Master’s Degree Programme in Applied Gerontology
Master of Social Services
Master of Health Care
Master of Health Care
Master of Social Services and Health Care
Name of the Degree Programme
Master’s Degree in Applied Gerontology
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
There are no lines of specialization in this degree programme.
Qualification awarded
Graduates are eligible for positions which require a Master's degree.
Successful graduates will be awarded a Master’s Degree with one of the following titles: Fysioterapeutti or Registered Physiotherapist (Master of Health Care); Geroromi or Elderly Care Expert (Master of Social Services and Health Care ); Sairaanhoitaja or Registered Nurse (Master of Health Care), Sosionomi (Master of Social Services); Terveydenhoitaja or Registered Public Health Nurse (Master of Health Care).
Level of qualification
The degree programme leads to a higher education degree which is a second cycle Master-level degree in the European Higher Education Area (EHEA). According to the eight-level classification of the European Qualifications Framework (EQF) the degree represents level 7.
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
Applicants must have a first cycle (Bachelor’s) degree in physiotherapy, elderly care, nursing, social services or public health nursing, completed in Finland or another country. They must also have two years of work experience in the field.
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 advanced professional studies, free elective studies, and a final project/thesis.
Studies consist of altogether 90 study credits (ECTS)
Finally there is 10 study credits of studies to be chosen freely. Within freely chosen studies and in Master’s thesis, the student can focus on her/his own special areas of interest.
Learning outcomes
The degree provides expertise in applied gerontology, where the aim is to deepen the evidence-based knowledge on areas that are related to aging societies, promotion of health and well-being in older adults and services in the field of gerontology. The focus will be on creating age-friendly societies. The degree supports sustainable development by supporting active participation of older adults and by promoting health and well-being among older populations.
Within freely chosen studies and in Master’s thesis, the student can focus on her/his own special areas of interest.
Profile of the programme
The degree includes courses related to several areas in the field of applied gerontology. Courses include topics such as creating age-friendly societies, promoting health and well-being of older adults and management and leadership in the field of gerontology. Close collaboration with the working life and several stakeholders is a key element during the studies. After completing the degree, students are qualified to work in different sectors (public, private, third) where expertise in ageing is needed.
Generic and subject specifc competences
Competences are broad combinations of know-how that consist of knowledge, attitudes and skills. Competences represent the potential to manage assignments and tasks that are part of the social welfare professionals.
General competences consist of skills that are shared in various degree programs. However, they have different levels of importance in differing tasks and positions. General competences are the building stones of employment, working life cooperation and development as a professional. The general competences are, according to Rectors' Conference of Finnish Universities of Applied Sciences, the following: skills in learning, ethical issues, working life, innovation and international activities. In addition to that, in Seinäjoki University of Applied Sciences two additional competences are skills in entrepreneurship and quality control.
I Master’s degree program of Applied Gerontology essential are the knowledge over interdisciplinary issues in gerontology, development and research as well as management and leadership.
Pedagogical approach and learning environment
A variety of pedagogical practices are used, specifically defined for each course. Multimodal learning methods are used in the degree programme. The pedagogical approach is defined for each study module separately. A central principle is however the combination of practise and theory.
Specific arrangements for recognition of prior learning (RPL)
The arrangements are based on the general RPL guidelines established at Seinäjoki University of Applied Sciences. The contact person of the RPL (AHOT in Finnish) in the DP in Applied Gerontology is Head of the Degree Programme.
All students are expected to write a Master’s Thesis, which is not subject to the RPL practice.
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 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.
Work-based learning and work placements
The Degree Programme doesn’t include practical training.
Occupational profiles
Upon completion of the degree programme students will be qualified to work in expert positions in the field of aging and gerontology. Their competence will focus on ability to develop and manage age-friendly society and practices in the field of elder care. The graduates may work in development and managerial positions, as consultants, experts, entrepreneurs or in first-line management in the public, private or third sector.
Internationalization
Objectives: to encourage and motivate students and to promote and facilitate their mobility and internationalisation at home and to promote staff’s international opportunities.
Forms: Students’ international study trips, intensive programmes (IP) and conferences as part of free-choice studies; use of international literature, staff participation in international collaboration, conferences and IPs with students together.
Access to further studies
The degree provides possibility to apply for doctoral studies.
Graduation requirements
The requirements for graduation can be found on the Intranet and in the Degree Regulations of Seinäjoki University of Applied Sciences.
Mode of study
This programme is a part of our adult education. Students attend part-time and teaching takes place through various modes.
Head of degree programme
Anne-Maria Aho
e-mail: anne-maria.aho(a)seamk.fi
Phone: +358 (0)40 830 4173
Katri Turunen
e-mail: katri.turunen(a)seamk.fi
Phone: +358 (0)40 830 1264
Student counsellor
Essi Hauta
e-mail: essi.hauta(a)seamk.fi
Phone: +358 (0)40 830 1262
Coordination of Practical Training
Practical training is not included in the degree program.
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
Enrollment
13.11.2023 - 17.01.2024
Timing
01.01.2024 - 24.05.2024
Credits
5 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Merja Hoffrén-Mikkola
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student can name the most important diseases that weaken the functional capacity of an older person as well as the consequences of changes caused by ageing.The student can describe factors affecting the physical and cognitive functional capacity of older people based on international scientific literature. The student can explain what factors are connected to premature impairment of functional capacity and, based on this skill, can lead interventions that maintain health and functional capacity. The student demonstrates an ability to assess the activities of individual older persons and groups of older people and to assess these people’s need for support. The student can name lifestyle-related risk factors for memory disorders and describe measures to promote brain health and reduce the risk of memory disorders. The student can plan evidence-based interventions to promote the physical and cognitive functional capacity of older people in different operating environments of geriatric health and social work.
Content
• The dimensions of physical functional capacity and supporting them from the perspective of the entire lifecycle
• Changes caused by ageing and diseases affecting the functional capacity of older people
• Lifelong brain health promotion
• Recommendations related to the physical activity and nutrition of older people and their application in different operating environments
• Evidence-based interventions to promote physical and cognitive capacity and their implementation
Materials
1. Publications by Age Institute
2. TOIMIA Functioning Measures Database guidelines and recommendations related to elderly
3. Original articles, reviews, publications and webpages that teachers assign later on
Teaching methods
Lectures and seminar as face-to-face teaching. Group work partly online. Independent studying and doing learning assigments (can be completed completely independently regardless of time and place in Moodle).
Employer connections
Possibly working life oriented tasks.
International connections
Written and visual materials in English are possible.
Student workload
135 hours of student work that consists of 2 days in campus, group work, self studyin and learning assignments partly in Moodle learning environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can describe changes caused by ageing and the most important diseases affecting the functional capacity of older people. The student can name factors affecting the physical and cognitive functional capacity of older people based on scientific literature. The student can explain what factors are connected to the premature impairment of functional capacity and, based on this skill, can prepare interventions that maintain health and functional capacity. The student can name some lifestyle-related risk factors for memory disorders and describe measures to promote brain health and reduce the risk of memory disorders. The student can plan simple interventions to promote the physical and cognitive functional capacity of older people.
Assessment criteria, good (3)
The student can use scientific literature to describe in a versatile manner the changes caused by ageing and the most important diseases affecting the functional capacity of older people. The student can name factors affecting the physical and cognitive functional capacity of older people based on scientific literature. The student can name factors that are connected to the premature impairment of functional capacity and, based on this skill, can manage interventions that maintain health and functional capacity. The student demonstrates an ability to assess the need for support from the viewpoints of both individual persons and groups. The student can name lifestyle-related risk factors for memory disorders and describe evidence-based measures to promote brain health and reduce the risk of memory disorders. The student can plan evidence-based interventions to promote the physical and cognitive functional capacity of older people by using the most notable national and international recommendations.
Assessment criteria, excellent (5)
The student can use international scientific literature to describe in a versatile manner the changes caused by ageing and the most important diseases affecting the functional capacity of older people. The student can name factors affecting the physical and cognitive functional capacity of older people based on international scientific literature. The student can critically assess and explain the level of evidence available on promoting functional capacity. The student can name a wide variety of factors that are connected to the premature impairment of functional capacity and, based on this skill, can manage interventions that maintain health and functional capacity. The student can name lifestyle-related risk factors for memory disorders, understand the limitations of scientific evidence and describe evidence-based measures to promote brain health and reduce the risk of memory disorders. The student can plan evidence-based interventions to promote the physical and cognitive functional capacity of older people by using national and international recommendations.
Assessment methods and criteria
The evaluation scale is from 1 to 5 and it is introduced in the curriculum.
Qualifications
No previous studies required
Enrollment
13.11.2023 - 17.01.2024
Timing
01.01.2024 - 24.05.2024
Credits
5 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Merja Hoffrén-Mikkola
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is familiar with evidence-based methods of rehabilitative work and the active support for everyday life. The student can apply well-being technology to support rehabilitation and active everyday life. The student is familiar with methods that can be used to support an older person's active everyday life, taking into account the individuality, needs and wishes ant strenghts of older people in planning activities that support everyday life. The student is familiar with thegood practices of care and rehabilitation of persons with memory disorder according to the principles of person-centred care. The student is able to evaluate the process of adapting new health technologies.
Content
• Rehabilitation for older people to maintain functional capacity
• Person-centred care and rehabilitation for persons with memory disorder
• Psychophysical and-social methods to support active everyday life
• Individual support for active everyday life
• Possibilities of well-being technology for supporting rehabilitation and active everyday life
Materials
1. Kulmala (ed.). 2019. Hyvä vanhuus: menetelmiä aktiivisen arjen tukemiseen.
2. Autti-Rämö et al. 2016. Kuntoutuminen. Available Duodecim Oppiportti.
3. Erkinjuntti et al. 2015. Muistisairaudet. Available Duodecim Oppiportti.
4. Tilvis, Pitkälä, Strandberg, Sulkava & Viitanen. 2016. Geriatria. Duodecim. Helsinki. Parts VI Geriatrinen preventio and VII Kuntoutus.
Teaching methods
Lectures, practical exercises, simulations and a seminar as face-to-face teaching. Group work online. Independent studying and doing oral and written learning tasks (can be completed partially completely independently, regardless of time and place in Moodle).
Employer connections
Possibly working life oriented tasks.
International connections
Written and visual materials in English are possible.
Student workload
135 hours of student work that consists of 2 days in campus, group work, self studying and learning assignments partly in Moodle learning environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can name essential factors related to rehabilitation to maintain the functional capacity of older people, and understands the significance of active everyday life in maintaining functional capacity. The student can orally demonstrate an understanding related to the everyday support of older people that takes into account their individuality, needs and wishes and strenghts. The student is familiar with well-being technology related to older people's rehabilitation, psychophysical - and social methods to support active everyday life.
Assessment criteria, good (3)
The student can name a versatile range of factors related to rehabilitation to maintain the functional capacity of older people, understands the significance of active everyday life in maintaining functional capacity, and actively presents development ideas. The student can orally demonstrate an understanding related to the everyday support of older people that takes into account their individuality, needs and wishes, and strenghts. The student is familiar with well-being technology related to older people's rehabilitation, psychophysical - and social methods and active everyday life and examines them critically.
Assessment criteria, excellent (5)
The student can name a versatile range of factors related to rehabilitation maintaining the functional capacity of older people, understands the significance of active everyday life in maintaining functional capacity, presents development ideas actively, and demonstrates critical reflection. The student brings up creative and justified solutions related to the everyday support of older people, taking into account their individuality, needs and wishes, and strenghts. The student is familiar with well-being technology related to the rehabilitation and active everyday life of older people, examines it critically and demonstrates the ability to apply technological solutions to promoting the rehabilitation and active everyday life of older people.
Assessment methods and criteria
The evaluation scale is from 1 to 5 and it is introduced in the curriculum.
Qualifications
No previous studies required
Enrollment
28.08.2023 - 06.09.2023
Timing
28.08.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Kari Jokiranta
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student can name elements of an ageing society using topical scientific literature. The student can describe issues to be taken into account in an age-friendly society and proposes solutions for developing an age-friendly society. The student is familiar with supporting the inclusion of older people and can describe ways of supporting the inclusion of older people from the perspective of culture, physical activity, access to services, and societal influence. The student is familiar with well-being technology that can be used to support the development of an age-friendly society, and the student critically reflects on the use of well-being technology, taking ethical perspectives into account. The student can describe the requirements of developing an age-friendly society from the perspective of sustainable development. The student can describe the elements of age-friendly entrepreneurship.
Content
• Elements and development targets of an age-friendly society
• Supporting the inclusion and cultural well-being of older people
• Age-friendly services and entrepreneurship
• Well-being technology as part of an age-friendly society
• Age-friendliness and sustainable development"
Teaching methods
Lectures, Group Work, Seminars, Litterature
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can describe an age-friendly society using scientific literature. The student can name different sectors of society where age-friendliness must be taken into account. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness.
Assessment criteria, good (3)
The student can describe an age-friendly society and its various components in a versatile manner through scientific literature. The student can name different sectors of society where age-friendliness must be taken into account, and actively presents development ideas. The student can name factors that make services age-friendly. The student aims to find creative but justified solutions that apply and combine information from different fields. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness, examines it critically, and demonstrates the ability to apply technological solutions to the development of an age-friendly environment.
Assessment criteria, excellent (5)
The student can describe an age-friendly society and its various components in a versatile manner using international scientific literature. The student can name different sectors of society where age-friendliness must be taken into account, and actively presents development ideas. The student can name factors that make services age-friendly, and demonstrates critical reflection. The student aims to find creative but justified solutions that apply and combine information from different fields, and actively brings up development suggestions. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness, examines it critically, and demonstrates the ability to apply technological solutions to the development of an age-friendly environment. The student can develop new opportunities for the inclusion of older people. The student can justify why developing age-friendliness is important from the perspective of sustainable development.
Qualifications
No prior studies required
Enrollment
28.08.2023 - 06.09.2023
Timing
28.08.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The way the student speaks and acts shows an understanding of older people's diversity. The student can describe in an appreciative manner the differences between older people and the factors influencing in the background. The student recognises practices related to discrimination against older people in the media and in the structures of society and can consider them critically, taking ethical considerations into account. The student is familiar with the differences in the functional capacity, health and social inclusion of older people and can name the different support and care needs of older people. The student can analyse and assess the increase in the need for support of older people and the related reasons. The student is familiar with the diversity of ageing in different countries and cultures.
Content
• Diversity in the health and functional capacity of older people
• Different ageing environments and cultures
• Diversity in the need for support for older people
• Older people's individuality and respecting it
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student knows about and can describe the diversity of older people. The student can orally demonstrate an understanding of the diversity and individual needs of older people. The student participates in discussions.
Assessment criteria, good (3)
The student knows about and can describe the diversity of older people using topical scientific literature. The student can orally demonstrate an understanding of diversity and justify the needs of older people through evidence-based activities. The student actively participates in reflective discussion during the course, examines matters critically while taking ethical perspectives into account, and raises new perspectives during discussion.
Assessment criteria, excellent (5)
The student knows about and can describe the diversity of older people using topical international scientific literature. The student can orally demonstrate an especial appreciation of older people and an understanding of diversity, and justifies the needs of older people through evidence-based activities. The student demonstrates an ability to apply scientific data to understand the background of the diversity in ageing. The student actively participates in reflective discussion during the course, examines matters critically while taking ethical perspectives into account, and raises new perspectives during discussion. The student presents justified solutions and development suggestions.
Qualifications
No previous studies required
Enrollment
13.11.2023 - 17.01.2024
Timing
01.01.2024 - 24.05.2024
Credits
5 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Aino Asunmaa
- Minna Laitila
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student can describe the concepts of social inclusion and social functional capacity and name evidence-based methods to support them. The student recognises different operating environments where social inclusion can be promoted, and presents justified development proposals. The student can name factors related to older people’s mental well-being using international scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply interventions in the different operating environments of geriatric social work. The student can name the most important factors threatening the mental well-being of older people, and presents development proposals. The student can map the lifestyle and social relationships of an older person and recognise problems related to social relationships. The student is familiar with the concept of cultural well-being and can present development proposals that can be used to support the well-being of older people through culture.
Content
• Opportunities and methods of supporting the social inclusion of older people
• Assessing and maintaining social functional capacity
• Promoting social functional capacity and inclusion in communities and society
• Supporting mental well-being and preventing mental health problems
• Relationships, their significance and their promotion
• Promoting cultural well-being
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can describe the concepts of social inclusion and social functional capacity. The student recognises operating environments where social inclusion can be promoted. The student can name factors related to older people’s mental well-being. The student is familiar with evidence-based interventions that support mental well-being. The student can name some of the most important factors threatening the mental well-being of older people. The student can map the lifestyle and social relationships of an older person. The student is familiar with the concept of cultural well-being.
Assessment criteria, good (3)
The student can describe the concepts of social inclusion and social functional capacity and methods to support them. The student recognises operating environments where social inclusion can be promoted. The student can name factors related to older people’s mental well-being using scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply some interventions. The student can name some of the most important factors threatening the mental well-being of older people, and presents development proposals. The student can map the lifestyle and social relationships of an older person. The student is familiar with the concept of cultural well-being and presents development proposals that can be used to support the well-being of older people through culture.
Assessment criteria, excellent (5)
The student can describe the concepts of social inclusion and social functional capacity and name evidence-based methods to support them. The student recognises different operating environments where social inclusion can be promoted, and presents justified development proposals. The student can name factors related to older people’s mental well-being using international scientific literature. The student is familiar with evidence-based interventions that support mental well-being and can apply interventions in the different operating environments of geriatric social work. The student can name factors threatening the mental well-being of older people and present justified development proposals. The student can map the lifestyle and social relationships of an older person and recognise problems related to social relationships. The student is familiar with the concept of cultural well-being and presents innovative proposals that can be used to support the well-being of older people through culture.
Qualifications
No previous studies required
Enrollment
17.04.2024 - 29.04.2024
Timing
20.05.2024 - 31.08.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
- Master's Degree Programme in Development and Management of Social Work and Health Care
Teachers
- Maija Hiltunen
Student groups
-
CO24SSCO24SS, CampusOnline
-
YKEJO23Master's Degree in Social Services and Health Care, Development and Management
-
YKLAS22
Objective
- know the significance of exercise in the rehabilitation of common heart diseases, as well as in promoting the well-being and health of the patient.
- interpret the importance of interdisciplinary collaboration in the rehabilitation of cardiac patients.
- critically evaluate various rehabilitation models and programs designed for cardiac patients, identifying potential challenges and solutions.
- assess technological solutions or models in exercise-based cardiac rehabilitation.
- apply current research findings on the role of exercise in the rehabilitation of cardiac patients.
- develop new and innovative solutions in exercise-based cardiac rehabilitation based on theoretical knowledge.
Content
- Recommendations and practices in exercise-based rehabilitation for coronary artery disease.
- Interdisciplinary implementation of cardiac rehabilitation.
- Various possibilities of exercise in supporting cardiac patient rehabilitation.
- Opportunities for using technology in rehabilitation planning and monitoring.
- Development of exercise services and models tailored for cardiac patients.
Teaching methods
The course is an online course that the student can complete independently. The student completes independently the course assignments and participates in peer evaluation
Student workload
The student's use of time in the course is (5 x 27h = 135h)
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student partially demonstrates understanding of the significance of exercise in the rehabilitation of common heart diseases and in promoting the patient's well-being and health. The student interprets and can only explain partially extent the importance of interdisciplinary collaboration in cardiac patient rehabilitation. Evaluation of exercise rehabilitation models and programs, as well as applications of technological solutions for cardiac patients, is done to a limited extent by the student. Some application of current research findings in cardiac patient rehabilitation is shown by the student. The ability to develop and evaluate solutions for implementing physical cardiac rehabilitation based on theoretical knowledge is only partial.
Assessment criteria, good (3)
The student possesses knowledge of the importance of exercise in the rehabilitation of common heart diseases and in promoting the patient's well-being and health. The student interprets and partially explains the significance of interdisciplinary collaboration in cardiac patient rehabilitation. Evaluation of exercise rehabilitation models and programs, as well as applications of technological solutions for cardiac patients, is conducted by the student. Application of current research findings in cardiac patient rehabilitation is demonstrated by the student. The student can develop and evaluate solutions for implementing physical heart rehabilitation based on theoretical knowledge.
Assessment criteria, excellent (5)
The student demonstrates comprehensive knowledge of the significance of exercise in the rehabilitation of common heart diseases, as well as in promoting the patient's well-being and health. The student interprets and can articulate in-depth the importance of interdisciplinary collaboration in cardiac patient rehabilitation. Can critical evaluation of exercise rehabilitation models and programs tailored for cardiac patients, as well as applications of technological solutions, is performed by the student. Consistently applying up-to-date research findings in cardiac patient rehabilitation is within the student's capability. The student can develop and evaluate innovative solutions for implementing physical cardiac rehabilitation based on theoretical knowledge.
Enrollment
28.08.2023 - 06.09.2023
Timing
28.08.2023 - 24.05.2024
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Leena Elenius
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
• knows the whole process of a working life-oriented research and development and the characteristics of scientific knowledge
• can brainstorm, choose and narrow down a thesis topic that supports one's own learning and growing as an expert and is oriented towards working life
• identify the main sources of information and to evaluate their credibility, and use them effectively for the theoretical basis of the thesis
• can critically evaluate research and expert knowledge and use it in accordance with research ethics and the practicality of good scientific practice
• is able to use of sources and the technique of referencing sources
• knows how to write a topical text that meets scientific writing both in terms of language and structure
Content
• Scientific knowledge and general features of research
• Good scientific practice and research ethics
• Information search and critical evaluation of information
• Thesis process, thesis contract, research permit and ethical pre-assessment as well as data protection issues
• Structure and language of scientific text, use of sources and documentation
• Selection, limitation and justification of the topic of the thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The Master's Thesis will be assessed following Seinäjoki UAS thesis assessment criteria (1-5).
Assessment criteria, good (3)
The Master's Thesis will be assessed following Seinäjoki UAS thesis assessment criteria (1-5).
Assessment criteria, excellent (5)
The Master's Thesis will be assessed following Seinäjoki UAS thesis assessment criteria (1-5).
Assessment criteria, approved/failed
The Master's Thesis will be assessed following Seinäjoki UAS thesis assessment criteria (1-5).
Enrollment
13.11.2023 - 17.01.2024
Timing
15.12.2023 - 24.05.2024
Credits
5 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student can describe different development methods and tools that can be used in a work community to develop services, work, well-being at work, and working methods. The student is familiar with the most important qualitative research methods and can select a data collection and analysis method for the implementation of qualitative research. The student can create and analyse an effective survey using the basic analyses of Excel and SPSS. The student can describe what is meant by evidence-based activities, can search for the latest scientific data in international databases, and utilises and applies research results in the development of geriatric social work.
Content
• Development methods of a working community in the operating environments of geriatric social work
• Searching for and applying international scientific data
• Qualitative research methods
• Quantitative research methods
• Evidence-based information and knowledge management
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can name development methods and tools that can be used in a work community to develop working methods. The student is familiar with the most important methods of qualitative research. The student can create and analyse a survey using the basic analyses of Excel and SPSS. The student can search for the latest scientific data in databases and utilise research results in the development of gerontology.
Assessment criteria, good (3)
The student can describe different development methods and tools that can be used in a work community to develop work, well-being at work, and working methods. The student is familiar with the most important qualitative research methods and can select a data collection and analysis method for the implementation of qualitative research. The student can create and analyse an effective survey using the basic analyses of Excel and SPSS. The student can describe what is meant by evidence-based activities, can search for the latest scientific data in international databases, and utilises research results in the development of gerontology.
Assessment criteria, excellent (5)
The student can describe different development methods and tools that can be used in a work community to develop work, well-being at work, and working methods, and can select methods suitable for different situations on a justified basis. The student is familiar with the most important qualitative research methods and can select a data collection and analysis method for the implementation of qualitative research. The student can create an effective survey, and justify their selections and examine them critically. The student can analyse quantitative data using Excel and SPSS. The student can describe what is meant by evidence-based activities, is familiar with the levels of evidence, can search for the latest scientific data in international databases, and utilises research results in the development of gerontology.
Qualifications
No previous studies required
Enrollment
28.08.2023 - 06.09.2023
Timing
28.08.2023 - 15.12.2023
Credits
5 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is familiar with national guidelines and recommendations that promote the health, well-being and inclusion of older people. The student is familiar with the legislation on services for older people and their development. The student can examine the matter from the perspective of leadership and development. The student can critically and diversely reflect on the ethical questions related to encountering older people, developing services, and treatment from the perspectives of different disciplines. The student can describe the perspectives of ethical strain in geriatric social work, and propose justified development proposals for them.
Content
• Laws, regulations and guidelines governing services for older people and their preparation processes
• Ethical recommendations for the services for older people
• Ethics and ethical decision-making in services for older people
• Ethical strain, ethical conflicts and ethics of leadership in gerontology
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can name the most important laws, regulations, recommendations and guidelines that govern services for older people. The student can orally demonstrate an understanding of the importance of ethical questions. The student can apply laws, regulations and guidelines in assigned tasks. The student can describe the ethical strain in geriatric social work.
Assessment criteria, good (3)
The student can name the most important laws, regulations and guidelines that govern services for older people and can compare them with international guidelines. The student can orally demonstrate an understanding of the importance of ethical questions, actively brings up ethical challenges, and presents justified suggestions for solutions. The student can apply laws, regulations and guidelines in assigned tasks. The student can describe the ethical strain of geriatric social work and propose justified development proposals.
Assessment criteria, excellent (5)
The student can name the most important laws, regulations and guidelines that govern services for older people and can compare them with international guidelines, and the student can apply the guidelines in different operating environments of geriatric social work. The student can orally demonstrate an understanding of the importance of ethical questions, actively brings up ethical challenges, engages in active dialogue, and presents justified suggestions for solutions. The student can apply laws, regulations and guidelines in assigned tasks. The student can describe the ethical stress of geriatric social work and the factors associated with it, and presents development proposals using international scientific literature.
Qualifications
No previous studies required
Enrollment
01.08.2023 - 22.09.2023
Timing
02.10.2023 - 18.12.2023
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Riku Uusi-Jaakkola
Objective
Learning goals
The student is able to:
• Define the main concepts used in the course.
• Based on scientific evidence, explain the influence of various environmental factors on physical activity and functional capacity.
• Name with justification the factors that promote and hinder physical activity and functional capacity from the perspective of the environment.
• Evaluate critically and based on evidence accessibility and availability regarding the environment from the perspective of physical activity and ability to function.
• Critically evaluate the importance of environment in increasing participation, as well as find evidence based solutions for participation in the planning phase of the environment.
• Evaluate critically and based on evidence the impact that decisions concerning the environment have regarding promotion of physical activity and functional capacity.
Content
Contents
• Main concepts, such as the environment, physical activity, functional capacity, and participation
• The environmental effects on physical activity and functional capacity
• Factors related to the environment that promote and hinder physical activity and functional capacity
• Environment accessibility and availability
• Participation in planning the environment and in promoting physical activity and functional capacity
• Technological solutions for promoting physical activity and functional capacity
• Impact evaluation
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student:
- Can generally define the central concepts, such as physical activity and physical ability to function, as well as concepts related to the environment.
- Can name some environmental factors that promote or hinder physical activity, and is able to assess environment accessibility and availability.
- Can briefly assess the possibilities of physical activity in increasing participation and find some solutions for users’ engagement in environment planning.
- Can assess the effects of decisions regarding the environment from the perspective of physical activity promotion partly with justification.
- Can make some use of current scientific evidence in written assignments.
Assessment criteria, good (3)
The student:
- Can well define the central concepts, such as physical activity and physical ability to function, as well as concepts related to the environment, and uses them logically.
- Can name with justification several environmental factors that promote or hinder physical activity, and is able to assess environment accessibility and availability from various angles.
- Can assess the possibilities of physical activity in increasing participation and find several solutions for users’ engagement in environment planning.
- Can assess with justification the effects of decisions regarding the environment from the perspective of physical activity promotion.
- Can make some use of current scientific evidence in written assignments.
Assessment criteria, excellent (5)
The student:
- Can comprehensively define the central concepts, such as physical activity and physical ability to function, as well as concepts related to the environment, and uses them logically.
- Can name comprehensively and with justification many environmental factors that promote or hinder physical activity, and is able to critically assess environment accessibility and availability from various angles and considering different groups of users.
- Can assess critically and widely the possibilities of physical activity in increasing participation and find with versatility various evidence-based solutions for users’ engagement in environment planning.
- Can assess comprehensively and with justification the effects of decisions regarding the environment from the perspective of physical activity promotion.
- Can make proficient use of national and international scientific evidence in written assignments and reflect on it critically.
Assessment criteria, approved/failed
The student:
- Can define some central concepts in general.
- Can name only a few environmental factors that promote or hinder physical activity, the evaluation of environment accessibility and availability is poor.
- Can list the possibilities of physical activity in increasing participation, but their assessment is poor.
- Can find under guidance some solutions for users’ engagement in environment planning.
- Can poorly assess the effects of decisions regarding the environment from the perspective of physical activity promotion, and is not able to justify the assessment.
- Is unable to make use of current scientific evidence in written assignments.
Qualifications
This course is meant for Master's Degree students.