supervision, evaluation and development of services for the elderly in the public and third sectors
-Work in various undertakings and development projects in elderly care
There are a number of job titles for Bachelors of Elderly Care (UAS) in the field of social welfare and health care. Among them are case manager, client advisor, counsellor/supervisor, head counsellor/supervisor, social welfare counsellor/supervisor, development manager, project worker, project manager and elderly care manager. The Finnish title geronomi (Bachelor of Social Services and Health Care) is also becoming increasingly common. In the third sector, the graduates can work as coordinators of volunteer work, for example.

Internationalization

During their studies, students have an opportunity to undertake an international exchange in a place offered by a partner of Seinäjoki UAS or in a place suggested by the student. The recommended length of the exchange is three months during the fourth or fifth semester. Students of the Degree Programme as a group can also participate in international intensive courses organized by collaborative networks. It is also possible to study courses in the module Empowerment and Wellbeing of Older Adults in English language. Home internationality is enhanced by the use of learning materials in foreign languages, by contacts with exchange students and visiting lecturers and by multicultural learning contents. Students’ own initiative in internationality is appreciated.

Access to further studies

After three years of work experience, the student will be eligible for further studies for a Master’s Degree in the field in question.
Master of Social Services, Master of Health Care (Health Promotion), Master of Social Services and Health Care (Development and Management). Graduates are also opted for university studies (nursing management, gerontology, nursing science)

Graduation requirements

Please see the Degree Regulations of Seinäjoki University of Applied Sciences and instructions for graduates at Intra.

Mode of study

Full-time, except in adult education groups, where part-time multi-form studies are undertaken

Head of degree programme

Ms Päivi Rinne, GSM +358 40 830 4190, e-mail: paivi.rinne(at)seamk.fi

Student counsellor

Ms Marita Lahti, tel. +358 40 8302320, e-mail: marita.lahti(at)seamk.fi
Ms Pirjo Takala, tel. +358 40 8302167. e-mail: pirjo.takala(at)seamk.fi

Coordination of Practical Training

Ms Marita Lahti, tel. +358 40 8302320, e-mail: marita.lahti(at)seamk.fi

Coordination of international mobility

Tiina Välimäki, 040-830 4127, tiina.valimaki(at)seamk.fi, Coordinator, Outgoing student exchanges to Europe
Maria Loukola, 040-830 2240, maria.loukola(at)seamk.fi, Coordinator, Incoming and outgoing student exchanges outside Europe

Student services

Tel. +358 20 124 5055, studentservices@seamk.fi

Bachelor of Social Services and Health Care, Applied Gerontology, Multimodal implementation

Bachelor of Social Services and Health Care, Applied Gerontology, Multimodal implementation

Degree Programme in Elderly Care, Multimodal implementation

Degree Programme in Elderly Care, Multimodal implementation

Degree Programme in Elderly Care, Multimodal implementation

Enrollment

28.08.2023 - 07.09.2023

Timing

28.08.2023 - 12.01.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Hilkka Latva-Somppi
  • Tiina Välimäki
  • Leena Elenius
  • Pirjo Takala
  • Elina Kangasluoma
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations

Content

Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK

Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

.

Assessment criteria, approved/failed

Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies

Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.

Enrollment

15.12.2023 - 21.04.2024

Timing

08.01.2024 - 31.05.2024

Credits

2 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Engineering, Construction Engineering
  • Bachelor of Business Administration, Library and Information Services
  • Bachelor of Health Care, Nursing
  • Bachelor of Construction Site Management
  • Bachelor of Business Administration, Business Management
  • Bachelor of Social Services
  • Bachelor of Hospitality Management
  • Bachelor of Business Administration, SME Business Management
  • Bachelor of Natural Resources, Agriculture and Rural Enterprises
  • Bachelor of Engineering, Information Technology
  • Bachelor of Engineering, Automation Engineering
  • Bachelor of Culture and Arts, Cultural Management
  • Bachelor of Engineering, Food Processing and Biotechnology
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Engineering, Mechanical Engineering
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Johanna Koivula

Objective

Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations

Content

Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK

Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning

Materials

Material provided by the teacher

Teaching methods

Online course. Tasks to be performed independently in moodle

Student workload

Total 54 h of independent work

realization.localizedApproveRejectDescription

Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies

Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.

Further information

The teacher sends a start-up message of the course, where the details of the MOODLE to SeAMK's e-mail once a week for new entrants.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, approved/failed

Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies

Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.

Assessment methods and criteria

Restoration of all exercises according to the assessment criteria.

Timing

30.09.2023 - 15.04.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Engineering, Construction Engineering
  • Bachelor of Business Administration, Library and Information Services
  • Bachelor of Health Care, Nursing
  • Bachelor of Construction Site Management
  • Bachelor of Business Administration, Business Management
  • Bachelor of Social Services
  • Bachelor of Hospitality Management
  • Bachelor of Business Administration, SME Business Management
  • Bachelor of Natural Resources, Agriculture and Rural Enterprises
  • Bachelor of Engineering, Information Technology
  • Bachelor of Engineering, Automation Engineering
  • Bachelor of Culture and Arts, Cultural Management
  • Bachelor of Engineering, Food Processing and Biotechnology
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Engineering, Mechanical Engineering
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Tiina Nieminen

Objective

Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations

Content

Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK

Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

.

Assessment criteria, approved/failed

Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies

Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.

Enrollment

29.08.2023 - 07.09.2023

Timing

09.01.2024 - 31.03.2024

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students will learn to know essential age policy laws and legal principles. Students will learn to keep up to date with changes in legislation and, as well-informed professionals, take part in public discussion on the topic. Students will learn to counsel aged clients and families on legal issues. They will become familiar with important age policy target and action programmes. Students will become aware of age policy objectives and development needs, keeping in mind the perspectives of promoting aged people's wellbeing, preventing their social exclusion and strengthening their resources.

Content

Central age policy legislation and legal principles
Finnish social security system
Family and inheritance law
- Act on Supporting the Functional Capacity of the Older Population and on Social and Health Services for Older Persons
- Guardianship Services Act
- Health Care Act
- Social Welfare Act
- Act on Planning and Government Grants for Social Welfare and Health
- Act on Client Fees in Social Welfare and Health Care
- Act on Support for Informal Care
- Act on Housing allowance for pensioners and pensioners' care allowance
- Act on the Status and Rights of Social Welfare Clients
- Act on Service Vouchers for Social Welfare and Health Care
- Disability Benefits Act
- Decree on Services and Assistance for the Disabled
- Act on Social Assistance
- Act on Social Work with Intoxicant Abusers
- Act on Family care

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students know the essential contents of the most important age policy legislation. They can help clients to find information on the statutes.

Assessment criteria, good (3)

Students have command over central contents in age policy legislation and they are able to discuss the contents studied. They can explain central contents in age policy legislation to their clients.

Assessment criteria, excellent (5)

Students have comprehensive command over important legislation and legal principle and they are able to critically discuss the topic. They are able to counsel clients on legal issues.

Qualifications

no previous studies are required

Enrollment

29.08.2023 - 07.09.2023

Timing

08.01.2024 - 17.05.2024

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students actively participate in the debate on the role of attitudes, communication and media in creating an image of old age. Students know how to communicate about ageing, old age and age-related illnesses using correct and positive expressions. They recognize negative and discriminating expressions and make an effort to avoid them when communicating about old age. In their work, students take into consideration the individuality of the aged persons, and support them in retaining self-determination and personality. Students are able to recognize places and situations in their environment that require alterations to make them safer and more functional. Students know how to guide organizations and enterprises towards age-friendly services, practices and thinking. Students are able to actively suggest improvements to help reach an age-friendlier and more sustainable society.

Content

-Elements of an age-friendly and sustainable environment
-Age-friendly speaking and thinking patterns
-Prevention of age discrimination
-Age-friendly service in enterprises and organizations
-Age-friendliness in media and public speech
-Current topics in the age debate

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students will be able to critically examine their own environment and thinking from an age-appropriate perspective. They will be able to take action to promote age-friendly objectives in their own living environment. They will have the ability to think creatively, taking forward the perspectives studied.

Assessment criteria, good (3)

Students will be able to apply good practice in age-friendly thinking to their own environment and will be familiar with the debate on the subject.

Assessment criteria, excellent (5)

Students will be able to critically examine their own environment and thinking from an age-appropriate perspective. They will be able to take action to promote age-friendly objectives in their own living environment. They will have the ability to think creatively, taking forward the perspectives studied.

Qualifications

No previous studies are required.

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 27.10.2023

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katariina Perttula
Student groups
  • MGERO22

Objective

Students are able to explain the aims and principles of assessing clients' needs for services. They have knowledge of the principles and methods used in drawing up care and service plans. Students are aware of the role of multiprofessional work in the assessment of service needs. Students are able to write documentation in client-centered way and in a specified form.

Content

- aims and essential legislation in the assessment of service needs
- care and service plan
- assessment methods of functional capacities
- supporting social engagement
- the role of multiprofessionalism
- documentation in a specific form in social welfare services

Materials

-Finne-Soveri, H. yms. 2020. Iäkkäiden henkilöiden toimintakyvyn mittaaminen palvelutarpeen selvittämisen yhteydessä.TOIMIA-suositus ID S028/11.6.2020.
Autio, T. & Heikkilä, M. 2013. Palvelutarpeen arviointi. Työntekijän avuksi. IKÄKASTE II ?hankkeen julkaisuja. Saatavana: http://www.socca.fi/files/4300/Palvelutarpeen_arviointi_-_tyontekijan_avuksi.pdf
- Toimia-tietokanta. http://www.thl.fi/toimia/tietokanta/
- KomPAssi- Ikäihmisten keskitetty asiakasneuvonta ja -palveluohjaus sekä palvelutarpeen arviointi Varsinais-Suomessa. KomPAssi. Varsinais-Suomen keskitetty asiakas- ja palveluohjaus-hanke. Saatavissa:https://stm.fi/documents/1271139/12617122/KomPAssi-asiakasneuvonta-ja-palveluohjaus-sek%C3%A4-palvelutarpeen-arviointi-Varsinais-Suomessa.pdf/186cc969-6a82-b053-1a7c-475bc00f17d2/KomPAssi-asiakasneuvonta-ja-palveluohjaus-sek%C3%A4-palvelutarpeen-arviointi-Varsinais-Suomessa.pdf
- Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. Soveltuvin osin. Saatavissa: https://www.theseus.fi/handle/10024/226365
- Tai muu mahdollinen opettajan osoittama materiaali

Teaching methods

Lectures and visitors.

Student workload

54 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students recognise clients' needs for services. They are able to name principles of case management, used in drawing up care and service plans. Students are able to recognize needs' assessment, that is documented in a specified form.

Assessment criteria, good (3)

Students know how to compare the client's need for services. They apply the principles of case management in drawing up care and service plans.

Assessment criteria, excellent (5)

Students know how to analyse and assess clients' need for services. In co-operation with the clients, families and collaboration partners, students are able to draw up a care and service plan to meet clients' individual needs and to promote their social engagement with help of public, private and third sector services.

Assessment methods and criteria

Learning task from service need assessment and functional ability assessment.

Qualifications

previous studies are not required

Enrollment

17.04.2023 - 06.09.2023

Timing

04.12.2023 - 31.05.2024

Credits

9 op

Virtual proportion (cr)

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Arja Haapaharju
  • Maria Valli
  • Kari Jokiranta
Student groups
  • MGERO21

Objective

Students will learn to describe important theoretical principles of management and apply them in managing elderly care services. Students will learn to define the meaning of economy and describe financial management practices as preconditions for service provision. Students will learn to apply central labour laws and statutes and they understand the importance of personnel management and welfare at work. They will learn to use cooperative supervision methods in the management and development of operative and strategic work.

Content

- current topics in management of elderly care organizations
- budget structure
- economic and other organizational goals and evaluation of their implementation
- labour laws and statutes and cooperative supervision methods
- key definitions and methods of personnel management

Materials

- Laaksonen, H. 2012. Lähijohtamisen perusteet terveydenhuollossa.
- Niiranen, V., Seppänen-Järvelä, R., Sinkkonen, M. & Vartiainen, P. 2010. Johtaminen sosiaalialalla. Helsinki: Gaudeamus.
- Rissanen, S. & Lammintakanen, J. (toim.) 2011. Sosiaali- ja terveysjohtaminen. Helsinki: WSOY, sov. osin.
- current material

Teaching methods

1. Personnel management (4 ECTS) online implementation: The student gets to know the weekly changing theme independently, after which he participates in group work. Each week, the group produces a joint output based on the theme. The student gets to know the literature of his choice, about which he writes a book reflection. At the end of the study period, the student writes a learning summary.

2. Basics of management part, contact implementation: Lectures, visitors, learning assignments in groups and class assignments

3. Working life awareness, contact implementation: Lectures, Learning diary

Student workload

9 x 26,5 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students know the basics of management and economy and are able to apply their knowledge in practice. They are, as future experts of elderly care, able to describe relevant theories and research knowledge to an adequate degree.

Assessment criteria, good (3)

Students have good knowledge of the contents as defined in learning outcomes. They reflect and evaluate challenges in elderly care. Students know how to examine services from an economic perspective. They compare the management theories they have studied to their work in a goal-oriented manner.

Assessment criteria, excellent (5)

Students have extensive, in-depth knowledge of the contents as defined in learning outcomes. They reflect and critically evaluate current and future development challenges in the management of elderly care. Students know how to examine services from an economic perspective. They are able to apply the management theories they have studied to their work in a goal-oriented manner.

Assessment methods and criteria

1. Personnel management (4 ECTS) online implementation:
Participation in group work
A book reflection
Learning summary

2. Fundamentals of management share, contact implementation:
Active participation in classes
Group learning task
Self-evaluation at the end of the period

3. Working life awareness, contact implementation:
Active participation in classes
Learning diary

The grade for the entire course consists of the average of all three implementations above.

Qualifications

most part of the basic and professional studies

Enrollment

29.08.2023 - 07.09.2023

Timing

09.01.2024 - 15.03.2024

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Pirkko Mäntykivi
  • Maria Valli
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students are able to support client in his/hers daily activities, e.g. clients independent initiative in daily hygiene, getting dressed, dietary and motion. They will be able to support clients in use of assistive devices, so that they will cope independently in daily activities.T he student is able to support the client's functional capacity and enhance their independence.

Content

- interaction skills
- supporting clients capacities to function and their independent iniative
- daily needs: hygiene, getting dressed, dietary and motion

Materials

Newest print: Hoitotyön taidot ja toiminnot, Rautava-Nurmi H. Ym.

Teaching methods

Lessons, practice, exam

Exam schedules

Exam in the end of the course

Student workload

3 x 26,5 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

The student is able to plan, implement and evaluate the support of the client's activities of daily living in a home-like setting in order to improve and support the client's resources, autonomy, participation and quality of life. He/she understands the main methods of support for activities of daily living and is able to provide guidance to the client and his/her family members. The student will be able to assess his/her own development needs.

Assessment methods and criteria

Active participation in classes
Exam

Qualifications

previous studies are not required

Further information

The course is part of the basic studies of the degree if he or she does not have a previous undergraduate degree in social and health care and experience in elderly work.

Enrollment

17.04.2023 - 06.09.2023

Timing

08.01.2024 - 29.03.2024

Credits

2 op

Virtual proportion (cr)

0.6 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Tiina Välimäki
  • Elina Kangasluoma
  • Kari Jokiranta
Student groups
  • MGERO22

Objective

Students are able to
- plan their studies in accordance with their own career plans
- develop their job seeking skills in different ways
- identify their own career opportunities
- anticipate the changing needs of working life
- identify the effects of multiculturalism and globalisation on working life and interaction
- function in an international operational environment and make use of international networks
- plan their personal internationalisation in studies and working life

Content

- rules of working life and working life skills
- anticipating the needs of future working life
- career planning and job seeking skills
- goal-oriented planning of studies from the viewpoint of the student’s own career plans
- personal internationalisation planning
- opportunities of study and training abroad
- international operational environment and multiculturalism
- international networks

Materials

Learning material shown by the course teachers.

Teaching methods

Contact learning and online learning.

Completion alternatives

Online learning

Student workload

Contact learning and online learning. 54 hours.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.

Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills

Assessment methods and criteria

Contact learning and online learning.

Qualifications

Course: Studying in an University of Applied Sciences
Recommended optional programme components:
The student advisor will recommend optional programme components for each student based on their individual study plan.

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 27.10.2023

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katariina Perttula
Student groups
  • MGERO22

Objective

Students will learn to describe case management as an approach to work, its principles and processes and to analyse levels and methods in case management. Students understand the coordination role of the case manager and have theoretical understading of how to counsel, advise and support aged clients and their families. Students know how to use public, private and community services and forms of support in case management. Students are able to understand ethical and participatory documentation.

Content

- case management as a tool
- case management as a process
- the role of the case manager
- multiprofessional collaboration and networks
- various models and levels in case management
- documentation in case management

Teaching methods

Lectures, individual and group work, expert visitors, independent study, essay or exam.

Student workload

106 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to name theoretical principles of case management, but their application in practice is lacking.

Assessment criteria, good (3)

Students know how apply the theory of case management in practice. Students are able to analyse future challenges in case management, giving appropriate arguments.

Assessment criteria, excellent (5)

Students are able to explain and justify the principles of case management and extensively apply the theory of case management in practice. Students are capable of analysing future challenges in case management.

Assessment methods and criteria

Exam, independent assignment, class assignments and active participation.

Qualifications

previous studies are not required

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 31.12.2023

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Virpi Masonen
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

The student can
- act adequately in different public presentation and group communication situations
- act in interactive situations in digital environments, too
- analyse and assess communication skills as part of professional growth
- produce formal style text and apply SeAMK’s Instructions for Written Work

Content

- Communication style analysis
- Public presentation skills and interaction
- Group communication skills (e.g., meetings and negotiations, incl. online)
- Principles of a digital environment and interaction
- Production of formal style texts
- SeAMK’s Instructions for Written Work

Materials

- Material provided by the teacher
- Juholin, E. (2022). Communicare! Ota viestinnän ilmiöt ja strategiat haltuun (8. uud. p.). Infor / Management Institute of Finland MIF.
- SeAMK's Instructions for Written Work https://seamk.libguides.com/KirjallistenToidenOhje
- Kielitoimiston ohjepankki (Kotus) http://www.kielitoimistonohjepankki.fi/
- Kielijelppi http://www.kielijelppi.fi/
- Opintokeskus Sivis https://www.kokouskaytannot.fi/

Teaching methods

Contact lessons, hybrid teaching and Teams lessons
Independent study: data acquisition and exercises
Written and spoken individual and group assignments

Exam schedules

Exam and assignment times will be announced during the course.

Student workload

108 h, including 20 h lessons

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student can communicate in a sender-focused manner: they cannot pay sufficient attention to the goal, receiver, or situation. Text structure is incoherent and illogical, and argumentation is biased and scarce. Illustration is limited and irrelevant. The student can only assess their communication from the perspective of the sender of the message. They recognise the principles of digital communication only partially.

Assessment criteria, good (3)

In their communication, the student can only partially pay attention to the goal, situation, and the receiver of the message. Can maintain interaction in communication. Recognises to some extent the cultural-specific character of communication. Can take the principles of digital communication into account. Text structure is mainly clear and consistent, and argumentation is varied and trustworthy. Illustration is adequate. The student can assess their communication to some extent and partly in a realistic way.

Assessment criteria, excellent (5)

In their communication, the student can pay attention to the goal, situation, and the receiver of the message in a commendable and convincing manner, they can act responsibly and according to the agreed principles. Interaction in communication is very skilful. Can recognise the cultural-specific character of communication. Masters the policies of digital communication and can apply them. Text structure is typical of the genre, text is logical, clear, coherent, and argumentation is varied, unbiased, and convincing. consistent, and argumentation is varied and trustworthy. Illustration is adequate, efficient, and thought-out. The student can assess their own communication in a varied and realistic way from the perspective of the goal, purpose, receiver, and their own professional field.

Assessment methods and criteria

Written and spoken assignments
Online exams
Active participation in the assignments and submitting the assignments on time
Self assessment
Peer assessment

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Leena Elenius
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students are able to think conceptually and to reflect on relationships between the concepts which represent various phenomena. Students are prepared to analyse important concepts in nursing and social work and their contents, using different frameworks. They become aware of the contents and meanings that professionals in the health and social field commit themselves to. Students learn what seminar work involves.
Students know how to access publications of various producers of information and how to find relevant literature, articles and online material. They are able to present and make use of the library and information services of Seinäjoki UAS. Students are able to name important producers of information, databases and online services in the social and health field. They are able to analyse their need for information and select suitable sources of information. Students know how to interpret and evaluate the information found and how to develop their information seeking practices. Students observe the guidelines provided by Seinäjoki UAS on how to write references (books, journal articles, online material) in written assignments.

Content

- concept analysis
- conceptions of human nature
- way of life, lifestyle, roles
- welfare/wellbeing, coping, conceptions of health and illness
- health promotion and self-care
- social problems and social exclusion
- social support, environment, society and communities, trust and social capital
- nursing, social work and other work in the social field
- information and library services at Seinäjoki UAS
- producers of information in the social and health field
- important sources of information, databases and online services in the social and health field, with special reference to the work with the elderly
- seeking information online, tools for keeping up to date
- evaluation, use and application of information

Materials

Students select the material for their concept analysis. The lecturer will provide a literature list to support the lectures.
Information skills:
- SeAMK Library websites,
- Vanhustyö/Geronomi -LibGuide and other online material
- Course literature: Haasio, A. 2020. Löydä! Helsinki: Avain.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students have an adequate knowledge of the concepts in nursing and social work. They know how to make use of some source materials. Students know to some extent how to observe the guidelines on written assignments. They are able to seek professional information sources to work on a given topic. They are adequately able to present and make use of the library and information services of Seinäjoki UAS and to name important producers and sources of information in the social and health field. They are able to analyse their need for information and select sources of information. Students know how to evaluate the information found.

Assessment criteria, good (3)

Students have a good knowledge of the concepts in nursing and social work. They are aware of the contents and meanings that professionals in the health and social field commit themselves to. They know how to make use of source materials. Students know well how to observe the guidelines on written assignments. They are able to seek and use professional information sources to work on a given topic. They are well able to present and make use of the library and information services of Seinäjoki UAS and to name several important producers and sources of information in the social and health field. They are able to analyse their need for information and select suitable sources of information. Students know how to interpret and evaluate the information found and how to develop their information seeking practices.

Assessment criteria, excellent (5)

Students are able to justify and analyse concepts in nursing and social work and to extensively, in a profound way, apply them to work with older people. Students know how to critically justify concepts in nursing and social work. They are aware of the contents and meanings that professionals in the health and social field commit themselves to. They know how to extensively make use of source materials in examinations and assignments. Students observe the guidelines on written assignments very well. They are able to seek and use professional information sources to work on a given topic. They can very well present and make use of the library and information services of Seinäjoki UAS and are able to name several important producers and sources of information in the social and health field. They are able to extensively and profoundly analyse their need for information and select suitable sources of information. Students can competently interpret and evaluate the information found and they know how to develop their information seeking practices.

Qualifications

No previous studies are required.

Enrollment

17.04.2023 - 06.09.2023

Timing

15.01.2024 - 31.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
Student groups
  • MGERO21

Objective

Students will learn to identify dependence and mental health problems in aged people and their family members. Students will become familiar with relevant care and rehabilitation methods and learn to compare their usefulness in various client situations. Students will reflect on their values, attitudes and actions.

Content

- substance dependence, behavioural disorders
- common mental health problems, dual diagnosis
- rehabilitation options
- aged people's special needs in rehabilitation for dependence and mental health problems
- multi-professional work in rehabilitation for dependence and mental health problems.
- legislation

Materials

materials in moodle
-Kassila & Koskela 2016. Ihme alkaa nyt. Uusia näkökulmia riippuvuuden taustoihin ja hoitoon
Koski-Jännes A. 1998. Miten riippuvuus voitetaan?
Heimonen & Pajunen (toim)2012. Mielen terveys vanhuudessa

Teaching methods

virtual learning independently (moodle)

Student workload

approximately 80 hours students work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to identify and describe common dependence and mental health problems. Students reflect on their values, attitudes and actions.

Assessment criteria, good (3)

Students identify dependence and mental health problems and are able to compare care and rehabilitation options in various client situations. They reflect on their values, attitudes and actions.

Assessment criteria, excellent (5)

Students analyse and assess factors that affect individuals' functional capacity and social engagement in case of dependence and mental health problems. Students can justify the choice of care and rehabilitation options in various client situations. They evaluate their values, attitudes and actions from the perspective of professional ethics.

Assessment methods and criteria

learning tasks

Assessment criteria, good (3)

Students are able to identify and describe common dependence and mental health problems. Students reflect on their values, attitudes and actions.

Assessment criteria, excellent (5)

Students identify dependence and mental health problems and are able to compare care and rehabilitation options in various client situations. They reflect on their values, attitudes and actions.

Assessment criteria, approved/failed

Students analyse and assess factors that affect individuals' functional capacity and social engagement in case of dependence and mental health problems. Students can justify the choice of care and rehabilitation options in various client situations. They evaluate their values, attitudes and actions from the perspective of professional ethics

Enrollment

17.04.2023 - 06.09.2023

Timing

15.01.2024 - 17.05.2024

Credits

3 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katariina Perttula
Student groups
  • MGERO21

Objective

Student are able to name approaches and methods that are suitable for development project. Students are able to design, implement and evaluate a development activity/project both from practical and ethical perspective together with the workplace and / or clients. They are able to document implemented project and produce knowledge for the development of working life by combining theoretical knowledge, developmental activities and evaluation data that inform the success of project.

Content

- definition of development project and product-type of project
- setting development tasks and goals for project
- process of development work
- different development methods
- documentation of development activities,
- data collection for documentation of project
- evaluation of development activities
- drawing conclusions of project

Teaching methods

Lessons, studies in e-learning environment, assignments/exam.

Student workload

81 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to describe an approach or method of development project. The student is able to name the methodological basis of development work and is able to report main viewpoints of the development work.

Assessment criteria, good (3)

Students are able to describe the methodological starting points of development work and compare different approaches and methods of development work in versatile way. Students are able to document the project comprehensively and to justify and report the methodological approach, process and results of project. They are able to evaluate results of the development process successfully and comprehensively.

Assessment criteria, excellent (5)

Students are able to describe the methodological starting points of development work and to compare the approaches and methods of working life development comprehensively. They are able to document the project at an excellent level having an analytical and critical approach to the entire development process and its results when justifying and reporting development tasks, methodologies and results and evaluating the development process

Qualifications

the study course Introduction to Research and Development

Enrollment

17.04.2023 - 06.09.2023

Timing

22.01.2024 - 12.04.2024

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Gero Nimeämätön
Student groups
  • MGERO22

Objective

The student identifies the main diseases of the elderly and is able to use information about the medical treatment of diseases. The student is able to guide the client and his/her family members in drug treatment. The student recognises the specificities of drug therapy for the elderly and is aware of the typical challenges related to drug therapy for the elderly. The student will know the basics of pharmaceutical billing. They will be able to consider the sustainable management of medicines for the elderly. be able to assess their own development needs in the area of pharmaceutical care

Content

- basic concepts in pharmacology
- types of drugs
- Medication in various diseases of the elderly
- Challenges and specific issues related to medical care for the elderly
- basic principles and development needs in older people's drug care
- special problems in older people's drug care and counselling
- professionals' areas of responsibility in drug care
- Basics of pharmaceutical calculations
- Implementation of pharmacotherapy in different operating environments

Teaching methods

Lectutes, mathematics practices

Exam schedules

The exam consists of two parts: theory and mathematics practices

Student workload

2 x 26,5h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student recognises his/her responsibilities in medication management and medication guidance for the elderly. The student recognises the specificities of medication management in the elderly. The student knows the basics of pharmaceutical calculations..

Assessment criteria, good (3)

The student understands his/her responsibilities in the medication and drug management of the elderly. The student recognises the challenges and specificities of medication management in the elderly. Identify the main diseases of the elderly and their medical management. The student will know the basics of pharmaceutical calculations.

Assessment criteria, excellent (5)

The student understands his/her responsibilities in the management of medication and medication management of the elderly in the unit. The student will be able to identify and assess the challenges and specificities of medication management of the elderly. The student will be able to assess the implementation of ethical principles in the provision of medication. The student will be able to implement and evaluate medication management in the elderly. Identify the main diseases of the elderly and their medical treatment. The student will know the basics of pharmaceutical calculation.

Qualifications

Introduction to Anatomy and Physiology

Enrollment

29.08.2023 - 07.09.2023

Timing

05.02.2024 - 17.05.2024

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Anna-Kaarina Koivula
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Studens are able to define public, private and third sector services which produce social security, welfare and health. Students seek relevant knowledge of the social welfare and health care system of one municipality and present their analysis. Students know how to compare different systems of providing services and they are aware of the current challenges in health and social services.

Content

- the public, private and third sector as providers of services for the older population
- service provision in old age and changes service provision
- strategies, guidelines, recommendations and legislation for old age care
- main characteristics of foreign wellfare models

Materials

Kananoja, A.& Niiranen, V. & Jokiranta, H. 2008. Kunnallinen sosiaalipolitiikka. Osallisuutta ja yhteistä vastuuta. Jyväskylä: PS-kustannus.
- Ajankohtaiset valtakunnalliset ja paikalliset sosiaali- ja terveysalan strategiat, ohjeistukset ja suositukset.
- Kananoja, A.& Niiranen, V. & Jokiranta, H. 2008. Kunnallinen sosiaalipolitiikka. Osallisuutta ja yhteistä vastuuta. Jyväskylä: PS-kustannus.
- current national and local social and health strategies, guidelines and recommendations

Teaching methods

face-to-face

Student workload

Approximately 80 hours students work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to describe various settings and service provision systems for work with older people.

Assessment criteria, good (3)

Students compare various settings and service provision systems for work with the older population. Students know how to describe challenges in the service provision.

Assessment criteria, excellent (5)

Students analyse the settings and service provision systems for work with older people, including various sectors and areas. Based on their analysis, students propose innovative practices and solutions to develop the service provision system.

Assessment methods and criteria

learning tasks individually and/or in small groups

Assessment criteria, good (3)

Students are able to describe various settings and service provision systems for work with older people

Assessment criteria, excellent (5)

Students compare various settings and service provision systems for work with the older population. Students know how to describe challenges in the service provision.

Assessment criteria, approved/failed

Students analyse the settings and service provision systems for work with older people, including various sectors and areas. Based on their analysis, students propose innovative practices and solutions to develop the service provision system.

Qualifications

previous studies are not required

Enrollment

29.08.2023 - 07.09.2023

Timing

09.01.2024 - 17.05.2024

Credits

3 op

Teaching languages
  • English
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Suzana Zegrea
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students will learn to present themselves and to describe their education. They will know central vocabulary in the health and social field and elderly care, and they will be able to describe the scope of their future work and the health and social service delivery systems for elderly people. They will be able to manage common workplace situations, e.g. interviewing and advising elderly clients. They will also be introduced to academic language use and to reading scientific texts.

Content

Terminology and language use pertaining to studies, social and health services and elderly care. Introduction to scientific English.

Materials

Material as indicated by the lecturer. www.stm.fi, www.kela.fi and other online material.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students manage in routine oral and written communication situations in multi-professional work communities (e.g. e-mail, filling out forms, CV, presenting the workplace). Students are able to give simple instruction to individual clients/groups orally and in writing. They know how to ask for and document clients'/patients' essential information to secure correct care or follow-up. Students understand texts related to their own duties in the health and social field. They make mistakes in grammatical structures, which complicate communication and may cause misunderstanding and require reformulation. Students know basic vocabulary for health and social welfare so that they give the necessary information to the listener or reader. Their pronunciation is understandable, but sometimes inaccurate in special terminology. Students can find the information they are looking for in texts that deal with familiar topics. They use common means to support communication.

Assessment criteria, good (3)

Students are able to communicate with a multi-professional work community both orally and in writing (e.g. telephone conversations, consultation, oral and written reports, oral presentations). Students know how to give and explain individual client/patient instructions, explain common procedures and examinations, report on patients'/clients' current health/life situations and ask for additional information. Students enter the information onto documents to ensure correct care or follow-up and reply clients'/patients' questions. Students mostly use correct grammatical structures and correct themselves in case of misunderstanding. They know the central vocabulary for health and welfare services well and are rather familiar with special terminology in their own field. They seek to adapt their communication style to the situation at hand. Their pronunciation is rather natureal and clear. They know how to scan professional texts to find the main points. They use various means to support communication.

Assessment criteria, excellent (5)

Students communicate accurately and appropriately both orally and in writing, even in demanding interactive situations in multi-professional and multi-cultural work environments (meetings, care negotiations, feedback discussion). They fluidly and extensively present alternative solutions in counselling situations, taking into consideration clients' cultural background. Students know how to interview clients/patients in a professional manner, even in challenging, unexpected situations. Students use a wide variety of grammatical structures almost flawlessly. Their vocabulary, including special terminology, is extensive and their pronunciation is clear and natural. They adapt their communication style to the situation at hand. Students are able to scan texts rapidly to evaluate their reliability as sources of information. They effectively use various means to support communication.

Qualifications

No previous studies are required.

Enrollment

29.08.2023 - 07.09.2023

Timing

11.03.2024 - 17.05.2024

Credits

3 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Social Services
  • Degree Programme in Public Health Nursing
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anu Aalto
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

The student
- is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them.
- is able to describe and consider social, cultural and economic value and to perceive their differences.
- is able to analyze different value chains and networks.
- is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life.
- is able to describe the preconditions for profitable business activity.
- knows the stages of the establishment of a company.
- identifies the special features and opportunities of entrepreneurship in the social and health sector.
- knows the entrepreneurship opportunities at SeAMK.

Content

- Entrepreneurial competence, self-knowledge and self-efficacy, entrepreneurship as part of life.
- Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations.
- Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management.
- Stages of the establishment of business activities.
- Business plan as a tool for structuring a business idea.
- Special features of business activities in social and health care as part of society, legislation.
- Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)

Materials

Learning material in Moodle,
- Taivas ja helvetti 2.0
- Urheilijan taivas ja helvetti, paras versio itsestäsi
- Taivas ja helvetti - Riko rajasi
- Aki Hintsa: Voittamisen anatomia

Teaching methods

Independent studying in Moodle and lectures in classroom (including personal and group tasks).

Student workload

80 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student:
- is able to take responsibility for his/ her tasks.
- is able to describe and reflect on entrepreneurship and business activity.
- is familiar with the business information base and the content of responsibility in social and health care.

Assessment criteria, good (3)

In addition to the previous one, the student can
- evaluate his / her own opportunities to act as an entrepreneur.
- evaluate business opportunities and how to become an entrepreneur.
- identify and describe their own networks in social- and health care.
- well describe the business information base and the connections of responsibility to business.

Assessment criteria, excellent (5)

In addition to the previous one, the student can:
- evaluate the challenges and opportunities of entrepreneurship.
- analyze and evaluate business opportunities, strategic choices and business models.

Assessment criteria, approved/failed

Failed
The course is failed if the student has not completed the course tasks to an acceptable level. The student incompletely describes the creation of social, cultural and economic value, and does not recognize their importance in business and society. The student does not recognize the basic concepts of business, and cannot describe the prerequisites for a profitable business. The student does not describe his/ her own relationship with entrepreneurship and entrepreneurial competence.

Assessment methods and criteria

Learning assigments

Enrollment

17.04.2023 - 06.09.2023

Timing

22.01.2024 - 12.04.2024

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
Student groups
  • MGERO22

Objective

Students are able to gain an overview of elderly care ethics based on values, ethical theories and norms. Students become aware of their responsibilities as defenders and promoters of aged people's rights. Students observe ethical principles in their action. They know and apply the principles of sustainable development. They are capable of analysing and developing their own and the work community's ethical action.

Content

- Ethics as a subfield of philosophy
- Social ethics
- the ethical foundation in health and social services
- ethical sensitivity in work with aged people
- interpretation of ethical problems and problem-solving in practice
- professional ethical norms and guidelines
- Ethical behavior in the workplace
- sustainable development and social responsibility
- the student's ethical development

Materials

Online material: Informed in the beginning of the course

Teaching methods

Contact lessons, discussions, assignments.

Student workload

106 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to form an overview of elderly care ethics. They are able to give examples of various options using professioal ethical norms. Students observe the ethical principles of elderly care in their action.

Assessment criteria, good (3)

Students are able to form a theoretically justified overview of elderly care ethics. They are able to compare various options using ethical theories, models and professional ethical norms. Students observe and promote ethical principles in their action. They are capable of reflecting on their ethical action and the work community's professional practices.

Assessment criteria, excellent (5)

Students are able to form a theoretically justified overview of elderly care ethics. They are able to analyse and evaluate various options using ethical theories, models and professional ethical norms. Students observe and promote ethical principles in their action. They are capable of analysing and developing their ethical action and the work community's professional practices.

Assessment methods and criteria

Active participation on lessons, assignments/ 1-5

Enrollment

17.04.2023 - 06.09.2023

Timing

15.01.2024 - 31.03.2024

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Annukka Haapa-aho
  • Maria Valli
Student groups
  • MGERO21

Objective

Students will learn to evaluate, plan and implement development processes in elderly care and assert themselves as experts. They will learn to interpret and evaluate development targets in elderly care and services and use quality management methods to develop and manage the work with the elderly. The student has the competence to evaluate and develop activities also from the perspective of sustainable development,

Content

- evaluation and development methods
- evaluation of a service process
- quality of services and quality management
- different quality systems in general
- quality management systems
- collaboration in quality development
- supervision of documentation
- sustainable development perspectives in development work

Materials

Valtioneuvosto: Laatusuositus hyvän ikääntymisen turvaamiseksi ja palvelujen parantamiseksi 2020–2023 : Tavoitteena ikäystävällinen Suomi
Jenni Kulmala (toim.) Parempi vanhustyö. Menetelmiä johtamisen kehittämiseen. PS-kustannus.2017.
Hujala Anneli, Taskinen Helena (toim.) Uudistuva sosiaali- ja tervesysala. Tampere University Press.2020

Teaching methods

Lectures, learning assignments, Flipped learning -method; the student independently familiarizes himself with the material linked to Moodle before the lessons marked in the timetable

Student workload

Student work 108 h, of which 15 h contact teaching.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to name development processes in elderly care. They will learn to name development targets in elderly care and services and quality management methods.

Assessment criteria, good (3)

Students have qualities to participate in elderly care development processes. They are able to analyze development processes in elderly care and view at quality management methods. good knowledge of the contents as defined in the learning outcomes. . Students reflect on current and future development challenges related to their individual competences.

Assessment criteria, excellent (5)

Students are able to evaluate, plan and implement development processes in elderly care and express their professional knowledge. They are able to evaluate and look forward at development targets in elderly care and services. They are able to apply quality management methods to develop and manage the work with the elderly. Students reflect on and critically evaluate current and future development challenges and use it to support their professional growth,taking into account the perspectives of sustainable development in development work .

Assessment methods and criteria

A group task and an individual task are evaluated.

Qualifications

most part of the basic and professional studies

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 15.12.2023

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
Student groups
  • MGERO22

Objective

The student can identify services that enable people to live at home and their role in the service system for older people and in services that promote well-being and health in older people. They will be able to assess the needs of older people and identify situations where services are inadequate and refer clients to appropriate services. They will identify multidisciplinary networks and be able to work as part of a network. The student knows the working methods that support living at home and can apply them in client work. They will recognise the importance of community and voluntary work in the well-being of older people. They will be familiar with foreign practices and forms of entrepreneurship in enabling people to live at home.

Content

- services facilitating living at home (municipal home care, adult family care, volunteer work) as forms of organizing old people’s services, relevant legislation
- possibilities and methods of supporting living at home outside home care
- forms of close contact work to facilitate living at home, multiprofessionalism
- communal and intermediate living
- special competence required to work in people’s homes
- client and resource-centred approach (physical and psychical accessibility)
- the importance of inclusion and community in living at home
- international forms of home living
- ways that entrepreneurs can support living at home
- systematical rehabilitation to add meaningfullness of everyday life

Materials

materials in moodle

Teaching methods

virtual learning

Student workload

approx 80 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to describe services that facilitate living at home and ways of implementing such services. Students recognizes concepts pertaining to these services and know how to seek various sources of information.

Assessment criteria, good (3)

Students see the role that services facilitating old peoples’ living at home can have as part of the service provision system, and they recognizes the potential and challenges involved in them. Students are capable of working in home care and they observe the relevant legislation and guidelines. Students see the potential involved in a multiprofessional approach to home care.

Assessment criteria, excellent (5)

Students are able to analyse and evaluate the role that services facilitating old peoples’ living at home can have as part of the services designed to support the health and welfare of older people. Students recognize development needs in home care practices and apply their knowledge to develop them. Students know how to evaluate the safety of the practices and they take ethical principles into consideration.

Assessment methods and criteria

Tasks in moodle

Assessment criteria, good (3)

Students are able to describe services that facilitate living at home and ways of implementing such services. Students understand concepts pertaining to these services and know how to seek various sources of information.

Assessment criteria, excellent (5)

Students see the role that services facilitating old peoples’ living at home can have as part of the service provision system, and they understand the potential and challenges involved in them. Students are capable of working in home care and they observe the relevant legislation and guidelines. Students see the potential involved in a multiprofessional approach to home care.

Assessment criteria, approved/failed

Students are able to analyse and evaluate the role that services facilitating old peoples’ living at home can have as part of the services designed to support the health and welfare of older people. Students recognize development needs in home care practices and apply their knowledge to develop them. Students know how to evaluate the safety of the practices and they take ethical principles into consideration.

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students know the functions and operating principles of the most central institutions of Finnish society. They understand how citizen's constitutional rights affect their future work. Students are familiar with the history of Finnish society and social policy. They understand history through older people’s experience and are able to discuss historical events.

Content

- Finnish history and the development of the welfare state
-Constitutional rights
-Public administration
-Court of law and punishments in Finland
-Taxation in Finland

Materials

Material provided by lecturer

Teaching methods

Lectures, learning discussions, learning tasks

Exam schedules

The last lecture

Student workload

Lectures 18 hours, learning tasks and preparation for exam 63 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are familiar with central features of Finnish society and social policy. They understand the function and development of Finnish society to some extent.

Assessment criteria, good (3)

Students are familiar with central features of Finnish society and social policy, and they are able to examine connections between various phenomena. Students understand how Finnish society and its central institutions function.

Assessment criteria, excellent (5)

Students are able to critically examine themes pertaining to social policy and to the development of Finnish society. They know how to relate individual phenomena to a social context. Students are able to critically evaluate the situation of the Finnish welfare state.

Assessment methods and criteria

Exam, activity in lectures

Qualifications

No previous studies are required.

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students become aware of the special features, aims, ideas of clientship, interventions, ethical principles, professional roles and competence requirements pertaining to gerontological care and social work. Students know what their own role is in multiprofessional work.

Content

- essential concepts in nursing: the human being, environment, health, nursing interventions
- essential concepts in social work, used to describe aged people's living context and experiences at levels of the individual, community and society
- the foundation of professional practice in nursing care and social work and the role of the Bachelor of Social Services in the health and social field.

Materials

- Seppänen, M. 2006. Gerontologinen sosiaalityö. Yliopistopaino.
- Kananoja, A., Marjamäki. P. & Lähteinen, M. (toim.) 2017. Sosiaalityön käsikirja. Tietosanoma.
- toim. Pohjola, Anneli. Rakenteellinen sosiaalityö. 2014
- Eriksson, Katie ; Isola, Arja ; Kyngäs, Helvi ; Leino-Kilpi, Helena ; Lindström, Unni Å ; Paavilainen, Eija ; Salanterä, Sanna ; Vehviläinen-Julkunen, Katri ; Åstedt-Kurki, Päivi. HOITOTIEDE. 2012. Sanoma Pro
-Gerontological nursing. Eliopoulos, Charlotte. Lippincott Williams & Wilkins 2013.

Articles:
Gerontologia magazine
Hoitotiede magazine

The latest studies in gerontological care and social work

Teaching methods

Lectures and exercises, seminary

Student workload

80 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to analyse some of the theoretical background of gerontological care and social work. They are partly able to explain the meaning of multiprofessional collaboration and the role of the Bachelor of Social Services in the health and social field.

Assessment criteria, good (3)

Students are able to analyse the theoretical background of gerontological care and social work. They are able to explain the meaning of multiprofessional collaboration and the role of the Bachelor of Social Services in the health and social field at good level.

Assessment criteria, excellent (5)

Students are able to assimiliate the essential concepts into the foundation of their competence. Students are able to extensively analyse the theoretical background of gerontological care and social work. They are able to explain the meaning of multiprofessional collaboration and the role of the Bachelor of Social Services in the health and social field at excellent level.

Assessment methods and criteria

Active participation in hourly work 20%
Seminar assignment 80%
The student knows how to break down the theoretical starting points of gerontological care and social work.
The student can explain the meaning of multiprofessional cooperation and the role of a bachelor of applied gerontology in the social and health sector.

Qualifications

no previous studies are required

Enrollment

17.04.2023 - 06.09.2023

Timing

19.02.2024 - 17.05.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
Student groups
  • MGERO22

Objective

Students will understand the importance of geriatrics as a medical specialty. He/she knows the geriatric research, treatment and rehabilitation chain. He/she will recognise the content and importance of the overall geriatric assessment. Identify the main lines of investigation, treatment and rehabilitation of the most common geriatric diseases, including memory disorders and syndromes. They will understand the importance of multidisciplinary collaboration as part of the overall geriatric assessment of the elderly.

Content

- geriatric illnesses and syndromes
- examination and diagnosis
- planning of care and rehabilitation, drug care
- diagnosis and care of memory disorders
- Overall geriatric assessment and multi-professional cooperation

Materials

- Material in the Moodle with links
- Duodecim Geriatria (e-book)

Teaching methods

Independent studying online, except for the orientation that is in live
Exam in Moodle.

Exam schedules

Exam in the end of the course

Student workload

2 x 26,5h

Further information

Virtual course

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student understands the significance of geriatric knowledge in the care of the elderly and recognizes some common geriatric diseases. The student understands the importance of multiprofessional cooperation as part of the geriatric research, treatment, and rehabilitation chain.

Assessment criteria, good (3)

The student understands the significance of geriatric knowledge in the care of the elderly and recognizes some common geriatric diseases. The student understands the importance of multiprofessional cooperation as part of the geriatric research, treatment, and rehabilitation chain. The student recognizes the content and significance of geriatric comprehensive assessment.

Assessment criteria, excellent (5)

The student can identify and evaluate geriatric diseases in the elderly and their medication treatments. The student can identify and evaluate geriatric diseases in the elderly and their medication treatments. The Student understands the importance of geriatric knowledge in elderly care. The student understands the importance of multiprofessional cooperation as part of the geriatric research, treatment, and rehabilitation chain. The student recognizes the content and significance of geriatric comprehensive assessment.

Assessment methods and criteria

According to the Curriculum

Qualifications

Introduction to Anatomy and Physiology
Drug Care and Pharmacology

Enrollment

17.04.2023 - 07.09.2023

Timing

01.09.2023 - 31.07.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Seats

12 - 40

Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
Student groups
  • MGERO21

Objective

Students know where to seek information about gerontechnology. They become aware of the potential and limitations of user-oriented technology in the promotion of social engagement and functional capacity. Students are able to desribe ethical issues in the use of gerontechnology.

Content

- concept of gerontecnology
- user-oriented technology
- devices, applications and services used in gerontechnology
- Robotics and artificial intellugence
- suistainable development
- ethical questions in gerontechnology

Materials

materials in moodle

Teaching methods

virtual learning independently (moodle)

Student workload

approximately 80 hours students work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to list features of gerontechnology.

Assessment criteria, good (3)

Students are able to describe gerontechnology and its benefits from the perspectives of the individual, community and society. They recognise ethical issues pertaining to gerontechnology.

Assessment criteria, excellent (5)

They evaluate ethical issues pertaining to gerontechnology.

Assessment criteria, good (3)

Students are able to list features of gerontechnology.

Assessment criteria, excellent (5)

Students are able to describe gerontechnology and its benefits from the perspectives of the individual, community and society. They recognise ethical issues pertaining to gerontechnology.

Assessment criteria, approved/failed

They evaluate ethical issues pertaining to gerontechnology.

Enrollment

17.04.2023 - 06.09.2023

Timing

22.01.2024 - 12.04.2024

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
Student groups
  • MGERO22

Objective

Students will know how to assess ill aged people's needs for care and nursing from a client-centered, perspective, based in gerontological knowledge. They will know how to plan, implement and evaluate the care and nursing of ill aged people in various living environments. In their decisions, students will pay attention to the clients' rehabilitation as well as to the promotion of their health and ability to function. They know how to support the aged person and his family in hospice care. Students will recognise development challenges in the care of ill aged people and demonstrate ethical competence.

Content

- the evidence based care and nursing process in common geriatric illnesses
- nursing interventions in gerontological nursing
- multiprofessionalism in gerontological nursing
- continuity of care and rehabilitation in gerontological nursing
- hospice care
- documentation in gerontological nursing

Materials

New online material
Newest print of: Hoitotyön taidot ja toiminnot, SanomaPro

Duodecim Oppiportti-material

Teaching methods

Lectures, visitors, practical exercises, learning tasks
Active participation is required
Exam

Exam schedules

In the end of the course

Student workload

5x26,5 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are familiar with basic features and ethical principles in the planning, implementation and evaluation of old people’s nursing care and rehabilitation. Students adequately manage to carry out gerontological nursing and rehabilitation duties. They express interest in gerontological nursing and rehabilitation and end-of-life care.

Assessment criteria, good (3)

Students are able to plan, implement and evaluate ill and recovering old people’s nursing care, rehabilitation and end-of-life care. Students are able to evaluate their skills and knowledge and observe ethical principles in their action. Students are prepared to carry out gerontological nursing and rehabilitation duties and they are able to apply their knowledge to new tasks. They are aware of their development needs and identify development options in their work.

Assessment criteria, excellent (5)

Students are able to plan, implement and evaluate ill and recovering old people’s nursing care, rehabilitation and end-of-life care extensively and in a profound manner. Students are able to evaluate and give reasons for their solutions and observe ethical principles in their action. Students are fully prepared to carry out gerontological nursing and rehabilitation duties and they are able to apply their knowledge to new tasks and develop new practices. They demonstrate initiative and present visions of how practices could be developed.

Assessment methods and criteria

Active participation in classes
Learning tasks
Exam

Qualifications

Introduction to Gerontology, Geriatrics, Anatomy and Physiology, Basics of Elderly Care

Enrollment

17.04.2023 - 06.09.2023

Timing

25.09.2023 - 15.12.2023

Credits

3 op

Virtual proportion (cr)

2.5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katariina Perttula
Student groups
  • MGERO22

Objective

Students recognise various forms of family caregiving and other informal care. They are able to examine needs for support in family caregiving from the perspective of the old person’s family/friends and from the perspective of the services. Students are able to organize and develop services to support family caregiving and other care given by informal carers and they know how to use services and other means, for example counselling, support and guidance when working with families. Students are familiar with various forms of training and rehabilitation designed for family caregivers, and use them in their work.

Content

- various forms of family caregiving and other care given by informal carers
- supporting family caregiving and other informal care; means and methods
- current development plans for supporting family caregiving
- Act on Support for Informal Care
- the service provision system for family caregiving (public, private and third sector services and support)
- rehabilitation and training for family caregivers
- care and service plan for family caregiving

Student workload

81 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are for the most part familiar with various forms of family caregiving and other informal care. They are to some extent able to examine needs for support in family caregiving from the perspective of the old person’s family or friends. Students know how to make use of some service options to support and counsel families, but based on surface and rote learning. Students know the main features of client-centred service planning for family caregiving.

Assessment criteria, good (3)

Students are able to examine various forms of family caregiving and other informal care and their special features from multiple perspectives. They are well able to interpret various aspects of family caregiving and analyse them from the perspective of the old person’s family or friends and from the perspective of services. Students know how to support and counsel families, while taking into consideration the families’ individual situations and making use of current information and services.

Assessment criteria, excellent (5)

Students are able to examine various forms of family caregiving and other informal care and their special features from multiple perspectives. They are able to profoundly analyse various aspects of family caregiving from the perspective of the old person’s family or friends and from the perspective of services. Students know how to support and counsel families, while reflectively making use of current information and services and extensively taking into consideration the families’ individual situations. In addition, students demonstrate ability to develop and organise support and services based on the needs expressed by family caregivers.

Qualifications

Foundations of Gerontological Knowledge (mostly)

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 31.12.2023

Credits

4 op

Virtual proportion (cr)

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Hilkka Latva-Somppi
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments

Content

Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright

Materials

Coursematerials in the Moodle.

Teaching methods

Independent studies in virtual environment, assignments.

Student workload

Studients study-time: 1 h for orientation and 103 h for independet studies.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.

Assessment criteria, good (3)

The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.

Assessment criteria, excellent (5)

The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.

Assessment methods and criteria

Independent assignments (Scale 1-5).

Enrollment

15.12.2023 - 21.04.2024

Timing

08.01.2024 - 31.05.2024

Credits

4 op

Virtual proportion (cr)

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Construction Site Management
  • Master of Engineering, Construction Engineering
  • Bachelor of Business Administration, Business Management
  • Bachelor of Social Services
  • Bachelor of Hospitality Management
  • Bachelor of Business Administration, SME Business Management
  • Bachelor of Natural Resources, Agriculture and Rural Enterprises
  • Bachelor of Engineering, Information Technology
  • Bachelor of Engineering, Automation Engineering
  • Bachelor of Engineering, Food Processing and Biotechnology
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Engineering, Mechanical Engineering
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Raija Kangassalo

Objective

- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments

Content

Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright

Materials

Material assigned by the teacher in Moodle

Teaching methods

independent online study

Student workload

Student workload 108 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.

Assessment criteria, good (3)

The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.

Assessment criteria, excellent (5)

The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.

Assessment methods and criteria

Independent assingments, Moodle exams

Enrollment

17.04.2023 - 11.10.2023

Timing

23.10.2023 - 17.12.2023

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Construction Site Management
  • Master of Engineering, Construction Engineering
  • Bachelor of Business Administration, Business Management
  • Bachelor of Social Services
  • Bachelor of Hospitality Management
  • Bachelor of Business Administration, SME Business Management
  • Bachelor of Natural Resources, Agriculture and Rural Enterprises
  • Bachelor of Engineering, Information Technology
  • Bachelor of Engineering, Automation Engineering
  • Bachelor of Engineering, Food Processing and Biotechnology
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Engineering, Mechanical Engineering
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Juha Yli-Hemminki
Student groups
  • AUTE23B
    Bachelor of Engineering, Automation Engineering

Objective

- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments

Content

Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.

Assessment criteria, good (3)

The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.

Assessment criteria, excellent (5)

The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.

Enrollment

28.08.2023 - 24.09.2023

Timing

25.09.2023 - 01.10.2023

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Engineering, Construction Engineering
  • Bachelor of Business Administration, Library and Information Services
  • Bachelor of Health Care, Nursing
  • Bachelor of Construction Site Management
  • Bachelor of Business Administration, Business Management
  • Bachelor of Social Services
  • Bachelor of Hospitality Management
  • Bachelor of Business Administration, SME Business Management
  • Bachelor of Natural Resources, Agriculture and Rural Enterprises
  • Bachelor of Engineering, Information Technology
  • Bachelor of Engineering, Automation Engineering
  • Bachelor of Culture and Arts, Cultural Management
  • Bachelor of Engineering, Food Processing and Biotechnology
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Engineering, Mechanical Engineering
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Jussi Kareinen
  • Jaana Liukkonen
Student groups
  • KUTU23
    Bachelor of Culture and Arts, Cultural Management

Objective

The student can:
- solve real working-life development tasks (companies, organisations, associations) in small groups, consisting of students of different fields
- conduct a customer survey and, based on it, develop and test different solutions to the commissioner’s problem
- consider the business aspects while choosing their solution
- present the solution, or concept, chosen by the group to the commissioner in a professional way
- apply design thinking and its process in future in development tasks in their own field

Content

In the daytime implementation, the course is implemented as a one-week intensive course during SeAMK Innovation Week. During that time, the students do not attend any other courses at SeAMK.
In the multimodal implementation, the course is implemented online, following a separate timetable.
- Preliminary assignment on the concepts and processes of the course (design thinking, service design, groupwork)
- Analysis of the problem of the development task
- Collection of customer information with different methods
- Brainstorming of solution options with different methods
- Testing of solution options and their development based on the testing
- Presentation of a solution, or concept
- Teamwork skills and daily reporting on one’s work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

.

Assessment criteria, approved/failed

- By completing the preliminary assignment successfully, the student shows their command of the stages and concepts of the customer-focused development project
- The student shows their command of the customer-focused development process by actively participating in the solving of the development task in the group
- The student can collect customer information using different methods and apply information to solve the development task
- The student has participated in the presentation of the group’s results to the commissioner

Enrollment

13.11.2023 - 26.02.2024

Timing

04.03.2024 - 26.04.2024

Credits

2 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Seats

1 - 30

Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katri Turunen
  • Virpi Salo
  • Merja Hoffrén-Mikkola
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

The course introduces health literacy interaction and guidance methods to promote brain health and treat memory disorders. The course provides practice in the use of different interaction and guidance methods in lifestyle counselling for brain health, health literacy promotion and encountering people with memory problems.

On completion of the course, the student will
- identify the principles of interaction and guidance that support health literacy
- know how to use health literacy guidance methods
- can motivate clients to promote brain health and self-care
- know how to apply methods of advocacy to promote brain health
- can justify the importance of respectful and memory-friendly interaction with people with memory problems and their relatives

Content

Basics of health literacy
Lifestyle factors related to brain health
The Teach Back method
Methods of speaking up
Motivational interviewing
Respectful encounters with the person with memory loss and their loved ones

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Approved criteria
The student recognises the principles of interaction and guidance that support health literacy. The student can explain health literacy guidance methods and how to motivate the client to promote brain health and self-care. Students will demonstrate knowledge of methods of advocacy for brain health promotion. The student will justify the importance of respectful and memory-friendly interactions when dealing with people with memory problems and their loved ones.

Further information

Learning online in the Moodle learning environment. The course includes three time-bound Teams meetings. In addition, there will be independent time- and place-independent learning in Moodle.

Enrollment

29.08.2023 - 07.09.2023

Timing

11.03.2024 - 17.05.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Kari Jokiranta
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students are able to
- to perceive the international economy and its impact on the social and health sector
- to look at the key challenges related to the implementation of sustainable development
- to structure different approaches to intercultural interaction
- to guide migrants to get by in their typical dilemmas
- to examine the challenges of health and social problems in their cultural and social frameworks
- to identify the global health situation and its major threats

Content

- international economy
- sustainable development
- intercultural interaction
- typical problems faced by migrants
- cultural aspects of health and social problems
- global health situation and related threats

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, good (3)

x

Assessment criteria, excellent (5)

x

Assessment criteria, approved/failed

Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.

Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna Rauha
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students will learn the structure, function and terminology pertaining to central body systems. They will learn where the organs are located and know how the function of body systems maintains health. The studies will help them understand aging and the changes brought on by old age. Students will also study the role of microbes in health and pathology and gain a foundation for the study of infectious diseases, their treatment and asepsis in elderly care.

Content

- structure and function of body systems
- the musculoskeletal system
- the respiratory and cardiovascular system
- the digestive system
- the urinary system
- the endocrine and nervous system
- types of microbes
- immunology
- principles of asepsis and elimination of microbes.

Materials

Leppäluoto, J. & al. (2012 tai uudempi painos). Anatomia+Fysiologia. Rakenteesta toimintaan. SanomaPro. (soveltuvin osin). - Teacher's material

Teaching methods

Independent studying in Moodle.

Exam schedules

In Moodle, at the end of the course.

Student workload

3 x 27 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students know to a limited degree the structure, function and terminology of central body systems. They are uncertain about the role of these systems in the human organism. Students are only able to locate some organs in the body.

Assessment criteria, good (3)

Students are mostly familiar with the structure, function and terminology of central body systems and understand to some extent their role in the human organism. Students are able to locate organs in the body.

Assessment criteria, excellent (5)

Students are familiar with the structure, function and terminology of central body systems and understand their role in the human organism. Students are able to locate organs in the body and apply their knowledge to identify structural-functional disorders.

Assessment methods and criteria

According to the Curriculum, 1-5.

Assessment criteria, satisfactory (1)

Less than 50% of the final exam score.

Assessment criteria, good (3)

50%-69% of the final exam score.

Assessment criteria, excellent (5)

70%-89% of the final exam score.

Assessment criteria, approved/failed

90% or more of the final exam score.

Qualifications

Introduction to Gerontology

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

6 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katri Turunen
  • Aino Asunmaa
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students learn to analyse and interpret old age and ageing with help of multidisciplinary gerontological theories. They learn to examine old age as a societal, social and cultural phenomenon. Students can explain ageing as a process of adaptation and development. They use the experiential knowledge conveyed by research and literature to increase their understanding of old age. Students are able to promote aged people's health and ability to function. They are aware of the meaning of the environment, physical exercise and nutrition. Students apply gerontological knowledge in practical elderly care and its development and in their professional growth.

Content

- gerontology as a science, gerontological research
- ageing of the population and its effects on society
- ageing as an experiential, societal, cultural and social phenomenon
- aged people's health and ability to function, factors that affect them
- aged people's nutrition
- physical, psychological and social ageing
- the interaction between the individual and the environment during ageing
- the meaning of mobility and physical exercise in the ageing process

Materials

-

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students analyse old age and ageing with help of gerontological theories and models. They recognise ageing as a process shaped by adaptation, development and individual experiences. Students know how to apply gerontological knowledge in their studies and in elderly care.

Assessment criteria, good (3)

Students analyse old age and ageing with help of multidisciplinary gerontological theories and models. They can explain ageing as a process shaped by adaptation, development and individual experiences. Students know how to apply gerontological knowledge in their studies and in elderly care and its development.

Assessment criteria, excellent (5)

Students analyse and interpret old age and ageing with help of multidisciplinary gerontological theories and models from the perspectives of the individual, culture and society. They can explain ageing as a process shaped by adaptation, development and individual experiences. Students know how to apply gerontological knowledge in their studies and in elderly care and its development.

Qualifications

No previous studies are required.

Enrollment

17.04.2023 - 06.09.2023

Timing

16.01.2024 - 17.03.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Hilkka Latva-Somppi
Student groups
  • MGERO22

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Enrollment

28.08.2023 - 07.09.2023

Timing

08.01.2024 - 31.05.2024

Credits

2 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Hilkka Latva-Somppi
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Enrollment

16.11.2023 - 07.01.2024

Timing

01.01.2024 - 31.07.2024

Credits

2 op

Teaching languages
  • English
Seats

12 - 24

Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Health Care, Nursing
  • Bachelor of Social Services
  • Free Choice Studies
  • Degree Programme in Public Health Nursing
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Jutta Potila
  • Maria Valli
  • Virpi Rantanen
Student groups
  • SH22K
  • SH21S
  • MGERO21
  • FYS22
    Degree Programme in Physiotherapy, Full-time studies
  • FYS21
  • RN21
    Degree Programme in Nursing, Nursing Branch, Registered Nurse, RN, (UAS)
  • MRN22
    Degree Programme in Nursing, Nursing Branch, Registered Nurse, RN, (UAS)
  • MGERO22
  • SH21K
  • MSH21KA
  • IEPN24S
    Sneak Peek of Finnish Nursing Education
  • MSH21S
  • MRN23
    Bachelor of Health Care, Nursing
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation
  • FYS23
    Bachelor of Health Care, Physiotherapy
  • MSH22SB
  • TH22
  • TH21

Objective

-Student
- knows how to work in a multi-professional work group and utilize the expertise of group members in different areas -can map and comprehensively support the functional capacity of the elderly -identify the factors affecting the elderly client's survival at home -can assess the resources of clients with different cultural backgrounds and their loved ones and take these into account in the planning and implementation of care work and rehabilitation -knows how to take advantage of the opportunities offered by technology in supporting elderly living at home

- Student encounters multicultural peer students and other people with respect and equality and gives and takes feedback

-Student evaluates and develops the work, assumes responsibility for his/her actions and becomes aware of the interaction and co-operation skills and development needs of him/ herself

-Student practices simulated client situations in Finnish and in English

Content

- Multi-professional collaboration in healthcare services

- Rehabilitation and supporting the functional capacity of the elderly at home

- Utilizing technological solutions and taking multicultural backgrounds account in the client work for the elderly

Materials

Moodle

Teaching methods

Simulations, lectures, learning diary, familiarization visits and online assignments

Student workload

54 h

Further information

The course is bilingual.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

.

Assessment criteria, approved/failed

Accepted: The student participates in the meetings of the study period and demonstrates the competence presented in the competence objectives during them and by successfully completing the tasks belonging to the study period.
Fail: -The student does not achieve the competence goals of the course and cannot demonstrate his competence in them.

-The student is not able to reflect and to recognize strengths and weaknesses in his/ her interaction and co-operation skills and does not seek to develop himself/ herself or to adapt his/her course of action accordingly.

- The student is not able to act in a professional manner in interaction and co-operation in simulated client situations. The student does not participate in the learning process nor shares knowledge with the peers.

- The student has not actively participated in studies and in simulations.

Qualifications

30 op previous studies are required

Enrollment

17.04.2023 - 06.09.2023

Timing

01.01.2024 - 31.05.2024

Credits

8 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
Student groups
  • MGERO22

Objective

After completing the course, the student is able to plan, implement and evaluate gerontological care and rehabilitation work based on an assessment of the needs and resources of a sick elderly person as part of the comprehensive care and service planning for the elderly. The student can take into account the needs and resources of a sick elderly person and work as part of a multiprofessional network. The student knows how to use RAI assessment. The student knows the process of pharmacotherapy in the elderly. The student understands the care and support needs of an elderly person and those close to him or her in the convalescent phase. He / she is able to reflect on and solve ethical problems in the care of a sick elderly person.

Content

Students select a practical training setting in a care or rehabilitation unit or in home or in institutional care of ill older people in order to reach the learning outcomes defined for the course.

Teaching methods

Orientation, practical training, learning assignment, seminar

Employer connections

Practical training

Student workload

212 hours, 200h practical training

Further information

If you have previously acquired expertise in care work for the elderly, try to find pracical training place that offers you new learning or strengthen your previous expertise in the care and rehabilitation of the elderly in the field of work for the elderly. You can take, for example, the development of nursing work as a point of view.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass
Upon completion of the course, students will know how to plan, implement and evaluate nursing and rehabilition to meet the needs and resources of ill older people. Students will learn the most important nursing interventions. Students will learn to describe the drug care process for ill older people. They will be prepared to support and counsel old people and families during end-of-life care. Students will be capable of reflection and solving ethical problems in the care and nursing of ill older people.

Assessment methods and criteria

Participation in the orientation and final seminar
Practical training
Assignment related to training
Learning contract

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 15.12.2023

Credits

8 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Maria Valli
  • Katariina Perttula
Student groups
  • MGERO22

Objective

Upon completion of the course, students will be able to identify older people's needs in gerontological social service work comprehensively. They will become familiar with principles and forms of support and professional practice designed to meet clients' needs. The student can assess the service needs of customers. Student will learn to analyse their values and attitudes related to elderly care.

Content

Familiarization with the organization, clients and services of the placement. Learning about the clients' daily live, functional capacity and social engagement. Ethical reflection from perspective of clients and the student's individual professional development.

Materials

No literature

Teaching methods

Practical Training in working life, assignments, orientation and seminar

Employer connections

The internship is completed in working life.

Student workload

212 hours
length of training 5 weeks

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass:
Students are active and demonstrate initiative during practical training. They are able to describe the setting, organization, clients and services in their placement. They recognise various forms and principles of support and professional practice. They observe professional ethics and are aware of their values and attitudes.

Fail:
Students are only to some extent able to name competence requirements and development needs for their practical training placement. Their assessment of their personal learning needs is unrealistic.

Assessment methods and criteria

-training goals drawn up
-instructor feedback
-learning tasks completed

Qualifications

Study courses: Assessment of Service Needs and Case Management

Enrollment

17.04.2023 - 06.09.2023

Timing

15.01.2024 - 31.05.2024

Credits

12 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Maria Valli
  • Tua Niemelä
Student groups
  • MGERO21

Objective

Students are familiar with management and the role of a manager/immediate supervisor in elderly service organizations. Students know how to apply theoretical knowledge in management of elderly care. They familiarise themselves with funding systems and legislation. Students know how to analyse their development options and preparedness to work in management and development of quality with profit responsibility.

Content

Practical training in service provision systems in elderly care or in disability services, with special focus on management, financial issues, development, quality and evaluation in the placement. Development projects in services for the older adults or disablity services will be appropriate.

Materials

Literature chosen by the student.

Teaching methods

Orientation 2x, practical training, learningcontract, practice assignment practice seminar.

Student workload

318 hours
1. orientation week 50
2. orientation week 11
practice week 12-19
practice seminar week 20

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Students have competences to apply theoretical knowledge in practical training. Students have good command over important areas of elderly care management, which they reflect on in their assignments. They identify capacities of critical thinking, are able to name development needs and their alternative solutions. They identify and bring up development challenges in their own action but also in the organization.

Fail: Students are not able to combine theoretical knowledge with practical situations. Students have no competences to use the key concepts of management and development. They don't recognize development needs of a service organization or they can't find solutions required in development. They are not able to recognize development needs in their own action.

Assessment methods and criteria

Learning assignment

Qualifications

Most part of the basic and professional studies.

Further information

The internship is preceded by theoretical studies in management, human resource management and development.

Enrollment

17.04.2023 - 06.09.2023

Timing

11.09.2023 - 15.12.2023

Credits

7 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
Student groups
  • MGERO21

Objective

Students will become familiar with the service provision system and service pathway for people with memory disorders and learn to counsel clients and families on the services. Students will learn to conduct the most important memory tests and interviews. As members of multiprofessional teams, students will plan, implement and evaluate dementia care and rehabilitation based on the clients' needs and ethical principles. They know how to support the memory sick person to the independent life and participation in community.

Content

Practical training in the memory field, which allows the student to reach the learning outcomes. The unit is selected by the student.

Materials

The literature of the theory study course belonging to the subject

Teaching methods

Practical training in memory work environments,
Opening and closing seminars
Learning assignments

Student workload

7 x 26,5 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass/
Students will become familiar with the service provision system and service pathway for people with memory disorders and learn to counsel clients and families on the services. Students will learn to conduct the most important memory tests and interviews. As members of multiprofessional teams, students will plan, implement and evaluate dementia care and rehabilitation based on the clients' needs and ethical principles. They know how to support the memory sick person to the independent life and participation in community.

Assessment methods and criteria

An approved performance requires the completion of the hours required for the practical training as well as the student's own goals and the general goals of the course.

Qualifications

Study module: Gerontological Care, Nursing and Rehabilitation

Enrollment

01.02.2022 - 07.09.2023

Timing

01.08.2023 - 31.12.2023

Credits

6 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
  • Tua Niemelä
Student groups
  • MGERO21

Objective

Upon completion of the course, students know how to identify needs of aged people that can be met by the tools of preventive and empowering gerontological work. Students know how to select and apply various methods and forms of support and recognise what challenges their use may involve. Students analyse their professional development.

Content

Practical training in a setting which allows familiarization with preventive, psychosocial, sociocultural or other resource-oriented or empowering practices. Students' approach to methods depends on the possibilities offered by the placement.

Teaching methods

Orientation and practice tasks in Moodle, seminar presentations and practice. The training can be carried out in different ways.

Student workload

The student's working time is 6 credits x 27 hours, a total of 162 hours.
Practice for 4 weeks or as planned in advance and agreed with the teacher.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass:
Students extensively identify needs for preventive and empowering gerontological work. They are able to plan and compare services and forms of support and use them in practical client situations. Students analyse their professional development realistically.

Fail: Students are able to identify and name various services and forms of support, but their planning and practical application is lacking. They do not know how to analyse their professional development adequately.

Qualifications

Preventive and empowering methods

Enrollment

29.08.2023 - 07.09.2023

Timing

09.01.2024 - 31.05.2024

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

After completing the course, the student has the capability to plan, implement, and evaluate support for the daily activities of clients while considering the principles of sustainable development. The student is able to take into account the client's needs in home-like conditions. The student is able to support the client's resources, sovereignty, inclusion and quality of life. The student is able to assess his or her own development needs.

Content

Carrying out the training according to the goals.

Materials

Latest edition: Hoitotyön taidot ja toiminnot, Rautava-Nurmi ym.

Teaching methods

Freely chosen course
Practical training
Learning contract
Seminars x 2.

Employer connections

Practical training

Completion alternatives

Discussed with the student if needed.

Student workload

4 x 27 hours

Further information

The course is mandatory for students who do not have a practical nurse, etc. degree or previous experience in care work with the elderly.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

The student is able to plan, implement and evaluate support for the client's daily activities. The student recognises and is able to take into account the needs of the client in a domestic setting. The student is able to support the client's resources, sovereignty, inclusion and quality of life and to improve and strengthen them. He or she knows how to use the main methods of assistance to support activities of daily living and how to give guidance to the person concerned and his or her relatives. The student is able to assess his or her own development needs.

Assessment methods and criteria

Learning contract
Practical training

Enrollment

29.08.2023 - 07.09.2023

Timing

28.08.2023 - 15.12.2023

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Upon completion of the course, students are aware of the special nature of old age as a stage of life and make meaningful daily life possible for the aged. They are able to explain and compare changes in aged people's functional capacity and coping in daily life a based on the gerontological knowledge. They are able to be in interaction with the aged. The profession of the work with the aged begins to take shape to the student.

Content

Practical training in a setting which enables meaningful daily life for older people. Practical placement in selected by the student.

Teaching methods

Practical training in a work environment for the elderly that is suitable for the goals of the course
Start and end seminars
Assignments; a learning contract and a themed learning diary

Employer connections

Practical training

Student workload

5 x 26,5h

Further information

If the student has no experience in work with the daily activities of older people, this practical training has to be done. Otherwise, the student can demonstrate her skills on a separate demonstration day.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Passed/fail.
Upon completion of the course, students are aware of the special nature of old age as a stage of life and make meaningful daily life possible for the aged. They are able to explain and compare changes in aged people's functional capacity and coping in daily life a based on the gerontological knowledge. They are able to be in interaction with the aged. The profession of the work with the aged begins to take shape to the student.

Fail:
Students have a narrow understanding of othe special nature of old age as a stage of life and making meaningful daily life possible for the aged. They have difficulties in in interaction with the aged Their personal learning needs are unrealistic.

Assessment methods and criteria

Approved practical training, approved learning diary, learning contract and active participation in seminar work.

Qualifications

The study unit: Gerontological knowledge base goes at the same time

Enrollment

29.09.2023 - 12.01.2024

Timing

08.01.2024 - 24.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Seats

12 - 40

Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
Student groups
  • MGERO22

Objective

Students learn to explain the concepts preventive and empowering work with older adults and become aware of the theoretical foundation of anticipatory, preventive and empowering work. Students will be able to name important actors and practices in anticipatory and preventive work with the clients and groups and give examples of what empowering work can involve in Finland and also internationally.

Content

- theoretical foundation for the promotion of health and wellbeing
- theoretical foundation for empowering work
- actors and forms of action in anticipatory and preventive work with older adults
-outreach, preventive and proactive work
- preventive multi-disciplinary work
- forms of implementing participatory, structural and empowering, work with the elderly
- activating and councelling of client groups
-sustainable deveiopment and entrepreneurship

Materials

materials in moodle

Teaching methods

virtual learning individually (moodle)

Student workload

approximately 80 h student's work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to describe theories, actors and practices in preventive and empowering work with older people.

Assessment criteria, good (3)

Students compare theories, actors and practices in preventive and empowering work and evaluate the suitability of the practices in meeting clients' needs.

Assessment criteria, excellent (5)

Students analyse and evaluate the role of preventive and empowering work in supporting older adults social engagement, in strengthening their resources and in prevention of social exclusion. Students know how to plan and develop methods for preventive and empowering work.

Assessment criteria, good (3)

Students are able to describe theories,actors and practicies in preventive and empowering work with older people.

Assessment criteria, excellent (5)

Students analyse and evaluate the role of preventive and empowering work on supporting older adults social engagement, in strenghtening their resources and in pvevention of social exclusion. Students know how to plan and develop methods for preventive and empowering work.

Enrollment

17.04.2023 - 06.09.2023

Timing

01.01.2024 - 31.05.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Maria Valli
Student groups
  • MGERO21

Objective

Students learn to analyze current and future challenges in elderly care and in their profession as Bachelors of Social Services and Health Care. They analyze their competence acquired during the studies, their professional growth and development challenges.

Content

- the expertise and competence requirements of Bachelors of Social Services and Health Care
- Analyzing the reflection on current and future challenges in elderly care.
- analysis of the student's own competence compared to the competence requirements

Materials

Material chosen by the student to describe their professional growth.

Teaching methods

Lectures, joint discussions, presentation of one's own professional growth in writing and by various means in the seminar

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass:
Students are able to analyze current and future challenges in elderly care and in their profession as Bachelors of Social Services and Health Care. They can analyze their competences acquired during the studies, their professional growth and development challenges.

Fail:
Students are not able to analyze the challenges of elderly care or their professional competences.

Assessment methods and criteria

Presentation of your own professional growth in a joint seminar.

Qualifications

Basic and professional studies

Enrollment

29.08.2023 - 07.09.2023

Timing

09.01.2024 - 17.05.2024

Credits

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Pirjo Takala
Student groups
  • MGERO23
    Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation

Objective

Students learn to analyze current and future challenges in elderly care and in their profession as Bachelors of Social Services and Health Care. They analyze their competence acquired during the studies, their professional growth and development challenges. The student understands the importance of the social and cultural operating environment for the elderly and is able to take them into account in their profession. The student can analyze the dimensions of sustainable development in elderly work

Content

- the expertise and competence requirements of Bachelors of Social Services and Health Care
- Identifying the reflection on current and future challenges in elderly care
- analysis of the student's own competence compared to the competence requirements

Materials

Trade journals in the field of SoTe, especially for the elderly

Teaching methods

Contact teaching, group work, visitors, seminar

Student workload

The student works 54 hours

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Pass:
Students are able to analyze current and future challenges in elderly care and in their profession as Bachelors of Social Services and Health Care. They can analyze their competences acquired during the studies, their professional growth and development challenges.
The student can analyze the dimensions of sustainable development in elderly work.

Fail:
Students are not able to analyze the challenges of elderly care or their professional competences.

Assessment methods and criteria

Active participation in joint lessons
Participation in group work and completing individual task
Participation in seminar

Further information

No previous studies are required.

Enrollment

09.01.2024 - 12.01.2024

Timing

05.02.2024 - 12.04.2024

Credits

3 op

Virtual proportion (cr)

2 op

Teaching languages
  • Finnish
Seats

12 - 40

Degree programmes
  • Bachelor of Social Services
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Asta Niinimäki
Student groups
  • MSOS24K
    Bachelor of Social Services, Multimodal implementation

Objective

The student knows how to define the role and importance of project activities in the tasks of a social counselor.
The student can identify project work as one of the tools of social work and social counseling.
The student can name the characteristic features of project activities in the social and health sector.
The student can describe the project work process and name the core tasks included in the different phases.
The student can identify and name the prerequisites for a successful project.

Content

- Concepts and methods of project activities
- Project organization and stakeholders
- Project stages and process
- Funding sources for projects
- Project communication
- Project management

Materials

Kymäläinen, H-R., Lakkala, M., Carver, E. & Kamppari, K.(2016).Opas projektityöskentelyyn. Helsingin yliopisto. Tieteestä toimintaa -verkoston julkaisu. Opas projektityöskentelyyn_2016.pdf (helsinki.fi)

Teaching methods

Course includes self-study and teamwork.

Employer connections

-

Exam schedules

An exam at 8.3.2024. Teamwork´s return to be made and presentated 12.4.2024.

Student workload

78 hours

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student knows how to define the role and importance of projects in the social and health sector. The student knows the most important concepts and operating methods of the project. The student can describe the stages and process of the project. The student knows the most important funding sources for projects in the social and health sector. The student can name the key elements of project communication and management.

Assessment criteria, good (3)

The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to describe project concepts, activities, phases, and processes in a versatile way. The student identifies and describes the meaningful connections between project communication, management, and a successful project

Assessment criteria, excellent (5)

The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to comprehensively explain project concepts. The student knows how to analyze the operation of the project, its phases, and its processes. The student can analyze the meaningful connections between project communication, management, and a successful project.

Assessment methods and criteria

Course includes an exam (50%) and teamwork´s presentation (50%).

Assessment criteria, good (3)

The student knows how to define the role and importance of projects in the social and health sector. The student knows the most important concepts and operating methods of the project. The student can describe the stages and process of the project. The student knows the most important funding sources for projects in the social and health sector. The student can name the key elements of project communication and management.

Assessment criteria, excellent (5)

The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to describe project concepts, activities, phases, and processes in a versatile way. The student identifies and describes the meaningful connections between project communication, management, and a successful project

Assessment criteria, approved/failed

The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to comprehensively explain project concepts. The student knows how to analyze the operation of the project, its phases, and its processes. The student can analyze the meaningful connections between project communication, management, and a successful project.

Enrollment

17.04.2023 - 08.01.2024

Timing

01.01.2024 - 31.05.2024

Credits

6 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Katri Turunen
Student groups
  • MGERO22

Objective

The student knows the basic concepts in the field. The student can name factors that are associated with deterioration of physical functioning and knows how to promote health and functioning from the life-course perspective. The student is familiar with common age-related diseases and knows how to prevent them. The student knows Finnish national recommendations for health promotion and is able to provide evidence-based guidance. The student is able to justify the importance of prevention. The student knows methods that can be used in health education and promotion of functional capacity. The student is able to give individualized guidance. The student understands the connection between preventive and functional support activities and the goals of sustainable development.

Content

- Basic concepts in the field and broad view to functional capacity
- Promoting functional capacity from life-course perspective
- Finnish guidelines to promote functional capacity
- Methods for lifestyle interventions
- Methods to promote functional capacity among older people

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student can name basic concepts in the field and factors that promote health and functioning in old age. The student knows the main health promotion guidelines targeted for older people. The student takes part in organizing health promotion event for older people.

Assessment criteria, good (3)

The student can name basic concepts in the field and can name several factors that promote health and functioning in old age. The student knows the main health promotion guidelines targeted for older people and is able to plan evidence-based and individualized health promotion. The student takes actively part in organizing health promotion event and actively promotes health and functioning of older people.

Assessment criteria, excellent (5)

The student can name basic concepts in the field and can name several factors that promote health and functioning in old age. The student justifies the actions using new evidence-based knowledge. The student knows the main health promotion guidelines targeted for older people and is able to plan evidence-based and individualized health promotion. The student takes actively part in organizing health promotion event and actively promotes health and functioning of older people. The student shows positive attitude and responsibility.

Qualifications

Study courses: Basics of Gerontology and Age-friendly Environment and Thinking

Enrollment

17.04.2023 - 06.09.2023

Timing

02.10.2023 - 15.12.2023

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Maria Valli
Student groups
  • MGERO22

Objective

Students know how to explain the contents of the concept and theoretical background of psychosocial work. Students plan and implement activities in which they apply methods of psychosocial work in elderly care. They are able to analyse challenges in the use of these methods

Content

- the concept of psychosocial work
- psychosocial work as part of the knowledge base of social work
- methods of psychosocial work
- interaction in psychosocial work
-Addressing

Materials

Material that teacher has indicated to the Moodle base

Teaching methods

Lectures, functional methods, assignments

Student workload

26,5 x4

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students know how to describe practices in psychosocial work and their meaning in promoting older people's health and wellbeing.

Assessment criteria, good (3)

Students know how to compare various practices in psychosocial work and examine their meaning in promoting older people's health and wellbeing. Students are able to implement activities in which they apply methods of psychosocial work with older people..

Assessment criteria, excellent (5)

Students are able to analyse and evaluate the meaning, potential and practices of psychosocial work in promoting older people's health and wellbeing. Students plan and implement activities in which they apply multiple methods of psychosocial work with older people.

Assessment methods and criteria

Active participation in classes
Independent assignment
Group assignment

Assessment criteria, good (3)

Students know how to describe practices in psychosocial work and their meaning in promoting older people's health and wellbeing.

Assessment criteria, excellent (5)

Students know how to compare various practices in psychosocial work and examine their meaning in promoting older people's health and wellbeing. Students are able to implement activities in which they apply methods of psychosocial work with older people..

Assessment criteria, approved/failed

Students are able to analyse and evaluate the meaning, potential and practices of psychosocial work in promoting older people's health and wellbeing. Students plan and implement activities in which they apply multiple methods of psychosocial work with older people.

Enrollment

17.04.2023 - 06.09.2023

Timing

11.09.2023 - 15.12.2023

Credits

5 op

Virtual proportion (cr)

2 op

RD proportion (cr)

2 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Hilkka Latva-Somppi
  • Leena Elenius
  • Katariina Perttula
Student groups
  • MGERO21

Objective

Students are aware of the theoretical, methodological and ethical background of qualitative and quantitative research. They know how to formulate research questions that suit the research approach. They are able to plan and implement a research process using basic qualitative research methods. They know how to plan and implement a quantitative research process, construct a data collection tool and use SPSS statistics. Students are able to propose how research findings can be applied to the practice of elderly care and services. They know how to analyse their need for research knowledge, use suitable sources of information and read research literature.

Content

- basic concepts in qualitative and quantitative research, research problems, plan and process
- planning data collection, scales of measurement, sampling
- basic methods in qualitative data collection and analysis
- SPSS analysis for quantitative data
- illustrating and reporting on the results
- ethical issues and reliability, producing knowledge and applying it to the practice and development of elderly care and services
- domestic and international sources of research knowledge
- seeking and reading research and statistical information

Materials

- Greasley, Pete (2008) Quantitative Data Analysis Using SPSS: An Introduction for Health and Social Sciences. Open University Press. (e-kirja).
- Heikkilä, Tarja (2014) Tilastollinen tutkimus. Helsinki: Edita.
- Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö.
- Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä. Jyväskylä: Jyväskylän ammattikorkeakoulun julkaisuja 176.
- Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylä: Jyväskylän
ammattikorkeakoulun julkaisuja.
- Puusa, A & Juuti, P. 2011. Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. Helsinki: JTO.
- Sarajärvi, Anneli & Tuomi, Jouni. 2009. Laadullinen tutkimus ja sisällön analyysi. Helsinki:Tammi.
- Other Literature provided by the teachers.
- SeAMK Library websites and other web resources and materials.
- SeAMK Instructions for Written Work and Thesis Template.

Teaching methods

Lectures, online-studies and assignments
Quantitative methods: online-studies.

Student workload

104 hours:
- Quantitative Research Methods: e-learning 52 hours
- Qualitative Research Methods: lectures 20 hours, independent work 32 hours

Content scheduling

-basic concepts in qualitative and quantitative research, research problems, plan and process
- planning data collection, scales of measurement, sampling
- using Webropol in data collection
- basic methods in qualitative data collection and analysis
- Webropols Report and Professional Statistics analysis for quantitative data, possibility to use also SPSS
- illustrating and reporting on the results
- ethical issues and reliability; producing knowledge and applying it to the practice and development of elderly care and services
- information seeking, search terms, research databases (thesis, reports, articles), evaluation and use of information

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students are able to describe approaches and methods in qualitative and quantitative research. Under supervision, they know how to implement a qualitative and quantitative research process using basic methods. Students are aware of research ethical norms. They are able to give examples of applying research knowledge to elderly care practice and services. Students know how to present and use sources of research knowledge in the social and health field. They know how to read research.

Assessment criteria, good (3)

Students are able to compare the approaches, formulation of research problems and methods in qualitative and quantitative research. They know how to implement a research process, taking ethical factors into consideration. They know how to use data collection methods for qualitative and quantitative research and analyse the data using SPSS software and basic methods of qualitative research. Students know how to report on and illustrate the results and present their conclusions for the development of elderly care practice and services. They know how to read and analyse research.

Assessment criteria, excellent (5)

Students are able to analyse the theoretical, methodological and ethical background of qualitative and quantitative research. They know how to implement and justify a research process. They select suitable material, plan the data collection and analyse the data using basic methods of qualitative research and SPSS software. Students know how to report on and illustrate the results and present their conclusions for the development of elderly care practice and services. They know how to critically read research and, based on the information found, develop their information seeking practices.

Qualifications

Introduction to Research and Development

Enrollment

20.11.2023 - 21.01.2024

Timing

01.02.2024 - 31.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Social Services
  • Degree Programme in Public Health Nursing
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Minna Laitila

Objective

- The student can describe the key elements of recovery and recovery orientation and can apply them in client work.
- The student is familiar with the importance of personal recovery based on research and experience.
- The student knows the basic principles of measuring recovery at individual and organisational level
- The student adopts a recovery orientation as a central starting point and guiding value in mental health and substance misuse work
- Students will recognise the potential of experiential knowledge in mental health and substance misuse work and be able to make use of experiential knowledge and peer learning

Content

Recovery and recovery orientation
- Personal recovery
- The importance of recovery
- Measuring recovery
- Experiential expertise, peer support and recovery

Materials

Material in Moodle

Teaching methods

Independent studies in Moodle

Student workload

1 ECTS = appr. 27 hours of student's work

realization.localizedApproveRejectDescription

Passed/failed

Passed
The student can describe the content of the concepts of recovery and recovery orientation.
The student demonstrates an understanding of the significance of recovery orientation and experiential knowledge.
The student has participated in the implementation of the course and completed the assigned tasks.

Failed
The student cannot describe the content of the concepts of recovery and recovery orientation.
The student has not familiarized themselves with the significance of recovery orientation and experiential knowledge.
The student did not participate in the implementation of the course and/or complete the assigned tasks.

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Passed/failed

Passed
The student can describe the content of the concepts of recovery and recovery orientation.
The student demonstrates an understanding of the significance of recovery orientation and experiential knowledge.
The student has participated in the implementation of the course and completed the assigned tasks.

Failed
The student cannot describe the content of the concepts of recovery and recovery orientation.
The student has not familiarized themselves with the significance of recovery orientation and experiential knowledge.
The student did not participate in the implementation of the course and/or complete the assigned tasks.

Assessment methods and criteria

Accomplishing given assignments in Moodle

Enrollment

17.04.2023 - 06.09.2023

Timing

11.09.2023 - 15.12.2023

Credits

5 op

Teaching languages
  • Finnish
Seats

12 - 40

Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
Student groups
  • MGERO21

Objective

Student identifies the most common memory disorders and their typical symptoms. Opiskelija tunnistaa muistioireita ja ymmärtää milloin on syytä epäillä muistisairautta. The student recognizes memory symptoms and understands when there is reason to suspect a memory disorder. Student is able to identify the needs of a person with a memory disorder, as well as the support of their family and loved ones, and guide them. Student is able to support the self-determination of the person with a memory disorder, as well as the capacity for legal foresight and the possibility to participate in decisions concerning their own treatment. The student is able to make versatile use of non-pharmacological therapies and methods of service counselling for people with memory disorders.

Content

- from memory symptom to diagnosis
- memory patient and loved one service guidance
- individual care and rehabilitation planning
- ethical issues of Memorywork
- Working age person with memory disorder and his/her loved ones
- Support for memory-impaired interaction
- Working age memory disorder and the situation of loved ones
- valuable everyday life, inclusion, sovereignty
- non-drug therapies for memory disease
- anticipating the future

Teaching methods

Lessons, assignments, exam

Exam schedules

In the end of the course

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student is able to explain to some extent a person's memory symptoms and memory disease as well as the path of disease progression from diagnosis to an individual treatment and rehabilitation plan. The student can define the needs of individuals with memory disorders and their families and guide them to timely services. The student recognizes non-pharmaceutical treatment methods for individuals with memory disorders.

Assessment criteria, good (3)

The student can explain memory symptoms and memory disorders, and the client's journey from diagnosis to an individualized care and rehabilitation plan. The student can define the needs of individuals with memory disorders and their families and guide them to timely services. The student understands how timely guidance and counseling support the capabilities of individuals with memory disorders in legal anticipation and the opportunity to participate in decisions regarding their own care. Students will know the importance of the individual's own vision and autonomy in rehabilitative care and the decisions and choices that affect it.

Assessment criteria, excellent (5)

The student recognises a person's memory symptoms and memory disease and masters the path from diagnosis to an individual treatment and rehabilitation plan. The student will be able to identify the support needs of people with memory impairment and their loved ones and refer them to timely services. The student will be able to make use of a wide range of non-pharmacological therapies for people with memory problems.
The student will understand the diversity and potential of memory work and will demonstrate concrete issues for the development of memory work at both client and system level.

Qualifications

The module: Gerontological Care, Nursing and Rehabilitation

Enrollment

17.04.2023 - 06.09.2023

Timing

11.09.2023 - 31.12.2023

Credits

4 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Tiina Kohtamäki
Student groups
  • MGERO21

Objective

Students have basic knowledge and skills in art and culture methods and opportunities in the field of elderly care. Student can work goal orientated and plan the creative process from start to finish. Students are aware of their creative resources and know how to use them. Student understand the importance of methods for strengthening self-image, self-esteem and community.
Student has skills to guide clients using socio-cultural methods. Student knows the laws of group dynamics and is familiar with the factors involved in starting, maintaining and terminating a group process. Student knows how socio-cultural functional methods can support the wellbeing, functional ability and self-fulfillment of client groups and strengthen inclusion. The student is able to guide the elderly as individuals and as part of a group.

Content

- Group, group dynamics, group process
- Targeted group leadership
- Socio-cultural methods, social inspiration
- Socio-cultural methods in the work of a geronomist: art, music, drama, physical training, nature, photo
- The use of different functional group methods for social inspiration

Materials

- Levine Madori, L. (2010).Therapeutic Thematic Arts Programming- menetelmä ikääntyneiden aikuisten hoidossa ja kuntoutuksessa.
- Rankanen M., Hentinen M. & Mantere M-H. (2007). Taideterapian perusteet. Duodecim. (sov. osin)
- Hakola U. & al. (2009). Valokuvan terapeuttinen voima. Duodecium
- Malte-Colliard, K. & Lampo, M. (toim.) (2013). Voimaa Taiteesta. Malleja taiteen soveltamiseen hyvinvointialalla.
- Kohtamäki, T & Palomäki, S-L. (2010). Valokuvat vanhainkodin asukkaiden elämäntarinoiden lähteenä. Janus 2010 vol 18 (1) 2010, 35-47.
- Kurki, L. (2008). Innostava vanhuus. Sosiokulttuurinen innostaminen vanhempien aikuisten parissa.
- Bojner-Horowitz, E.&Bojner, G. (2007) Mielihyvää musiikista.
- Draxl, E.; Fischer, A.; Kokko, S.; Kästik, H.; Salovaara, M. & Stedman, J. (Edit). (2017) Handmade Wellbeing Handbook. Facilitating art and craft workshops for older people in care settings.
- Cutler, D.; Karttunen, R. & Räsänen, J. (2021). Love in cold climate, Creative ageing in Finland. The Baring Foundation.

Teaching methods

Workshop, lectures, assignment alone or pairs and in groups. We use Moodle-learning page.

Student workload

104 h:
- 24h lectures and individual and group exercice
- 60h independent work
- 20h exercice

Content scheduling

- TTAP (Therapeutic Thematic Arts Programming) and related exercises
- use of photographs
- use of picture
- the importance of students' own motivation and enthusiasm in arranging creative activities.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Student are familiar with the methods of socio-cultural work. They know the basics of working in creative activity. They are able to plan and execute the work process for the team. The student is able to apply and use his / her creative skills as a tool and empowerment in client work.

Assessment methods and criteria

Pass / Fail
Pass
Students are familiar with sociocultural methods. They know some creative activities and are able to plan and implement a work process as team members. Students use their creative abilities as a tool to promote community spirit. Students take part in classroom activity and write the assignment given.
Fail
Students do not take part in classroom activity and fail to write the assignment given

Qualifications

previous studies are not required

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 15.12.2023

Credits

3 op

Teaching languages
  • roo.sv
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Jaana Store
Student groups
  • MGERO22

Objective

Students will learn to tell about themselves and their education in Swedish. They will learn to use health and social field vocabulary to describe elderly clients and their need for services. Students will be able to describe elderly clients in writing and to counsel and advise them in various client service situations in Swedish.

Content

Swedish vocabulary pertaining to elderly care, nursing and social work, reading texts on elderly care, writing assignments and typical interaction situations in elderly care and work communities. Topics include promotion of health and welfare in elderly people, common illnesses and social problems and encountering elderly clients in need of care and services. Articles and summaries on elderly care education and practice. Oral and written group and pair work related to work life situations.

Materials

Material provided by the lecturer.

Teaching methods

-contact teaching, oral and written exercises, listening tasks, pair and group work
-independent work

Student workload

Total work load of the course 80 h. Contact learning 24 h
Independent learning 56 h

Further information

80% compulsory attendance in lessons.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students use simple structures and limited vocabulary and it is difficult to understand them because of mistakes. Students understand slow and clear speech and relatively easy professional texts. They manage in predictable worklife situations. Their pronunciation is strongly influenced by other languages.

Assessment criteria, good (3)

Students have an almost flawless command of grammatical structures and they professional vocabulary in a comprehensible manner. They manage fairly well in predictable worklife situations. Understandable pronunciation.

Assessment criteria, excellent (5)

Students have an excellent command of grammatical structures and extensive professional vocabulary. They are active and can interact independently and fluently in written and oral worklife situations. Pronunciation close to that of a native speaker.

Assessment methods and criteria

The course is assessed on a scale of 1 to 5.
-active participation in the class work
-exercises in spoken language skills
-students have to pass written and spoken exercises
-exam

Qualifications

No previous studies are required.

Timing

04.09.2023 - 15.12.2023

Credits

0 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Heli Simon
  • Jaana Store
Student groups
  • MGERO22

Objective

x

Content

x

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

xAssessment is based on academic criteria for oral and written proficiency.

Assessment criteria, good (3)

xAssessment is based on academic criteria for oral and written proficiency.

Assessment criteria, excellent (5)

xAssessment is based on academic criteria for oral and written proficiency.

Assessment criteria, approved/failed

xAssessment is based on academic criteria for oral and written proficiency.

Timing

04.09.2023 - 15.12.2023

Credits

0 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Jaana Store
Student groups
  • MGERO22

Objective

x

Content

x

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x Assessment is based on academic criteria for oral and written proficiency.

Assessment criteria, good (3)

x Assessment is based on academic criteria for oral and written proficiency.

Assessment criteria, excellent (5)

x Assessment is based on academic criteria for oral and written proficiency.

Assessment criteria, approved/failed

x Assessment is based on academic criteria for oral and written proficiency.

Enrollment

02.01.2024 - 25.02.2024

Timing

04.03.2024 - 16.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Seats

12 - 60

Degree programmes
  • Bachelor of Health Care, Nursing
  • Bachelor of Social Services
  • Degree Programme in Public Health Nursing
  • Bachelor of Health Care, Physiotherapy
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Pia Haapala

Objective

The study course introduces the possibilities of digitalization in the social and health care sector. It also concentrates on the factors that successful digitalization of the social and health sector requires and demands. The course introduces digital services in the social and health care sector, technologies for living at home environment, as well as robotics, artificial intelligence and mobile health technology solutions.

After competing this course, a student will be able to
- define the concepts related to technologies and digital services in the social and health care sector
- name digital services in the social and health care sector and identify their purposes of use
- take into account information security and data protection requirements in the social and health care sector
- evaluate ethics as part of the use of technologies and digital services
- justify the benefits of using technologies when planning accessible services
- explain the successful technology adoption process
- classify existing technological solutions that support living at home
- explain and justify the applications of robotics, artificial intelligence, and mobile health technology in the social and health care sector

Content

Concepts of digitalisation in the social and health sector
Digital services
Data security and protection
Ethics
Accessibility
Impöementation of technologies
Technologies for living at home
Robotics, artificial intelligence and mobile health technologies

realization.localizedApproveRejectDescription

Accepted:

A student can
• define the most central concepts of technologies and digital services in the social and health care sector
• name the most important digital services in use in the social and health care sector and identify their purposes of use
• consider information security and data protection in the social and health care sector
• evaluate ethics as part of the use of technologies and digital services
• evaluate the benefits of using technology when planning accessible services
• explain the main features of a successful technology adoption process
• classify the most important existing technological solutions that support living at home
• explain and evaluate the applications of robotics, artificial intelligence and mobile health technology in the social and health care sector

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, good (3)

x

Assessment criteria, excellent (5)

x

Assessment criteria, approved/failed

A student can
• define the most central concepts of technologies and digital services in the social and health care sector
• name the most important digital services in use in the social and health care sector and identify their purposes of use
• consider information security and data protection in the social and health care sector
• evaluate ethics as part of the use of technologies and digital services
• evaluate the benefits of using technology when planning accessible services
• explain the main features of a successful technology adoption process
• classify the most important existing technological solutions that support living at home
• explain and evaluate the applications of robotics, artificial intelligence and mobile health technology in the social and health care sector

Further information

The course is delivered virtually in the Moodle learning environment.

Enrollment

17.04.2023 - 06.09.2023

Timing

04.09.2023 - 31.05.2024

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
  • Anna-Kaarina Koivula
  • Tua Niemelä
Student groups
  • MGERO21

Objective

Students know how to implement a research-oriented development process accepted by worklife representatives, using a reflective, development-oriented approach. They use their information seeking skills in many ways during the research and development process. They are able to carry out long-term research or development projects. They have assimilated the research ethical principles.

Content

- implementation of the reseach plan, use of research methods, data collection and analysis
- cooperation with worklife representatives

Materials

- Instructions for written work
- Guidelines for Writing UAS Degree Thesis

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria

Enrollment

17.04.2023 - 06.09.2023

Timing

01.01.2024 - 31.05.2024

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Katri Turunen
  • Maria Valli
  • Anna-Kaarina Koivula
  • Tua Niemelä
Student groups
  • MGERO22

Objective

Students know how to draw up a plan for their Bachelor's Thesis, based on research-oriented development. Students apply their information seeking skills. They work in cooperation with worklife representatives.

Content

- defining a research/development task, concept analysis
- writing a research or development plan, choosing methods
- cooperation with worklife representatives

Materials

- Instructions for written work
- Guidelines for Writing UAS Degree Thesis

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria

Enrollment

17.04.2023 - 06.09.2023

Timing

01.01.2024 - 31.12.2024

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Aino Asunmaa
  • Maria Valli
  • Anna-Kaarina Koivula
  • Tua Niemelä
Student groups
  • MGERO21

Objective

Students know how to implement a research-oriented development process accepted by worklife representatives, using a reflective, development-oriented approach. They use their information seeking skills in many ways during the research and development process. They are able to carry out long-term research or development projects. They have assimilated the research ethical principles. Students know how to report on the research process and how to apply the knowledge to practice. They evaluate their action and learning.

Content

- implementation of the research plan, use of research methods, data collection and analysis
- cooperation with worklife representatives
- reporting on the research or development results, self and peer-evaluation

Materials

- Instructions for written work
- Guidelines for Writing UAS Degree Thesis

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

The evaluation criteria are attached to the thesis guide.

Enrollment

17.04.2023 - 06.09.2023

Timing

15.01.2024 - 31.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula
Student groups
  • MGERO21

Objective

Student recognices needs of clients that are in a marginalized position because of physical, psychological or social reasons and is able to take them into account when supporting their daily lives. He / she is able to take into account the needs of support in customer situations and everyday activities in such a way that the involvement of the elderly and the expertise of their own life is ensured.
The student knows the key information producers and third sector actors who provide special support and is able to utilize them when guiding the elderly belonging to special groups. The student is able to utilize the current service system and knows the most important laws and recommendations. He / she knows the knowledge and skills needed for service management concerning customer groups.
The student is able to evaluate his / her own competence and knows his / her own development needs at work.

Content

- belonging to a special group in old age; disability, multiculturalism, minority
belonging, exclusion
- the support and service needs of a special group of older people
- forms of support, recommendations and legislation
- the most common methods to support communication

Materials

materials in moodle

Teaching methods

virtual learning independently (moodle)

Student workload

approximately 80 hours students work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student is able to see the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student is aware of the special needs and challenges of the everyday life and well-being of the elderly belonging to special groups. She takes into account the need for support in client situations and everyday activities, striving to enable the inclusion of the elderly and the expertise of their own lives.
The student is able to work in multi-professional cooperation in special work for the elderly. The student sees development needs in his / her own activities.

Assessment criteria, good (3)

The student is able to describe the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student demonstrates knowledge of the special needs and challenges of the daily life and well-being of the elderly belonging to special groups. He / she is able to take into account the needs of support in customer situations and everyday activities in such a way that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to work purposefully in multi-professional co-operation and development in special work for the elderly. The student is able to evaluate development needs and opportunities in his / her own activities.

Assessment criteria, excellent (5)

The student demonstrates mastery of the special needs of older people in special groups and masters a variety of solution options while supporting their daily lives. The student demonstrates mastery of the daily needs and well-being of elderly people in special groups. He / she is able to take into account the needs of support in customer situations and everyday activities comprehensively, so that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to act in relation to new solutions in goal-oriented multi-professional cooperation and development in special work for the elderly. The student is able to reasonably assess development needs and opportunities in his / her own activities.

Assessment methods and criteria

learning tasks

Assessment criteria, good (3)

The student is able to see the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student is aware of the special needs and challenges of the everyday life and well-being of the elderly belonging to special groups. She takes into account the need for support in client situations and everyday activities, striving to enable the inclusion of the elderly and the expertise of their own lives.
The student is able to work in multi-professional cooperation in special work for the elderly. The student sees development needs in his / her own activities.

Assessment criteria, excellent (5)

The student is able to describe the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student demonstrates knowledge of the special needs and challenges of the daily life and well-being of the elderly belonging to special groups. He / she is able to take into account the needs of support in customer situations and everyday activities in such a way that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to work purposefully in multi-professional co-operation and development in special work for the elderly. The student is able to evaluate development needs and opportunities in his / her own activities.

Assessment criteria, approved/failed

The student demonstrates mastery of the special needs of older people in special groups and masters a variety of solution options while supporting their daily lives. The student demonstrates mastery of the daily needs and well-being of elderly people in special groups. He / she is able to take into account the needs of support in customer situations and everyday activities comprehensively, so that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to act in relation to new solutions in goal-oriented multi-professional cooperation and development in special work for the elderly. The student is able to reasonably assess development needs and opportunities in his / her own activities.

Timing

04.04.2024 - 03.05.2024

Credits

3 op

Virtual proportion (cr)

3 op

Teaching languages
  • Finnish
Seats

5 - 99

Degree programmes
  • Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
  • Anna-Kaarina Koivula

Objective

Student recognices needs of clients that are in a marginalized position because of physical, psychological or social reasons and is able to take them into account when supporting their daily lives. He / she is able to take into account the needs of support in customer situations and everyday activities in such a way that the involvement of the elderly and the expertise of their own life is ensured.
The student knows the key information producers and third sector actors who provide special support and is able to utilize them when guiding the elderly belonging to special groups. The student is able to utilize the current service system and knows the most important laws and recommendations. He / she knows the knowledge and skills needed for service management concerning customer groups.
The student is able to evaluate his / her own competence and knows his / her own development needs at work.

Content

- belonging to a special group in old age; disability, multiculturalism, minority
belonging, exclusion
- the support and service needs of a special group of older people
- forms of support, recommendations and legislation
- the most common methods to support communication

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student is able to see the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student is aware of the special needs and challenges of the everyday life and well-being of the elderly belonging to special groups. She takes into account the need for support in client situations and everyday activities, striving to enable the inclusion of the elderly and the expertise of their own lives.
The student is able to work in multi-professional cooperation in special work for the elderly. The student sees development needs in his / her own activities.

Assessment criteria, good (3)

The student is able to describe the special needs of older people belonging to special groups and take them into account when supporting his or her daily life. The student demonstrates knowledge of the special needs and challenges of the daily life and well-being of the elderly belonging to special groups. He / she is able to take into account the needs of support in customer situations and everyday activities in such a way that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to work purposefully in multi-professional co-operation and development in special work for the elderly. The student is able to evaluate development needs and opportunities in his / her own activities.

Assessment criteria, excellent (5)

The student demonstrates mastery of the special needs of older people in special groups and masters a variety of solution options while supporting their daily lives. The student demonstrates mastery of the daily needs and well-being of elderly people in special groups. He / she is able to take into account the needs of support in customer situations and everyday activities comprehensively, so that the involvement of the elderly and the expertise of their own life is ensured.
The student is able to act in relation to new solutions in goal-oriented multi-professional cooperation and development in special work for the elderly. The student is able to reasonably assess development needs and opportunities in his / her own activities.