Study Guide

Objective

The students are able to reflect on and critically evaluate their professional field, its operational cultures and practices and the theoretical assumptions having an impact on them. They are able to acquire reliable information as regards creativity, inclusion, learning, well-being and health promotion and to apply evidence-based data in developing working life practices. They are able to reconstruct the professional culture and practice in the use of creativity and arts?to promote health, well-being and inclusion, in interaction with other experts of different professional fields.

The students are able to critically evaluate various practices, models and methods that utilize creativity and arts activities, as well as structures and processes in social and health fields that affect them. The students are able to develop structures and apply their understanding thereof in professional practice in various expert, supervisory and managerial positions.



The students are able to create new effective services and methods. They are familiar with the regulations of public procurement in social and health services, the procurement process and tendering from the perspectives of both the purchaser and the provider of these services. The students are familiar with the legislation, recommendations and programmes relevant to the use of creativity, culture and arts to promote well-being, and are able to utilize this information in the systematic development of the field.

The students are able to develop their professional thinking in multidisciplinary dialogue and interaction. They are able to manage multidisciplinary projects, coordinate networks and productize their individual expertise. They are able to utilize digitality and to communicate in different environments in order to develop the use of creativity, culture and arts to promote well-being in social and health fields.

Content

Anticipation of future, accessibility and equality of cultural activities; agency; legislation related to the use of creativity, culture and arts to support well-being and examples of different methods, practices and models; dialogue in professional collaboration; individual and collective reflection, management of multidisciplinarity; process management; modelling, evaluation and development of processes in social and health fields.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is able to identify and analyse various practices, models and methods that utilize creativity and arts activities. The student can schematize and assess structures and processes in social and health fields that have an impact in creativity and arts activities. The student is familiar with the legislation, recommendations and programmes relevant to the use of creativity, culture and arts to promote well-being, and is able to utilise this information in the development of the field.

The student can design measures contributing to the development of structures and processes and apply them in professional practice in various expert, supervisory and managerial positions. The student can create new services and methods. The student is familiar with the regulations of public procurement of social and health services, the procurement process and tendering from the perspectives of both the purchaser and the provider of these services.

The student is able to search for reliable research and development data to justify ideas for the development of working life practices. The student can communicate in interaction in a constructive way and justify their own views in a multidisciplinary conversation. They are able to evaluate those structures of society and organisations that have an impact in the use of creativity, culture and arts?to promote well-being, and to develop solutions in these structures in multidisciplinary collaboration.

Assessment criteria, good (3)

The student is able to critically analyse various practices, models and methods that utilize creativity and arts activities. The student can assess and develop structures and processes in social and health fields that have an impact in creativity and arts activities. The student is familiar with the legislation, recommendations and programmes relevant to the use of creativity, culture and arts to promote well-being, and is able to utilise this information in the systematic development of the field.

The student can design processes contributing to the development of structures and processes and apply them, in a variety of ways, in professional practice in expert, supervisory and managerial positions. The student can create new, effective services and methods. The student is able to acquire information, in a variety of ways, as regards regulations of public procurement of social and health services, the procurement processes and tendering of services.

The student is able to justify, on the basis of reliable research and development data their ideas for the development of working life practices. The student can communicate in interaction in a constructive way and critically justify their own views in a multidisciplinary conversation. They are able to critically evaluate those structures of society and organisations that have an impact in the use of creativity, culture and arts?to promote well-being, and to develop new solutions in these structures in multidisciplinary collaboration.

Assessment criteria, excellent (5)

The student is able to critically analyse and further develop various practices, models and methods that utilize creativity and arts activities. The student can critically assess and develop structures and processes in social and health fields that have an impact in creativity and arts activities. The student is familiar with the legislation, recommendations and programmes relevant to the use of creativity, culture and arts to promote well-being, and is able to utilise this information in the systematic development of the field.

The student can design and implement demanding processes contributing to the development of structures and processes and apply his/her understanding thereof in expert or supervisory positions and in managerial roles. The student can create new, innovative services and methods by using multidisciplinary collaboration and networks. The student is able to acquire comprehensive information on the regulations of public procurement of social and health services, the procurement processes and tendering of services, from the perspectives of both the purchaser and the provider of these services.

The student is able to justify, on the basis of reliable research and development data their ideas for the development of working life practices. The student can communicate in interaction in a constructive way and critically justify their own views in a multidisciplinary conversation. They are able to critically evaluate those structures of society and organisations that have an impact in the use of creativity, culture and arts?to promote well-being, and to develop new innovative solutions in these structures in multidisciplinary collaboration.

Assessment criteria, approved/failed

The student is able to identify and analyse various practices, models and methods that utilize creativity and arts activities. The student can schematize and assess structures and processes in social and health fields that have an impact in creativity and arts activities. The student is familiar with the legislation, recommendations and programmes relevant to the use of creativity, culture and arts to promote well-being, and is able to utilise this information in the development of the field.

The student can design measures contributing to the development of structures and processes and apply them in professional practice in various expert, supervisory and managerial positions. The student can create new services and methods. The student is familiar with the regulations of public procurement of social and health services, the procurement process and tendering from the perspectives of both the purchaser and the provider of these services.

The student is able to search for reliable research and development data to justify ideas for the development of working life practices. The student can communicate in interaction in a constructive way and justify their own views in a multidisciplinary conversation. They are able to evaluate those structures of society and organisations that have an impact in the use of creativity, culture and arts?to promote well-being, and to develop solutions in these structures in multidisciplinary collaboration.