BASIC STUDIES COMMON TO ALL IN SEAMK
|Study and working life skills||2|
Business and entrepreneurship competence
|Business and entrepreneurship||3|
|SeAMK Innovation Week||2|
Research and project work skills
|Introduction to Research and Development||2|
|Introduction to Project Work||3|
BASIC STUDIES IN SOCIAL AND HEALTH CARE
|As an Expert in the Social and Health Field||2|
|Basics of Drug Care||2|
|Swedish Skills of the Staff of Public Organizations, written||0|
|Swedish Skills of the Staff of Public Organizations, oral||0|
BASIC STUDIES IN THE DEGREE PROGRAMME IN ELDERLY CARE
Towards Professional Competence in Elderly Care
|Information Skills for Elderly Care Services||2|
|Concept Analysis for Nursing and Social Work||2|
|Orientation to the Profession in Elderly Care||2|
|Professional Competence in Elderly Care||2|
|Finnish Society and Social Policy||3|
PROFESSIONAL STUDIES IN THE DEGREE PROGRAMME IN ELDERLY CARE
Basis of Knowledge in Gerontological Work
|Introduction to Gerontology||6|
|Foundation of Gerontological Care and Social Work||3|
|Ethics in Elderly Care||4|
|Practical Training: Supporting Meaningful Every Day Life of an Old Person||5|
Service provision systems and case management
|Legislation and Strategic Guidelines||3|
|Elderly Care Settings and Service Provision Systems||3|
|Family Caregiving and Rehabilitation||5|
|Assessment of Service Needs||2|
|Practical training: Gerontological Social Service Work||9|
Preventive and Empowering Work
|Preventive and Empowering Methods||4|
|Practical Training: Preventive and Empowering Work with Elderly People||6|
Gerontological Care, Nursing and Rehabilitation
|Introduction to Anatomy and Physiology||3|
|Drug Care and Pharmacology||4|
|Geriatrics and Memory Disorders||2|
|Rehabilitative Care of People with Memory Disorders||5|
|Dependence and Mental Health Problems||3|
|Home and Family Care||3|
|Basics of Elderly Care||3|
|Practical Training: Gerontological Nursing||7|
|Practical Training: Basics of Elderly Care||6|
|Practical Training: Memory Disorders||7|
Research and Development Competence
|Qualitative and Quantitative Research Methods||4|
|Thesis Data Collection||5|
Management of Gerontological Work
|Basics of Management||9|
|Evaluation, Development and Quality Management in Elderly Care Services||4|
|Practical Training: Management and Development of Gerontological Work||12|
(Select 10 ECTS)
|Professional Competence in Elderly Care||0|
|ECTS credits per period / semester / academic year||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60||60|
The curriculum has been planned so that the student completes 60 ECTS credits per academic year and 30 ECTS credits per semester
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
PROFILE OF THE PROGRAMME
The purpose of the Degree Programme in Elderly Care is to produce experts who work primarily in various sectors and levels of social welfare and health care. Bachelors of Social Services and Health Care are ethically committed to the promotion of a good life for elderly people not only on the level of the individual, but also on the level of society. Their work with individual clients involves services based on the key concepts of anticipation, outreach, prevention, support, care and rehabilitation. Important areas in the profession involve assessing elderly clients' well-being, functional capacity and need for services; personal case management; work in care and nursing organisations; organisation of service pathways and multi-professional services for elderly clients, and supporting the significant others. On the level of service organisations, the focus is on the supervision and development of the service provision and on human resources development. 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.
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, carer, counsellor/supervisor, head counsellor/supervisor, social welfare counsellor/supervisor, manager of development, and manager of elderly care. The Finnish title geronomi (Bachelor of Social Services and Health Care) is also becoming increasingly common.
The areas of expertise and duties of Bachelors of Social Services and Health Care are as follows:
A) 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.
B) Planning, supervision and development of family care or other informal care services for older people as well as peer support activities
C) Contact work in care and service organisations for the elderly
D) A variety of tasks in dementia work on various levels and the development of dementia work
E) Planning, supervision, evaluation and development of services for the elderly in the public and third sectors
F) Work in various undertakings and development projects in elderly care.
The pedagogical principles in the Degree Programme of Elderly Care are elderly-oriented care and holistic care, multi-professional and multi-disciplinary knowledge, evidence-based and expert-level knowledge, relevance to the working world, internationalisation, and entrepreneurship. These contents are proceeded by using appropriate pedagogical principles, which are the subjectivity of the student, growth into self-directed individuals capability of self-evaluation, integration of theory and practice, learning and development based on progressive enquiry, collaborative learning and learning in groups, learning contracts, and professional growth.
Elderly-oriented care refers to contents that elicit the unique experiential dimension of aging and the individual service needs an elderly person has, the latest developments and results of gerontological research, methods of supporting the health, well-being, ability to function and social participation of elderly people, ethical issues in elderly care, as well as needs and methods for the supervision and development of quality management and service provision systems.
The pedagogical principles of the Degree Programme of Elderly Care are based on the constructivist theory and holistic perspective of learning. The constructivist theory of learning emphasises the context and subjectivity of the learner. Learners as subjects means that learners are the central actors in their own learning. Studies in the degree programme involve an extensive amount of independent information acquisition, evaluation and organisation of information, and seminar-based studying (problem-based learning). Students' understanding of themselves as capable individuals is strengthened through their own activities. The students' increasing awareness of their subjectivity and responsibility prepares them for work in the field of elderly care.
The holistic perspective stresses the learner's holistic persona. Both perspectives emphasise the learners' own commitment and responsibility, the significance of values, self-evaluation and self-management.
Finding connection between learner’s previously adopted knowledge and new study contents in very important. The student has to be guided to find his/her individual way to learn and to recognize his/her individual strenghts and issues of development in professional field.
Evidence-based knowledge refers to the knowledge of the essential and current research in elderly care, to the analysis, evaluation and utilisation of research knowledge, and to the production of knowledge to support the development of elderly care. Expert-level practice refers to contents that help students learn to analyse elderly care from a broad, multi-perspective and multi-disciplinary frame of reference. This creates a foundation for students' continuous study of elderly care research as their studies progress and for their developing elderly care on the basis of research later in work life.
Students are encouraged to seek, use and produce multi-professional, innovative knowledge to give them the knowledge and skills they need to develop quality services for the elderly and to engage in continuous self-development. The expert-level practice also comprises the professional ethics point of view, i.e. the expert's accountability to elderly clients and society.
Relevance to the working world means diverse and solid co-operation between education and world of work. Needs and challenges of the world of work are taken into account in the study contents.
In the Degree Programme of Elderly Care the integration between social and health care is essential. This means encouraging new ways of thinking and applying them in the co-operation with the professional field.
The programme's practical training is integrated into the theoretical studies to enable students to acquire the competences required in the working world. The learning/teaching contents reflect the objective to meet future needs of the profession. Thesis work and development projects also endeavour to develop elderly care by creating new types of structures and practices.
Acquiring an entrepreneurial frame of mind calls for a positive attitude toward self-directed growth and development in knowledge, skills and attitudes. Internal entrepreneurship is evident in students in their ability to take initiative and to actively think and work and approach things during their theoretical studies and practical training.
Learning to be subjects of their learning also develops students' sense of internal entrepreneurship. Self-direction is equivalent to students' internal entrepreneurship. Professional growth and career counselling into an expert in elderly care begins right from the start of the studies. The studies include a lot of practical training in various service organisations and projects.