Study Guide

Objective

The student deepens competence in the topical themes of emergency care both in the pre-hospital and in-hospital setting. After completing the study unit, the student can apply, analyze and evaluate evidence-based knowledge in emergency care. The student deepens competence in data acquisition; the student can critically evaluate the application of knowledge to different situations of emergency care and utilize this knowledge in the leadership of emergency care. The student develops competence in digital communication. The student can evaluate various research projects of emergency care of national and international level.

Content

- topical themes and literature of pre-hospital and in-hospital emergency care
- research projects of emergency care
- research knowledge and evidence-based knowledge of emergency care
- internationalization

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student understands the importance of multidisciplinary co-operation and leadership in the management of standard, multicasualty and disaster operations.
The student understands the importance of operative level management not only in his unit, but also in the operations of all the peer groups.
The student knows how to plan and predict emergency service resources both in normal and exceptional circumstances.
The student is able to evaluate and determine leadership and interagency cooperation of emergency care in case of multiple patient incidents and major disasters as well as devise methods for developing them.
The student understands the importance of the development of readiness in the national and hospital region level.

Content

- Operative level management and development of emergency care services
- The operative level leadership, systems, tools and their development
- The development of readiness now and in the future

Location and time

Zoom

Teaching methods

Preliminary assignment
Activation lectures
Study assignments

Employer connections

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

Course material 0,5 cr
Contact learning 2,5 cr
Exam/assignment 2 cr

5 cr = 135h

Content scheduling

Preliminary assignment
Lectures and assignments
Exam/ assignment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student can utilize regional and national data systems on follow-up records and risk prediction to determine and develop the emergency care service level.

The student understands the responsibilities brought by acts, decrees and emergency care service level regulations to the availability, organisation and management of out-of-hour emergency services.

The student applies research and other evidence-based knowledge to evaluate the emergency care service level. The student evaluates the current evidence and knowhow when developing emergency care services in order to develop a flexible and smooth entity for the client to utilize. The student evaluates the quality and costs of the different emergency care services based on evidence.

Content

- Acts, decrees and emergency care service levels in relation to emergency services
- Quality and patient safety in prehospital emergency care and in the emergency room
- Current and future emergency care services and chains of care
- Future data banks, statistics and foresight solutions as tools for leaders and developers
- The possibilities of digitalisation for future resourcing

Teaching methods

Interactive lectures
Distance learning
Coursework

International connections

N/A

Completion alternatives

N/A

Further information

Recognition of Prior Learning (RPL)
Equivalent studies in higher education (EQF, NQF 7) or other strong knowledge.
Open master degree program student requires the same learning capabilities as master's degree students (The Master’s Degree Programme is based on a previous bachelor’s degree in nursing, midwifery, public health nursing, emergency care, radiography and radiotherapy, oral hygiene, biomedical laboratory science or other applicable degree of higher education as well as three years of work experience in the field in question) Students themselves responsible for ensuring that he has the necessary study skills: the use of e-learning tools, to promote learning to read articles, search and work-oriented knowledge learning tasks

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Active participation and learnig task
The learning assignments are evaluated a scale from 1 to 5

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

- The student is proficient in security management as part of the operational culture of emergency care services
- The student can evaluate and analyze his/her own leadership in emergency care
- The student can evaluate and develop everyday leadership of emergency care as well as justify these actions
- The student is able to critically assess his own leadership and management
- The student analyses the learning requirements and development challenges of the leadership and management of emergency care services

Content

- The decision-making processes of leadership and management
- The strategic leadership in the political, national and welfare region level, and the strategies influencing it
- Leadership in safety and safety culture as a part of daily actions and strategy
- The development and leadership of risk management and safety
- The management of standard operations

Location and time

Zoom

Teaching methods

Activation lectures
Study assignments

Employer connections

N/A

Exam schedules

Study assignments

International connections

N/A

Completion alternatives

N/A

Student workload

Course material 0,5 cr
Contact learning 2,5 cr
Exam/assignment 2 cr

5 cr = 135h

Content scheduling

Lectures and assignments

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Study assignments

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student can critically evaluate treatment, examination and service practices and justify their development using evidence-based information. The student is able to anticipate clients’/patients’ health and service needs, development areas in social and health care, and the needs to develop client-centred services and personnel skills. The student understands the significance and usage of evidence-based management for different needs and situations. The student can systematically search for, utilise and evaluate summarized research information and critically consider its significance in developing consistent practices and in decision-making in social and health care. The student adopts evidence-based practice as the basis of his/her actions in situations related to client/patient examinations, care and services. The student adopts a responsible managerial role in evidence-based practices.

Content

- Evidence-based management in social and health care
- Evidence-based health care model
- The concepts and processes of evidence-based practice in social and health care
- Systematic data collection and analysis as a part of evidence-based practice
- The main national and international data sources and recommendations
- Utilising summarized research information critically in professional decision-making
- Leadership in evidence-based practices

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Further information

Recognition of prior learning

Corresponding university-level studies or corresponding strong competence acquired otherwise (e.g. other suitable education and working as part of the clinical practice guidelines work group).

Objective

The student is able to plan and justify a research and / or development project in cooperation with working life.

The student is able to critically and effectively apply the research and expert knowledge of the field and RDI methods for developing practices and solving problems in working life.

The student is able to justify her/his decision.

Content

Selection of the subject, ideation and planning of the thesis

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision

Location and time

Seminars and according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer is presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
opponent

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

n/a

International connections

Approved performance requires international source literature

Completion alternatives

n/a

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the second semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The approved plan of the Thesis is a prerequisite for the transition to the Thesis Implementation course. This will be agreed with the instructor.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is acceptance of the research protocol granted by the supervisor and the working life representative, when appropriate

Assessment methods and criteria

Approved completion of the thesis requires opposition at different stages of the thesis process.
See thesis evaluation framework.

Objective

Student is able to assess the thesis in cooperation with working life.

The student is able to make justified decisions during the different phases of the thesis process.

The student is able to work independently in expert positions of the field and as a developer and reformer of working life.

The student is able to produce a written report of the research and development project and has good oral and written professional communication skills.

In the maturity test, the student demonstrates good knowledge of the thesis’ subject area and is able to communicate the results in a professional manner.

Content

Reporting, publishing and assessing the research and development project

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision, maturity test.

The maturity test can be a press release, a publishable article, an executive summary or other informative text. The student agrees the form and target audience of the maturity test together with the thesis supervisor.

Location and time

Seminars are according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer and maturity test instruction are presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
Opponent
Maturity test

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

The maturity test instruction is presented in Moodle: YAMK-opinnäytetyöprosessi

International connections

Approved performance requires international source literature

Completion alternatives

N/A

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the fourth semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Presequisite of passing is the approval of the report by the supervisor as well as by the working life representative. Furthermore, the maturity test must be passed.

Assessment methods and criteria

Seminars, workshops
Admitted thesis
Admitted maturity test

See thesis evaluation framework.

Objective

The student is able to implement her / his thesis project in cooperation with working life.

In his/her work, the student shows initiative and good change management and development skills.

The student is able to make justified decisions during the different phases of the thesis process.

Content

Data collection and - analysis.

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision.

Location and time

Seminars are according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer is presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
Opponent

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

N/A

International connections

Approved performance requires international source literature

Completion alternatives

N/A

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the third semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is carrying out data collection and -analysis.

Assessment methods and criteria

Seminars, workshops

Objective

The student is able to survey and define the development needs of an organization and to search for solutions by means of project management and developmental research. The student bases all his/her actions on empirical and research data.

The student is able to plan, execute, lead, administer and evaluate a project. The student applies key methods of project management and development work in a meaningful way. He/she is familiar with the relevant operating models of development processes and is able to use the appropriate project tools and methods in each phase of the project. The student is able to communicate the results of the project and developmental research, and evaluate the reliability, ethicality and profitability of the development project. He/she applies the results of project management and developmental research to the practices of working life.

Content

- The fundamentals of project and development work
- Project planning
- Project management and leadership
- Project tools
- Reporting and evaluating a project
- The processes of developmental research
- Methods used in development processes
- The ethicality, reliability and profitability of development work
- Communicating and establishing the results of projects and developmental research

Employer connections

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

Project 3cr, 81 hours
Developmental Research 2cr, 54 hours

Content scheduling

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

Learning assignments

Further information

Recognition of Prior Learning (RPL)

The student will get recognition of prior learning for RDI studies (10 cr) if the student has a previous Master’s degree or has completed advanced studies (60 cr) in a university. The student may get RPL for project management and developmental research if he/she has worked in a managerial role in several projects and/or has completed Master's level studies that correspond to the content of this course.

Objective

Upon completion of the studies, the participant will be able to
- understand the potential of simulation-based education in gaining and maintaining skills;
- plan, conduct and assess simulation-based learning scenarios involving leadership, guidance and interaction as well as process modelling;
- vary the method of using simulation-based education, apply the method, and integrate it into his/her own environment.

Content

- theoretical basis of simulation-based education
- planning your own simulation exercise
- implementing a simulation-based scenario
- debriefing
- assessment of competence
- assessment of simulation-based learning
- integrating simulation-based education into own environment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Objective

Upon completion of the studies, the participant will be able to
- understand the potential of simulation-based education in gaining and maintaining skills;
- plan, conduct and assess simulation-based learning scenarios involving leadership, guidance and interaction as well as process modelling;
- vary the method of using simulation-based education, apply the method, and integrate it into his/her own environment.

Content

- theoretical basis of simulation-based education
- planning your own simulation exercise
- implementing a simulation-based scenario
- debriefing
- assessment of competence
- assessment of simulation-based learning
- integrating simulation-based education into own environment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Objective

The student is capable of evaluating the principles and values of public leadership and understands the principles of ethical leadership in social and health care. The student evaluates and develops organizational communication and is competent in using various methods of communication. S/he evaluates the significance of quality control to client and patient safety and to the development of the work environment.

Content

- principles of public leadership, values and ethical leadership
- significance of organization and leadership culture to the development of leadership and work climate
- significance of organizational communication and different communication methods
- employment legislation, collective bargaining contract and collective agreement
- client and patient safety and its significance to leadership
- tools of quality control, evaluation and development
- leadership of multiprofessional teams and networks

Teaching methods

Interactive lectures
Distance learning
Coursework

Employer connections

N/A

International connections

literature and web pages

Student workload

1 cr contact learning
4 cr distance learning

Content scheduling

Contact days, see scedules

Orientation, principles of public leadership, values and ethical leadership
Significance of organization and leadership culture to the development of leadership and work climate
Employment legislation, collective bargaining contract and collective agreement
Client and patient safety and its significance to leadership
Significance of organizational communication and different communication methods
Tools of quality control, evaluation and development
Leadership of multiprofessional teams and networks

Further information

Open master degree program student requires the same learning capabilities as master's degree students (The Master’s Degree Programme is based on a previous bachelor’s degree in nursing, midwifery, public health nursing, emergency care, radiography and radiotherapy, oral hygiene, biomedical laboratory science or other applicable degree of higher education as well as three years of work experience in the field in question) Students themselves responsible for ensuring that he has the necessary study skills: the use of e-learning tools, to promote learning to read articles, search and work-oriented knowledge learning tasks.


Key to Moodle:

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

The learning assignments are evaluated with the accepted / rejected principle or scale from 1 to 5

Further information

Recognition of previously acquired competence:
The study unit may be accredited based on previously acquired competence, if the student has completed similar studies and/or the student has a long experience of a demanding managerial role equalling the same level of competence.

Objective

The student is able to evaluate his/her former development and skills and to plan strategic actions that support his/her career plans. The student is able to apply self-management tools to continuous development as a manager. The student masters the principles of strategic management and proactiveness and takes responsibility for implementing and reforming strategy as a front-line manager. The student is able to create, together with the personnel of an expert organization, an atmosphere that supports working and diversity. He/she encourages the personnel to enhance their skills for future needs and strategically useful work. The student can evaluate the results of chosen strategies in relation to targets.

Content

- Self-management and personnel management during change
- Principles of strategic management
- Expert organization
- Functional work community
- Diversity in the work community
- Evaluating and measuring strategic performance

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

-

Exam schedules

N/A

International connections

-

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

N/A

Further information

Recognition of previously acquired competence: The study unit may not be fully accredited based on previous competence.

Objective

The student is able to evaluate his/her former development and skills and to plan strategic actions that support his/her career plans. The student is able to apply self-management tools to continuous development as a manager. The student masters the principles of strategic management and proactiveness and takes responsibility for implementing and reforming strategy as a front-line manager. The student is able to create, together with the personnel of an expert organization, an atmosphere that supports working and diversity. He/she encourages the personnel to enhance their skills for future needs and strategically useful work. The student can evaluate the results of chosen strategies in relation to targets.

Content

- Self-management and personnel management during change
- Principles of strategic management
- Expert organization
- Functional work community
- Diversity in the work community
- Evaluating and measuring strategic performance

Location and time

Online course 15.1.- 7.4.2024
Orientation lecture 15.1.2024. at 4pm - 5.30pm.The event will be recorded. The recording contains only the teacher's part. Available for viewing for two weeks in the Moodle workspace.

Join Zoom Meeting Zoom https://metropolia.zoom.us/my/jaanaseitovirta

Other lectures: Lectures are not recorded
19.1.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta
12.2.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta
12.3.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta

Materials

Course material in Moodle, https://moodle.metropolia.fi/my/. Moodle workspace opens at the start of the course. An information letter will be sent to the students by e-mail about a week before the start.

Teaching methods

Course In Moodle workspace, distance lessons, return of assignments in the given schedule.

Employer connections

-

Exam schedules

The student has the right to renew the course twice in the following courses. Renewal does not apply parts of tasks. There is no possibility of increasing the approved grades in the course.

International connections

-

Completion alternatives

No alternative

Student workload

5 cr = 27h x 5cr = 135h

Content scheduling

Lectures as well as independent study 5 op. based on the instructions and learning materials given in the Moodle workspace.

Further information

The student confirms his / her place with the implementation of the course by being present at the beginning of the teaching or otherwise in a manner separately agreed with the teacher, which can be, for example, the return of the first learning task. If a student is unable to attend the beginning of teaching due to illness, he or she can also confirm his or her place of study by notifying the teacher in advance. Admission to the course is conditional until the Prerequisites specified for the course have been reviewed. If the registered student does not participate in the implementation, the teacher responsible for the course will remove the student from the implementation within two weeks of the start of the Study. Registration times are defined in the annual learning activity clock. (Degree Regulations Section 32)

Recognition of Prior Learning (RPL):Recognition of Prior Learning (RPL):
Enter the name of the person mentioned in your degree programme's guidelines as the person in charge of processing the application or RPL responsible teacher of this course Jaana Seitovirta


Tasks and Materials drawn up by the lectures are works under the Copyright Act (404/61) on which they have copyright. Tasks and Materials may not be used other than in their own studies. Their public dissemination is only allowed with the permission of the owner.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

Courses are either assessed on a competence scale of excellent (5), very good (4), good (3), very satisfactory (2), satisfactory (1) and fail (0), or for a justified reason with a grade of pass/fail. The assessment criteria for a ‘pass’ grade are the same as the assessment criteria for a ‘satisfactory’ (1) grade, which is that the student has achieved the core competence.(Metropolia Ammattikorkeakoulu Oy:n tutkintosääntö; 33 § Opintosuorituksen arviointi)

Participation in all sections.

Further information

Recognition of previously acquired competence: The study unit may not be fully accredited based on previous competence.

Objective

The student understands the core concepts of health economics and financial leadership and can assess the relation between the financial and steering systems of social and health care as well as service production and development. The student assesses conditions for economic activity and the economic circumstances of his/her organization. S/he knows how to plan, implement and analyze tendering for public procurement in the social and health care sector and bidding processes as well as to follow up operators in the social and health care market.

Content

- core concepts of health economics and financial leadership
- framework for public economy, steering and follow up and their relation to the social and health care services and development of service production
- significance of financial competence of management to steering activities
- public procurement legislation and tendering
- interpreting the profit and loss account and balance sheet as prediction tools
- steering and evaluating economy, efficiency and cost-effectiveness in everyday leadership

Location and time

Autumn 2023

Materials

Raudasoja & Johansson. 2009. Esimies talouden johtajana julkishallinnossa. WSOYPro.

The book is also available as an e-book through MetCat FINNA with your metropolia network id


Other material is in Moodle

Teaching methods

Activation lectures
Study assignments

Employer connections

Work life-oriented learning task

Exam schedules

Published in Moodle
The study course options are reviewed in the orientation

International connections

N/A

Completion alternatives

N/A

Student workload

Knowledge test 0.5 cr
Course material 1,5 cr
Contact learning 1 cr
Assignment 2 cr

Content scheduling

Lectures and lesson assignments
Course assignments

Further information

The assignments and MATERIALS prepared by the teacher are works according to the Copyright Act (404/61), to which the teacher has the copyright. Assignments AND MATERIALS may not be used other than in their own studies. Their public distribution is only allowed with the teacher's permission.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Knowledge test pass-fail
Assignments pass-fail
Course assignment numerically (1-5)

Further information

Recognition of previously acquired competence:
The study unit may be accredited based on previously acquired competence, if the student has completed similar studies and/or the student has a long experience of a demanding managerial role equalling the same level of competence.

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Evaluation scale

Hyväksytty/Hylätty

Objective

The student understands the different ways of arrangement and production in her or his industry as well as the directional legislation and regulation. The student is able to assess and develop business ideas and their chances of success. The student can develop customer driven and cost-effective services and products. The student has basic skills to start his or her own business and utilize public services. The student is able to create calculations for his or her own company’s profitability. The student understands the different forms of funding. The student can create the clear business plan for his or her business idea. The student can build relevant networks for his or her business.

Content

Myllypuro Turbiini Incubator is a course targeted for students and others who are interested about entrepreneurship.
Development and testing of students’ individual or team’s business idea. Understanding of the business environment, regulations and legislation directing the industry as well as contracts and funding. Opportunities in business activities. The different tools and methodologies of entrepreneurship. Internal and external entrepreneurship, entrepreneurial attitude and skills. Productisation of services, pricing and quality assurance. Founding of a company from the business idea to business plan. Choosing of a company form accordingly. Public competitive tendering. Indemnification. Marketing. Partnership network.
The focus of the content of the study module will become more precise in the implementation plan.

Location and time

Myllypuro campus, Myllypurontie 1, 00920 Helsinki. C-bilding in campus, 2.floor, room 2010.
The course will be completed on between 7.9. - 23.11.2023. Local classes are usually on Tuesdays and Thursdays from 9:00 a.m. to 12:00 p.m.

Materials

Is given in beginning and in moodle learning space.

Teaching methods

Theory lectures
Independent working in Moodle
Small group working
Visiting lecturers
Learning assignments
Written learning assignment from own company's business plan
Pitching own company's business plan
Individual coaching in small groups

Employer connections

The student goes to interview a working life representative and expands her cooperation network.

The business lecturers are mainly Metropolia alumni who will talk about their own business path.

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

10 credits equals 270 hours of student work. In studies, you can do learning tasks alone, in pairs or in small groups.

Content scheduling

On 1. and 2. pediod.

Further information

At least 50% participation in classes is expected from the student.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student has participated in activities and sketched the business idea.

Assessment criteria, good (3)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student can outline the requirements of the business activities and can develop his or her own idea. The student understands the most important concepts and the fundamentals of the business life and identifies the basic processes of running a company. The student knows the different stages of founding and registering the company and the impacts operational environment has to the company. The student has internalized the concepts of internal and extern entrepreneurship. He or she has gained perspectives of the opportunities in business.

Assessment criteria, excellent (5)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student knows the requirements of the stakeholders in the operational environment of the companies. He or she knows how to search and acquire knowledge about running the business and funding. The student has developed his or her own business idea into a functional project.

Assessment methods and criteria

The assessment focuses on participating in working in a group during implementation, the approved completion of learning tasks on time and the written and oral presentation of one's own business plan.

Evaluation criteria - satisfactory (1-2)
The student has participated in the activity according to the implementation plan. The student has outlined the business idea in a business plan and presented it orally. The student has returned the learning assignments on time and approved.

Evaluation criteria - good (3-4)
The student has actively participated in teaching and small group work. The student has produced a business plan and presented it orally. The student has returned the learning assignments on time and approved.

Evaluation criteria - laudaple (5)
The student has participated independently and innovatively in teaching and small group work. The student has acquired information on his own initiative and developed his own business idea into a functioning business and prepared an extensive business plan and presented it orally. The student has returned all learning tasks on time and with approval.

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

N/A

Prerequisites

Completed Higher Education Degree

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

N/A

Prerequisites

Completed Higher Education Degree

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Evaluation scale

Hyväksytty/Hylätty

Objective

The student is capable of evaluating the principles and values of public leadership and understands the principles of ethical leadership in social and health care. The student evaluates and develops organizational communication and is competent in using various methods of communication. S/he evaluates the significance of quality control to client and patient safety and to the development of the work environment.

Content

- principles of public leadership, values and ethical leadership
- significance of organization and leadership culture to the development of leadership and work climate
- significance of organizational communication and different communication methods
- employment legislation, collective bargaining contract and collective agreement
- client and patient safety and its significance to leadership
- tools of quality control, evaluation and development
- leadership of multiprofessional teams and networks

Teaching methods

Interactive lectures
Distance learning
Coursework

Employer connections

N/A

International connections

literature and web pages

Student workload

1 cr contact learning
4 cr distance learning

Content scheduling

Contact days, see scedules

Orientation, principles of public leadership, values and ethical leadership
Significance of organization and leadership culture to the development of leadership and work climate
Employment legislation, collective bargaining contract and collective agreement
Client and patient safety and its significance to leadership
Significance of organizational communication and different communication methods
Tools of quality control, evaluation and development
Leadership of multiprofessional teams and networks

Further information

Open master degree program student requires the same learning capabilities as master's degree students (The Master’s Degree Programme is based on a previous bachelor’s degree in nursing, midwifery, public health nursing, emergency care, radiography and radiotherapy, oral hygiene, biomedical laboratory science or other applicable degree of higher education as well as three years of work experience in the field in question) Students themselves responsible for ensuring that he has the necessary study skills: the use of e-learning tools, to promote learning to read articles, search and work-oriented knowledge learning tasks.


Key to Moodle:

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

The learning assignments are evaluated with the accepted / rejected principle or scale from 1 to 5

Further information

Recognition of previously acquired competence:
The study unit may be accredited based on previously acquired competence, if the student has completed similar studies and/or the student has a long experience of a demanding managerial role equalling the same level of competence.

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

N/A

Prerequisites

Completed Higher Education Degree

Objective

The student is able to evaluate his/her former development and skills and to plan strategic actions that support his/her career plans. The student is able to apply self-management tools to continuous development as a manager. The student masters the principles of strategic management and proactiveness and takes responsibility for implementing and reforming strategy as a front-line manager. The student is able to create, together with the personnel of an expert organization, an atmosphere that supports working and diversity. He/she encourages the personnel to enhance their skills for future needs and strategically useful work. The student can evaluate the results of chosen strategies in relation to targets.

Content

- Self-management and personnel management during change
- Principles of strategic management
- Expert organization
- Functional work community
- Diversity in the work community
- Evaluating and measuring strategic performance

Location and time

Online course 15.1.- 7.4.2024
Orientation lecture 15.1.2024. at 4pm - 5.30pm.The event will be recorded. The recording contains only the teacher's part. Available for viewing for two weeks in the Moodle workspace.

Join Zoom Meeting Zoom https://metropolia.zoom.us/my/jaanaseitovirta

Other lectures: Lectures are not recorded
19.1.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta
12.2.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta
12.3.2024 klo 13.00-16.00 Join Zoom Meeting https://metropolia.zoom.us/my/jaanaseitovirta

Materials

Course material in Moodle, https://moodle.metropolia.fi/my/. Moodle workspace opens at the start of the course. An information letter will be sent to the students by e-mail about a week before the start.

Teaching methods

Course In Moodle workspace, distance lessons, return of assignments in the given schedule.

Employer connections

-

Exam schedules

The student has the right to renew the course twice in the following courses. Renewal does not apply parts of tasks. There is no possibility of increasing the approved grades in the course.

International connections

-

Completion alternatives

No alternative

Student workload

5 cr = 27h x 5cr = 135h

Content scheduling

Lectures as well as independent study 5 op. based on the instructions and learning materials given in the Moodle workspace.

Further information

The student confirms his / her place with the implementation of the course by being present at the beginning of the teaching or otherwise in a manner separately agreed with the teacher, which can be, for example, the return of the first learning task. If a student is unable to attend the beginning of teaching due to illness, he or she can also confirm his or her place of study by notifying the teacher in advance. Admission to the course is conditional until the Prerequisites specified for the course have been reviewed. If the registered student does not participate in the implementation, the teacher responsible for the course will remove the student from the implementation within two weeks of the start of the Study. Registration times are defined in the annual learning activity clock. (Degree Regulations Section 32)

Recognition of Prior Learning (RPL):Recognition of Prior Learning (RPL):
Enter the name of the person mentioned in your degree programme's guidelines as the person in charge of processing the application or RPL responsible teacher of this course Jaana Seitovirta


Tasks and Materials drawn up by the lectures are works under the Copyright Act (404/61) on which they have copyright. Tasks and Materials may not be used other than in their own studies. Their public dissemination is only allowed with the permission of the owner.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

Courses are either assessed on a competence scale of excellent (5), very good (4), good (3), very satisfactory (2), satisfactory (1) and fail (0), or for a justified reason with a grade of pass/fail. The assessment criteria for a ‘pass’ grade are the same as the assessment criteria for a ‘satisfactory’ (1) grade, which is that the student has achieved the core competence.(Metropolia Ammattikorkeakoulu Oy:n tutkintosääntö; 33 § Opintosuorituksen arviointi)

Participation in all sections.

Further information

Recognition of previously acquired competence: The study unit may not be fully accredited based on previous competence.

Objective

Student is able to assess the thesis in cooperation with working life.

The student is able to make justified decisions during the different phases of the thesis process.

The student is able to work independently in expert positions of the field and as a developer and reformer of working life.

The student is able to produce a written report of the research and development project and has good oral and written professional communication skills.

In the maturity test, the student demonstrates good knowledge of the thesis’ subject area and is able to communicate the results in a professional manner.

Content

Reporting, publishing and assessing the research and development project

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision, maturity test.

The maturity test can be a press release, a publishable article, an executive summary or other informative text. The student agrees the form and target audience of the maturity test together with the thesis supervisor.

Location and time

Seminars are according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer and maturity test instruction are presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
Opponent
Maturity test

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

The maturity test instruction is presented in Moodle: YAMK-opinnäytetyöprosessi

International connections

Approved performance requires international source literature

Completion alternatives

N/A

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the fourth semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Presequisite of passing is the approval of the report by the supervisor as well as by the working life representative. Furthermore, the maturity test must be passed.

Assessment methods and criteria

Seminars, workshops
Admitted thesis
Admitted maturity test

See thesis evaluation framework.

Objective

The student is able to survey and define the development needs of an organization and to search for solutions by means of project management and developmental research. The student bases all his/her actions on empirical and research data.

The student is able to plan, execute, lead, administer and evaluate a project. The student applies key methods of project management and development work in a meaningful way. He/she is familiar with the relevant operating models of development processes and is able to use the appropriate project tools and methods in each phase of the project. The student is able to communicate the results of the project and developmental research, and evaluate the reliability, ethicality and profitability of the development project. He/she applies the results of project management and developmental research to the practices of working life.

Content

- The fundamentals of project and development work
- Project planning
- Project management and leadership
- Project tools
- Reporting and evaluating a project
- The processes of developmental research
- Methods used in development processes
- The ethicality, reliability and profitability of development work
- Communicating and establishing the results of projects and developmental research

Employer connections

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

Project 3cr, 81 hours
Developmental Research 2cr, 54 hours

Content scheduling

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

Learning assignments

Further information

Recognition of Prior Learning (RPL)

The student will get recognition of prior learning for RDI studies (10 cr) if the student has a previous Master’s degree or has completed advanced studies (60 cr) in a university. The student may get RPL for project management and developmental research if he/she has worked in a managerial role in several projects and/or has completed Master's level studies that correspond to the content of this course.

Objective

- The student is proficient in security management as part of the operational culture of emergency care services
- The student can evaluate and analyze his/her own leadership in emergency care
- The student can evaluate and develop everyday leadership of emergency care as well as justify these actions
- The student is able to critically assess his own leadership and management
- The student analyses the learning requirements and development challenges of the leadership and management of emergency care services

Content

- The decision-making processes of leadership and management
- The strategic leadership in the political, national and welfare region level, and the strategies influencing it
- Leadership in safety and safety culture as a part of daily actions and strategy
- The development and leadership of risk management and safety
- The management of standard operations

Location and time

Zoom

Teaching methods

Activation lectures
Study assignments

Employer connections

N/A

Exam schedules

Study assignments

International connections

N/A

Completion alternatives

N/A

Student workload

Course material 0,5 cr
Contact learning 2,5 cr
Exam/assignment 2 cr

5 cr = 135h

Content scheduling

Lectures and assignments

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Study assignments

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student deepens competence in the topical themes of emergency care both in the pre-hospital and in-hospital setting. After completing the study unit, the student can apply, analyze and evaluate evidence-based knowledge in emergency care. The student deepens competence in data acquisition; the student can critically evaluate the application of knowledge to different situations of emergency care and utilize this knowledge in the leadership of emergency care. The student develops competence in digital communication. The student can evaluate various research projects of emergency care of national and international level.

Content

- topical themes and literature of pre-hospital and in-hospital emergency care
- research projects of emergency care
- research knowledge and evidence-based knowledge of emergency care
- internationalization

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student understands the importance of multidisciplinary co-operation and leadership in the management of standard, multicasualty and disaster operations.
The student understands the importance of operative level management not only in his unit, but also in the operations of all the peer groups.
The student knows how to plan and predict emergency service resources both in normal and exceptional circumstances.
The student is able to evaluate and determine leadership and interagency cooperation of emergency care in case of multiple patient incidents and major disasters as well as devise methods for developing them.
The student understands the importance of the development of readiness in the national and hospital region level.

Content

- Operative level management and development of emergency care services
- The operative level leadership, systems, tools and their development
- The development of readiness now and in the future

Location and time

Zoom

Teaching methods

Preliminary assignment
Activation lectures
Study assignments

Employer connections

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

Course material 0,5 cr
Contact learning 2,5 cr
Exam/assignment 2 cr

5 cr = 135h

Content scheduling

Preliminary assignment
Lectures and assignments
Exam/ assignment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

Upon completion of the studies, the participant will be able to
- understand the potential of simulation-based education in gaining and maintaining skills;
- plan, conduct and assess simulation-based learning scenarios involving leadership, guidance and interaction as well as process modelling;
- vary the method of using simulation-based education, apply the method, and integrate it into his/her own environment.

Content

- theoretical basis of simulation-based education
- planning your own simulation exercise
- implementing a simulation-based scenario
- debriefing
- assessment of competence
- assessment of simulation-based learning
- integrating simulation-based education into own environment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Objective

Upon completion of the studies, the participant will be able to
- understand the potential of simulation-based education in gaining and maintaining skills;
- plan, conduct and assess simulation-based learning scenarios involving leadership, guidance and interaction as well as process modelling;
- vary the method of using simulation-based education, apply the method, and integrate it into his/her own environment.

Content

- theoretical basis of simulation-based education
- planning your own simulation exercise
- implementing a simulation-based scenario
- debriefing
- assessment of competence
- assessment of simulation-based learning
- integrating simulation-based education into own environment

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Objective

The student understands the core concepts of health economics and financial leadership and can assess the relation between the financial and steering systems of social and health care as well as service production and development. The student assesses conditions for economic activity and the economic circumstances of his/her organization. S/he knows how to plan, implement and analyze tendering for public procurement in the social and health care sector and bidding processes as well as to follow up operators in the social and health care market.

Content

- core concepts of health economics and financial leadership
- framework for public economy, steering and follow up and their relation to the social and health care services and development of service production
- significance of financial competence of management to steering activities
- public procurement legislation and tendering
- interpreting the profit and loss account and balance sheet as prediction tools
- steering and evaluating economy, efficiency and cost-effectiveness in everyday leadership

Location and time

Autumn 2023

Materials

Raudasoja & Johansson. 2009. Esimies talouden johtajana julkishallinnossa. WSOYPro.

The book is also available as an e-book through MetCat FINNA with your metropolia network id


Other material is in Moodle

Teaching methods

Activation lectures
Study assignments

Employer connections

Work life-oriented learning task

Exam schedules

Published in Moodle
The study course options are reviewed in the orientation

International connections

N/A

Completion alternatives

N/A

Student workload

Knowledge test 0.5 cr
Course material 1,5 cr
Contact learning 1 cr
Assignment 2 cr

Content scheduling

Lectures and lesson assignments
Course assignments

Further information

The assignments and MATERIALS prepared by the teacher are works according to the Copyright Act (404/61), to which the teacher has the copyright. Assignments AND MATERIALS may not be used other than in their own studies. Their public distribution is only allowed with the teacher's permission.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Knowledge test pass-fail
Assignments pass-fail
Course assignment numerically (1-5)

Further information

Recognition of previously acquired competence:
The study unit may be accredited based on previously acquired competence, if the student has completed similar studies and/or the student has a long experience of a demanding managerial role equalling the same level of competence.

Objective

The student is able to evaluate his/her former development and skills and to plan strategic actions that support his/her career plans. The student is able to apply self-management tools to continuous development as a manager. The student masters the principles of strategic management and proactiveness and takes responsibility for implementing and reforming strategy as a front-line manager. The student is able to create, together with the personnel of an expert organization, an atmosphere that supports working and diversity. He/she encourages the personnel to enhance their skills for future needs and strategically useful work. The student can evaluate the results of chosen strategies in relation to targets.

Content

- Self-management and personnel management during change
- Principles of strategic management
- Expert organization
- Functional work community
- Diversity in the work community
- Evaluating and measuring strategic performance

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

-

Exam schedules

N/A

International connections

-

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

N/A

Further information

Recognition of previously acquired competence: The study unit may not be fully accredited based on previous competence.

Objective

The student can critically evaluate treatment, examination and service practices and justify their development using evidence-based information. The student is able to anticipate clients’/patients’ health and service needs, development areas in social and health care, and the needs to develop client-centred services and personnel skills. The student understands the significance and usage of evidence-based management for different needs and situations. The student can systematically search for, utilise and evaluate summarized research information and critically consider its significance in developing consistent practices and in decision-making in social and health care. The student adopts evidence-based practice as the basis of his/her actions in situations related to client/patient examinations, care and services. The student adopts a responsible managerial role in evidence-based practices.

Content

- Evidence-based management in social and health care
- Evidence-based health care model
- The concepts and processes of evidence-based practice in social and health care
- Systematic data collection and analysis as a part of evidence-based practice
- The main national and international data sources and recommendations
- Utilising summarized research information critically in professional decision-making
- Leadership in evidence-based practices

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the
course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Further information

Recognition of prior learning

Corresponding university-level studies or corresponding strong competence acquired otherwise (e.g. other suitable education and working as part of the clinical practice guidelines work group).

Objective

The student can utilize regional and national data systems on follow-up records and risk prediction to determine and develop the emergency care service level.

The student understands the responsibilities brought by acts, decrees and emergency care service level regulations to the availability, organisation and management of out-of-hour emergency services.

The student applies research and other evidence-based knowledge to evaluate the emergency care service level. The student evaluates the current evidence and knowhow when developing emergency care services in order to develop a flexible and smooth entity for the client to utilize. The student evaluates the quality and costs of the different emergency care services based on evidence.

Content

- Acts, decrees and emergency care service levels in relation to emergency services
- Quality and patient safety in prehospital emergency care and in the emergency room
- Current and future emergency care services and chains of care
- Future data banks, statistics and foresight solutions as tools for leaders and developers
- The possibilities of digitalisation for future resourcing

Teaching methods

Interactive lectures
Distance learning
Coursework

International connections

N/A

Completion alternatives

N/A

Further information

Recognition of Prior Learning (RPL)
Equivalent studies in higher education (EQF, NQF 7) or other strong knowledge.
Open master degree program student requires the same learning capabilities as master's degree students (The Master’s Degree Programme is based on a previous bachelor’s degree in nursing, midwifery, public health nursing, emergency care, radiography and radiotherapy, oral hygiene, biomedical laboratory science or other applicable degree of higher education as well as three years of work experience in the field in question) Students themselves responsible for ensuring that he has the necessary study skills: the use of e-learning tools, to promote learning to read articles, search and work-oriented knowledge learning tasks

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfills the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyze the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Pass: The student is proficient in the basic content of the study unit (competence evaluation), but independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.

Assessment methods and criteria

Active participation and learnig task
The learning assignments are evaluated a scale from 1 to 5

Further information

Recognition of Prior Learning (RPL):
A study unit or parts of it may be accredited based on previously acquired competence if the student has completed similar studies of higher education and/or the student has work experience to meet the competence requirements.

Objective

The student understands the different ways of arrangement and production in her or his industry as well as the directional legislation and regulation. The student is able to assess and develop business ideas and their chances of success. The student can develop customer driven and cost-effective services and products. The student has basic skills to start his or her own business and utilize public services. The student is able to create calculations for his or her own company’s profitability. The student understands the different forms of funding. The student can create the clear business plan for his or her business idea. The student can build relevant networks for his or her business.

Content

Myllypuro Turbiini Incubator is a course targeted for students and others who are interested about entrepreneurship.
Development and testing of students’ individual or team’s business idea. Understanding of the business environment, regulations and legislation directing the industry as well as contracts and funding. Opportunities in business activities. The different tools and methodologies of entrepreneurship. Internal and external entrepreneurship, entrepreneurial attitude and skills. Productisation of services, pricing and quality assurance. Founding of a company from the business idea to business plan. Choosing of a company form accordingly. Public competitive tendering. Indemnification. Marketing. Partnership network.
The focus of the content of the study module will become more precise in the implementation plan.

Location and time

Myllypuro campus, Myllypurontie 1, 00920 Helsinki. C-bilding in campus, 2.floor, room 2010.
The course will be completed on between 7.9. - 23.11.2023. Local classes are usually on Tuesdays and Thursdays from 9:00 a.m. to 12:00 p.m.

Materials

Is given in beginning and in moodle learning space.

Teaching methods

Theory lectures
Independent working in Moodle
Small group working
Visiting lecturers
Learning assignments
Written learning assignment from own company's business plan
Pitching own company's business plan
Individual coaching in small groups

Employer connections

The student goes to interview a working life representative and expands her cooperation network.

The business lecturers are mainly Metropolia alumni who will talk about their own business path.

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

10 credits equals 270 hours of student work. In studies, you can do learning tasks alone, in pairs or in small groups.

Content scheduling

On 1. and 2. pediod.

Further information

At least 50% participation in classes is expected from the student.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student has participated in activities and sketched the business idea.

Assessment criteria, good (3)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student can outline the requirements of the business activities and can develop his or her own idea. The student understands the most important concepts and the fundamentals of the business life and identifies the basic processes of running a company. The student knows the different stages of founding and registering the company and the impacts operational environment has to the company. The student has internalized the concepts of internal and extern entrepreneurship. He or she has gained perspectives of the opportunities in business.

Assessment criteria, excellent (5)

Evaluation is based on in the following ways: the work during the implementation and expertise gained in the end of the course as well as reaching the objectives of a project and birth of various solutions.
- The student knows the requirements of the stakeholders in the operational environment of the companies. He or she knows how to search and acquire knowledge about running the business and funding. The student has developed his or her own business idea into a functional project.

Assessment methods and criteria

The assessment focuses on participating in working in a group during implementation, the approved completion of learning tasks on time and the written and oral presentation of one's own business plan.

Evaluation criteria - satisfactory (1-2)
The student has participated in the activity according to the implementation plan. The student has outlined the business idea in a business plan and presented it orally. The student has returned the learning assignments on time and approved.

Evaluation criteria - good (3-4)
The student has actively participated in teaching and small group work. The student has produced a business plan and presented it orally. The student has returned the learning assignments on time and approved.

Evaluation criteria - laudaple (5)
The student has participated independently and innovatively in teaching and small group work. The student has acquired information on his own initiative and developed his own business idea into a functioning business and prepared an extensive business plan and presented it orally. The student has returned all learning tasks on time and with approval.

Objective

The purpose of the course is to improve the student's professional expertise, research and development skills, and expertise in critical argumentation and knowledge formation skills that can contribute to the field.
Goals:
• The student is able to identify, evaluate and argue research and development needs from different angles.
• The student can critically evaluate and utilise national and international research data and material for the purposes of working life development and RDI.
• The student is familiar with methods suitable for research and development projects in their field and can select the appropriate qualitative, quantitative or development methods for research and development projects.
• The student is able to apply any chosen methods appropriately.
• The student follows the principles of responsible conduct of research, data protection and research ethics and can apply the principles of open science and research in research and development activities.
• The student is able to evaluate the reliability of the research and development project appropriately.
• The student can communicate fluently about research and development issues.
• The student can act with initiative and responsibility in multidisciplinary development networks and carry out various working life development projects.

Content

• Approaches to research and development work
• Identification and evaluation of research and development needs
• Systematic acquisition of information in research and development work
• Research and development processes and methods:
o Quantitative, qualitative and development methods
o Data collection, analysis, reliability and interpretation of data
• Research ethics, data protection and responsible conduct of research, and the principles of open science and research
• Communication and reporting of research and development work

Location and time

N/A

Materials

N/A

Teaching methods

N/A

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

N/A

Content scheduling

N/A

Further information

N/A

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment criteria, good (3)

The student is able to analyse and argue the needs and stages of research and development work in their field. The student is able to compare, analyse and make use of relevant information purposefully in development work. The student is able to properly use key concepts and method in their field's research and development work, and to apply them in a variety of ways. They adhere to data protection and research ethics guidelines. They communicate and report clearly on their research and development work. The student is able to carry out independent research and development projects that develop working life, and is capable of cooperation with others.

Assessment criteria, excellent (5)

The student is able to assess in a critical way and to argue from many angles the needs and stages of research and development work in their field. The student is able to critically analyse and assess relevant information and to apply it skilfully in development work. The student is able to use excellently the key concepts and methods used in their field's research and development work, and to apply them in multiple and innovative ways. They have internalised the data protection and research ethics guidelines, and develop operations that comply with them. They communicate and report convincingly on their research and development work. The student is able to lead independent research and development projects and engage in constructive cooperation with others.

Assessment criteria, approved/failed

The student is able to identify and describe the needs and stages of research and development work in their field. The student is able to make use of relevant information in development work. The student is able to use and apply key concepts and methods in their field's research and development work. They are able to identify and take into account any data protection and research ethics issues. They can communicate and report on their research and development work. The student is able to, in cooperation with others, to carry out research and development projects that develop working life.

Assessment methods and criteria

N/A

Prerequisites

Completed Higher Education Degree

Objective

The student is able to implement her / his thesis project in cooperation with working life.

In his/her work, the student shows initiative and good change management and development skills.

The student is able to make justified decisions during the different phases of the thesis process.

Content

Data collection and - analysis.

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision.

Location and time

Seminars are according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer is presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
Opponent

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

N/A

International connections

Approved performance requires international source literature

Completion alternatives

N/A

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the third semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is carrying out data collection and -analysis.

Assessment methods and criteria

Seminars, workshops

Objective

The student is able to plan and justify a research and / or development project in cooperation with working life.

The student is able to critically and effectively apply the research and expert knowledge of the field and RDI methods for developing practices and solving problems in working life.

The student is able to justify her/his decision.

Content

Selection of the subject, ideation and planning of the thesis

Implementation according to the degree programme guidelines: workshops, seminars, individual and group supervision

Location and time

Seminars and according to the schedule, see workshops at Moodle
The supervisor of the thesis announces the implementation of the seminars
The workshop offer is presented in Moodle: YAMK-opinnäytetyöprosessi

Materials

Appropriate research methodology literature
Current literature in the field

Teaching methods

Independent study
Group guidance such as seminars and work shops
Individual guidance
opponent

Employer connections

The thesis is based on working life and is done under the supervision of a working life supervisor, as agreed. The main responsibility for supervision and assessment lies with the supervising teacher.

Exam schedules

n/a

International connections

Approved performance requires international source literature

Completion alternatives

n/a

Student workload

10 cr corresponds to 270 hours of student work

Content scheduling

It is recommended to complete the course by the end of the second semester.

Further information

The primary form of supervision of the thesis is group supervision (eg seminars and workshops), in addition to which individual supervision can be agreed.

The approved plan of the Thesis is a prerequisite for the transition to the Thesis Implementation course. This will be agreed with the instructor.

The assignments and MATERIALS prepared by the teacher are works in accordance with the Copyright Act (404/61) for which the teacher has copyright. Assignments AND MATERIALS may not be used except in their own studies. Their public distribution is only allowed with the permission of the teacher.

Other students' works are confidential.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Prerequisite for passing is acceptance of the research protocol granted by the supervisor and the working life representative, when appropriate

Assessment methods and criteria

Approved completion of the thesis requires opposition at different stages of the thesis process.
See thesis evaluation framework.