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.
Work-based learning and work placements
The Degree Programme doesn’t include practical training.
Work-based learning and work placements
The Degree Programme doesn’t include practical training.
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
05.08.2024 - 06.09.2024
Timing
16.09.2024 - 30.11.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Virpi Salo
- Merja Hoffrén-Mikkola
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
Course description: The course introduces the concept of health literacy and the factors that determine health literacy at the individual and organizational level. The course examines health literacy especially from the point of view of promoting brain health. With up-to-date brain health and dementia research, students learn to assess the public health and clinical practice actions needed to help improve brain health at a population and individual level. In the course, students practice evaluating the comprehensibility, reliability and usability of information related to brain health. In addition, the course will introduce what methods can be used to support the understanding and use of information related to brain health, as well as methods to support behavioral change processes that improve brain health. The course examines the utilization of brain health-promoting and memory-friendly activities in the planning, implementation and development of person-centred services.
After completing the course, the student will be able to
- define what health literacy means and what factors determine it
- evaluate how the organization promotes health literacy and present ways in which the organization can promote health literacy
- defines known factors and activities that promote brain health
- explain the connection between health literacy and brain health
- critically evaluate the comprehensibility, reliability and usability of written, oral and online information related to brain health
- explain what methods can be used to assess whether an individual understands information related to brain health
- explain what methods can be used to support the understanding and use of information in promoting brain health
- utilize the principles of motivational interviewing in lifestyle guidance that promotes brain health
- act as an expert in promoting brain health, participating in the planning, implementation and development of person-centred, brain health-promoting and memory-friendly services.
Content
- Factors that promote brain health based on the latest research evidence
- Evaluation of information related to brain health from the perspective of health literacy
- Supporting health literacy
- Lifestyle guidance that promotes brain health
- Development of services that promote brain health and are memory-friendly
Evaluation scale
1-5
Assessment criteria, approved/failed
You demonstrate that you know how to define health literacy and the factors affecting it, and give examples of the manifestation of health literacy in practice.
You demonstrate that you know how to name factors affecting brain health, search for the latest research information related to the topic, and describe the connection between health literacy and brain health.
You demonstrate that you know how to critically evaluate the reliability, comprehensibility and usability of information related to brain health.
You demonstrate that you can explain how the understanding and use of information related to brain health can be supported.
You demonstrate the principles of motivational interviewing and the ability to apply them in lifestyle guidance that promotes brain health.
You demonstrate that you know how to evaluate the factors related to the implementation and development of brain health-promoting and memory-friendly activities
Enrollment
22.04.2024 - 05.09.2024
Timing
06.09.2024 - 31.12.2024
Credits
5 op
Virtual proportion (cr)
2.5 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Virpi Salo
- Katariina Perttula
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is familiar with service and customer guidance environments and can name the methods and modes of guidance. The student can use Resident Assessment Instrument (RAI) as a leadership tool and support and promote the success of the RAI from the perspective of managerial work. The student understands the diversity of older people's need for services and can examine the need for services in a multi-professional and extensive manner. The student can develop services using the latest scientific evidence and justifies their selected methods appropriately. The student is familiar with the theory and application methods of service design.
Content
• Methods and objectives of service and customer guidance for older people
• Assessment of the need for services
• RAI system to support the assessment of service needs and used as a leadership tool
• Service design
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student is familiar with service and customer guidance environments and can name some modes of guidance. The student is familiar with the Resident Assessment Instrument (RAI). The student understands the diversity of older people's need for services and can examine the need for services. The student can develop services and justifies their selected methods appropriately. The student is familiar with the theory and application methods of service design.
Assessment criteria, good (3)
The student is familiar with service and customer guidance environments and can name the methods and modes of guidance. The student can use the Resident Assessment Instrument (RAI) as a leadership tool. The student understands the diversity of older people's need for services and can examine the need for services in an extensive manner. The student can develop services using the latest scientific evidence and justifies their selected methods appropriately. The student is familiar with the theory and application methods of service design.
Assessment criteria, excellent (5)
The student is familiar with the environments of service and customer guidance and can name a versatile range of the methods and modes of guidance and select methods suitable for different situations in a justified manner. The student can use Resident Assessment Instrument (RAI) as a leadership tool and support and promote the success of the RAI from the perspective of managerial work. The student understands the diversity of older people's need for services and can examine the need for services in an extensive and critical manner. The student can develop services using the latest international scientific evidence and justifies their selected methods appropriately. The student is familiar with the theory and application methods of service design.
Qualifications
No previous studies required
Enrollment
11.11.2024 - 15.01.2025
Timing
01.01.2025 - 31.05.2025
Credits
15 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Merja Hoffrén-Mikkola
- Katariina Perttula
- Kari Jokiranta
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is able to finalize and report a research-, development- and evaluation project.
Content
According to the Master's thesis plan.
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
22.04.2024 - 04.09.2024
Timing
01.08.2024 - 31.12.2024
Credits
10 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Merja Hoffrén-Mikkola
- Katariina Perttula
- Kari Jokiranta
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
Students are able to carry out a research, development or evaluation process according to plan
Content
Students are able to plan a research, development or evaluation process and carry out it according to plan
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
22.04.2024 - 04.09.2024
Timing
01.08.2024 - 31.12.2024
Credits
5 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Kaija Loppela
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is able to:
- evaluate, manage and develop the changes in health care and social work organizations and services caused by the renewal of the social and health care system
- analyze different aspects and significance of HR (human resource) management in order to achieve successful results for the organization and well-being of the employees
- analyze central content and significance of dialogical/divided, respectful, co-creative and service-oriented leadership
- analyze the significance of occupational well-being as a part of strategical development in the organization
- plan strategy-oriented interventions for the support and development of professional competencies
- analyze his/her own professional competencies and development needs related to the competence requirements of the employer and to the prerequisites of the competencies
Content
Aspects and significance of strategical management
HR strategy and planning
Dialogical leadership and development
Management of competencies and innovation of competencies
Management of occupational well-being and good practices
Development of strategic competencies
Manager’s competence and its updating
Materials
Syvänen, S., Tikkamäki, K., Loppela, K., Tappura, S., Kasvio, A. ja Toikko, T. 2015. Dialoginen johtaminen - avain tuloksellisuuteen, työelämän laatuun ja innovatiivisuuteen. Tampereen yliopistopaino Oy.
Syvänen, S., Loppela, K. ja Kolehmainen, R. 2022. Työyhteisöjen ja johtamisen dialoginen kehittäminen. Työhyvinvoinnin ja uudistumisen tekijät. Tampereen yliopisto.
Laaksonen, H. ja Ollila, S. 2022. (toim.) Henkilöstöjohtamisen moninaisuus. Ajateltua, koettua, tutkittua. Oppian.
Muu kurssilla esitelty kirjallisuus
Student workload
Student`s work 135 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student has actively participated to the study module, is able to describe the basic concepts as well as to define them in the study module assignment.
Assessment criteria, good (3)
The student has successful completed the study module and has participated actively and constructively in the study module, is able to analyze the basic concepts and critically apply them in practice.
Assessment criteria, excellent (5)
The student has completed the study unit excellently, and has participated very actively and constructively to the study module. The student is able to synthesize the concepts of the topic and critically apply them in practice. The student is able to develop creative solutions in the study module assignment.
Assessment methods and criteria
The student has successful completed the study module and has participated actively and constructively in the study module, is able to analyze the basic concepts and critically apply them in practice.
Assessment criteria, good (3)
The student has actively participated to the study module, is able to describe the basic concepts as well as to define them in the study module assignment.
Assessment criteria, excellent (5)
The student has successful completed the study module and has participated actively and constructively in the study module, is able to analyze the basic concepts and critically apply them in practice.
Assessment criteria, approved/failed
The student has completed the study unit excellently, and has participated very actively and constructively to the study module. The student is able to synthesize the concepts of the topic and critically apply them in practice. The student is able to develop creative solutions in the study module assignment.
Qualifications
No previous studies required
Enrollment
22.04.2024 - 04.09.2024
Timing
01.08.2024 - 31.12.2024
Credits
5 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Master’s Degree Programme in Applied Gerontology
Teachers
- Katri Turunen
- Anna-Kaarina Koivula
- Tua Niemelä
Student groups
-
YIKA23Master's Degree in Social Services and Health Care, Applied Gerontology
Objective
The student is familiar with different leadership trends and methods and can select appropriate leadership methods and tools in a justified manner.
The student knows the importance of leadership in the development of geriatric health and social work and maintaining appreciation. The students knows the importance of leadership in improving the pull and traction force of the field and work community. The student demonstrates in their words and actions the elements of appreciative leadership. The student can use the scientific literature on international leadership perspectives. The student is familiar with leadership practices from the perspectives of the private, public and third sectors and can critically examine different leadership methods. The student can work with different kinds of people, taking into account collective and ethical perspectives. The student communicates in a comprehensible way.
Content
• The role of leadership and supervisory personnel in maintaining the appreciation and pull and traction force in the work community.
• Different methods and communication of leadership
• Leadership and socio-economic assessment
• Management of care of older people in the public and private sector
• Management of organisational and volunteer work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student is familiar with different leadership trends and methods.
The student knows the importance of leadership in the development of geriatric health and social work and maintaining appreciation. The student is familiar with the factors that improve pull- and traction force at work community. The student can use the scientific literature on leadership perspectives. The student is familiar with the practices of leadership from the perspectives of the private, public and third sector. The student can work with different kinds of people, taking into account collective and ethical perspectives. The student communicates in a comprehensible way.
Assessment criteria, good (3)
The student is familiar with different leadership trends and methods and can select appropriate leadership methods and tools in a justified manner.
The student knows the importance of leadership in the development of geriatric health and social work and maintaining appreciation. The student is able to evaluate the factors that improve the pull and traction force at work community. The student demonstrates in their words and actions the elements of appreciative leadership. The student can use the scientific literature on leadership perspectives, and the student examines the information critically. The student is familiar with leadership practices from the perspectives of the private, public and third sectors and can critically examine and compare different leadership methods. The student can work with different kinds of people, taking into account collective and ethical perspectives, and demonstrates good dialogical skills. The student communicates in a comprehensible way in their native language as well as other languages.
Assessment criteria, excellent (5)
The student is extensively familiar with different leadership trends and methods and can select appropriate leadership methods and tools in a justified manner for a work community. The student knows the importance of leadership in the development of geriatric health and social work and maintaining appreciation, and strives to promote the attractiveness of the field with their actions. The student demonstrates in their words and actions the elements of appreciative leadership. The student can use the scientific literature on international leadership perspectives. The student is familiar with leadership practices from the perspectives of the private, public and third sectors and can critically examine and compare different leadership methods. The student can work with different kinds of people, taking into account collective and ethical perspectives, and proposes solutions to conflict situations. The student communicates in a commendable way in their native language as well as other languages.
Qualifications
No previous studies required