Multiauthority Cooperation and Multiprofessional Teamwork (5 ECTS)

Objective

The student:
- is able to analyze and develop the processes and procedures behind multiprofessional teams using the knowledge of different areas to reach common goals
- is able to apply legislation, guidelines and procedures in the planning of multiprofessional and -authority teamwork
- is able to analyse the challenges and strengths of multiauthority teamwork, and is able to use this data to enhance further actions
- is able to support equality, trust and openness in his network
- is able to plan multiprofessional exercises, that develop cooperation with different agencies

Content

The roles and responsibilities of different agencies in daily multiauthority actions
Different models of cooperation: creating the situational picture, situational leadership and dividing the resources
Special groups and assignments in multiauthority cooperation
Developing the multiprofessional teamwork
Tools and techniques for situational leadership communication

Location and time

Course will be implemented as an online-course in fall semester 2025 (period 1).

Materials

Evidence-based material in Moodle and researched by student
Guidelines and publications by various authorities

Teaching methods

Net learning
Group working
Independent studying

Tools: Moodle, Zoom

Employer connections

Contents are usable in working life cooperation at present time and future.

Professional lectures

Course doesn´t include practising in working life.

Exam schedules

There is no exam on this course.

International connections

International literature can be used during group or individual working.

Completion alternatives

N/A

Student workload

The student´s estimated use of time 135 hrs = 5 etc (one etc = 27 hrs of student work)

Contact studies 20 h
Individual studying and works 55 h
Smallgroup work 60 h

Content scheduling

N/A

Further information

Misconduct:
By returning an online exam or online assignment, students certify that their knowledge is based on independent work and ethical behaviour. All misconduct (including cheating) can lead to suspension from the UAS for up to a year. Act on Universities of Applied Sciences 932/2014, Section 38. To ensure the demonstration of independent competence in online course, the teacher may, at his/her discretion, require the demonstration of competence under supervised conditions or by means of an oral examination. The teacher will announce the method of demonstration at the beginning of the course.

AI:
Artificial intelligence (AI) can be used to create ideas and sketches, but it cannot replace the student's own thinking and writing answers.

Teacher’s materials:
Tasks and Materials drawn up by the teacher are works under the Copyright Act (404/61) on which the teacher has copyright. Tasks and Materials may not be used other than in their own studies. Their public dissemination is only allowed with the teacher's permission.

Course feedback:
Course feedback is collected on the implementation of the course, which is an important part of the development of teaching and activities. By providing feedback, you have the opportunity to influence the content of the courses and the development of teaching. Feedback enables the teacher to improve his/her own implementation and teaching methods for other courses. Giving constructive feedback will also develop your own work life skills. Course feedback is given anonymously and the person giving the feedback cannot be identified.

RPL (Recognition of Prior Learning):
The course can be fully or partly credited on the basis of previously acquired knowledge. The AHOT decision is submitted to the responsible teacher before the start of the course. Please see the Metropolia AHOT guidelines in OMA.

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 methods and criteria

Assessment points:
- smallgroup work
- individual works
- activity

Smallgroup work: Numeral assessment (0-5)
Individual works: Pass/fail
Peer assessment / personal assessment can also be used

Framework for the assessment criteria:

Assessment criteria, satisfactory, very satisfactory (1-2)
· 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 (3-4)
· 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 the
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, 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.