Study Guide

Objective

Students will analyse and apply information on the wellbeing and health of the elderly. They will be able to promote the wellbeing and health of the elderly and to identify the risks and edifying factors of urban community life to their health, participation, functional capacity and health behaviour. Students will practice preventive elderly care by preventing exclusion and by using methods that promote physical and mental health and functional capacity. By guiding and instructing the elderly and their significant others, students will apply early prevention and intervention in order to narrow the range of health differences of the elderly, to prevent social exclusion and to impede the weakening of functional capacity.
Students will be able to communicate fluently in English throughout their studies and work placements of elderly care, and in their own professional skills development. They will work easily in multicultural environments, taking into account the specific features of communication situations and the cultural and linguistic backgrounds of the participants. Students will be able to acquire the necessary knowledge in elderly care from various sources, as well as process and communicate it in both oral and in written form. They will have a realistic understanding of their language and communication skills, as well as a positive attitude about further developing those skills as part of their professional development. The oral and written communication skills will correspond to the B2 level of the Common European Framework (CEFR).

Content

Project work. Basics of Promotion of wellbeing, health and functional capacity. Prevention and early intervention of social exclusion. Risk factors of social inclusion(e.g. poverty, and lack of access to care, abuse). Principal capability assessment methods of elderly care. Healthy behaviour and risk behaviour. Basics of preventive mental health and psychosocial support. Ageing and nutrition. Oral health. Sexual health during ageing. Health counselling and interventions, as well as management phase theories.
Professional English language instruction (3 credits) as part of wellbeing and promotion of health studies. Content-wise, the focus of both oral and written communication English skills will be on the following areas: the main interactions in elderly care, individual and group communication, key terms and textual practices, working environments and tasks of elderly care; finding information, processing it, applying it and communicating both in oral and in written form.

Assessment criteria, satisfactory (1)

PROFESSIONAL KNOWLEDGE
The student is able to:
- apply professional knowledge in elderly care and gerontology appropriately
- use concepts and information in his field systematically
- argue a course of action on the basis of research information and findings
- find information and argue the use of his sources
PROFESSIONAL SKILLS, PERFORMANCE AND DEVELOPMENT
The student is able to:
- work in various duties depending on the assignment
- define the principles of and requirements for his actions
- show that he has achieved the targets for core competence
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- find out the safety instructions concerning a word assignments and to act accordingly
- act according to the relevant professional ethical principles in elderly care
- plan and guide the operation of multidisciplinary groups
- communicate about professional issues

Assessment criteria, good (3)

PROFESSIONAL KNOWLEDGE
The student is able to:
- use concepts and knowledge in elderly care and gerontology fluently and comprehensively
- assess and use information sources and research information with a critical eye
PROFESSIONAL SKILLS, PERFORMANCE AND DEVELOPMENT
The student is able to:
- apply research information to professional assignments
- operate in a range of work situations, also in international contexts
- act in a client- and customer-oriented way and as an entrepreneur
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- act responsibly in work duties, taking safety issues into consideration
- evaluate actions from the viewpoint of professional ethics in elderly care
- represent his professional field in multidisciplinary and international groups and projects

Assessment criteria, excellent (5)

PROFESSIONAL KNOWLEDGE
The student is able to:
- display a good understanding of professional information in elderly care and gerontology
- use theoretical and professional concepts and knowledge like an expert and combine them into larger entities
- create and communicate new information
PROFESSIONAL SKILLS, PERFORMANCE AND DEVELOPMENT
The student is able to:
- develop innovative and alternative solutions to professional assignments and problems
- apply professional expertise in new situations
- take responsibility for a professional process in its entirety
RESPONSIBILITY, COOPERATION AND MANAGEMENT
The student is able to:
- develop the community's safety and responsibility
- apply professional ethics of elderly care in various situations
- manage the professional development of individuals/groups
- act purposefully and to develop himself and working life

Assessment criteria, approved/failed

PROFESSIONAL KNOWLEDGE
- The student does not know or appreciate knowledge in elderly care and gerontology sufficiently
- The student cannot use concepts in elderly care and gerontology properly
PROFESSIONAL SKILLS, PERFORMANCE AND DEVELOPMENT
- The student's professional level is insufficient to be an expert
- The student is not acting in accordance with his training and guidance
RESPONSIBILITY, COOPERATION AND MANAGEMENT
- The student is careless about professional safety or ethical principles in elderly care
- The student is not motivated by or participating in group or development work

Further information

The student advisor will recommend optional programme components for each student based on their individual study plan.