The degree programme leads to a higher education degree which is a first cycle Bachelor-level degree in the European Higher Education Area (EHEA). According to the eight-level classification of the European Qualifications Framework (EQF) the degree represents level 6.

Specific admission requirements

Please see the Applicant's Guide or the website www.seamk.fi/hakeminen.

Applicant's Guide's instructions are written in Finnish for degree programmes taught in Finnish and in English for degree programmes taught in English. On the website, application and instructions are in Finnish language for the degree programmes taught in Finnish.

Specific arrangements for recognition of prior learning

RPL, the recognition of prior learning, or AHOT in Finnish, is based on the competence requirements of the degree programme. The student can apply for the recognition of prior learning during the autumn semester until the date 30.9. and during the spring semester until the date 31.1. The student counsellor will describe the process of the recognition of prior learning in the beginning of the studies.

The student first approaches the student counsellor to discuss starting the RPL process. If the student decides to apply for recognition of prior learning, she or he has to fill in an application form, including documentary evidence, to be returned to the student counsellor and addressed to the RPL team (AHOT team in Finnish) of the degree programme. The student will use the appendix of the application form and any suitable documents to demonstrate and explain prior learning as it relates to the learning outcomes of the respective course. If necessary, the RPL team will request a demonstration of skills and knowledge. The team will decide on the recognition on the basis of the documents and demonstration provided. The demonstration is arranged and assessed by an expert lecturer, who will enter the results onto the student's study register. If the course is taught by a visiting lecturer, the RPL team will be responsible for the assessment and decision-making.

The RPL decisions are subject to current guidelines on outdated studies and appeal practices, given in the Degree Regulations of Seinäjoki University of Applied Sciences. The following studies of the degree programme remain outside the RPL practice:

KFG11A1 Studying at the University of Applied Sciences (module)

KFG11B001 Analysis of the concepts in the social and health field (course)

KFG11B0041 Integration seminar of nursing and social field work (course)

KFG11B0101 Experienced old age (course)

KFGST11B017 Action research (course)

KFG11B018 Analysis and summary of elderly research (course)

KFG11B5 Analysis of the profession and professional growth (module)

KFG11B6 Ethics in elderly care (module)

KFG11B048 Care of demented elderly people (course)

KFG11 C2 Case management (module)

KFG11C1 Management and development of elderly care (module)

KFGST D Final thesis (module)

Because of the theory/practice integration, all the practical training periods are only partly within the RPL practice; students must complete assignments related to practical training and attend seminars (cf. pedagogical approach).

The RPL (AHOT) team

The RPL team for the Degree Programme in Elderly Care in the academic year 2011-2012:

Ms Aila Vallejo Medina, Head of Degree Programme, 040 830 3955

Mr Kari Jokiranta, Senior Lecturer, 040 830 2196

Assessment Methods

The assessment methods for each course are derived from the pedagogical practices of the Degree Programme in Elderly Care, from the learning outcomes, contents and work required for the course, and also from the arguments and documents presented by the student.

Qualification requirements and regulations

Please see the Degree Regulations of Seinäjoki University of Applied Sciences.

Pedagogical approach

The pedagogical principles in the Degree Programme in Health Care and Social Services / Elderly Care are based on the constructivist theory and holistic perspective of learning. The constructivist theory of learning emphasises the subjectivity of the learner. The holistic perspective stresses the many dimensions of the learner's holistic persona (intellectual, emotional, physical, artistic, spiritual and creative dimensions). Both perspectives emphasise the learners' own commitment and responsibility, the significance of values, self-evaluation and self-management. The holistic concept of learning, in particular, stresses the meaningfulness of the knowledge to be learned and the support provided to the learners to enable them to achieve the learning outcomes possible for them. Furthermore, it emphasises societal and global responsibility.

The content-related principles in the Degree Programme in Health Care and Social Services / Elderly Care relate to knowledge in elderly-oriented care and holistic care, multi-professional and multi-disciplinary knowledge, evidence-based and expert-level knowledge, relevance to the working world, internationalisation, and entrepreneurship.

Elderly-oriented care refers to contents that elicit the unique experiential dimension of aging and the individual service needs an elderly person has, the latest developments and results of gerontological research, methods to support the health, well-being, ability to function and social participation of elderly people, ethical issues in elderly care, as well as the development needs and methods for quality assurance and service provision systems.

Holistic care refers to contents that teach students to see elderly people holistically, as individuals that enact their existence in many ways.

Multi-professional and multi-disciplinary knowledge is the structural foundation upon which the Degree Programme in Health Care and Social Services / Elderly Care and gerontological expertise lies. The three large circles in the Competence Diagram illustrate the basis for multi-professional work.

Evidence-based knowledge refers to the knowledge of the essential and current research in elderly care, to the analysis, evaluation and utilisation of research knowledge, and to the production of knowledge to support the development of elderly care. This creates a foundation for continuously following elderly care research as studies progress and for developing elderly care on the basis of research later in work life.

Expert-level practice refers to contents that help students learn to analyse elderly care from a broad, multi-perspective and multi-disciplinary frame of reference. Students are encouraged to seek, use and produce multi-professional, innovative knowledge to give them the knowledge and skills they need to develop quality services for the elderly and to engage in continuous self-development. The expert-level practice also comprises the professional ethics point of view, i.e. the expert's accountability to elderly clients and society.

Relevance to the working world refers to contents that unite and reshape a new type of expertise in the sector of social welfare and health care that deals with elderly care. The programme's practical training is integrated into the theoretical studies to enable students to acquire the competences required in the working world. The learning/teaching contents reflect the objective to meet future needs of the profession. Thesis work and development projects also endeavour to develop elderly care by creating new types of structures and practices. Courses in the last year of study particularly relate to administration, management and development of the quality in elderly care.

Acquiring an entrepreneurial frame of mind calls for a positive attitude toward self-directed growth and development in knowledge, skills and attitudes. Internal entrepreneurship is evident in students in their ability to take initiative and to actively think and work and approach things during their theoretical studies and practical training. Students learn about internal entrepreneurship through collaborative work in various environments, student groups and practical training organisations. As their studies progress, students also acquire skills in external entrepreneurship as an option of employment.

Internationalisation is integrated into the degree programme's course contents by the use of material in foreign languages and by practical training abroad. The curriculum is structured in such a way that students can easily partake in a three-month practical training period in an elderly care institution abroad during the autumn of their second year of study. Please see the section on internationalisation in the Study Guide.

The didactic principles in the Degree Programme in Health Care and Social Services / Elderly Care include: the subjectivity of the student, growth into self-directed individuals capable of self-evaluation, integration of theory and practice, learning and development based on progressive enquiry, collaborative learning and learning in groups, learning contracts, and professional growth.

According to the constructivist theory of learning, learning is a process of reconstruction, a learner's independent processing of new knowledge, where the learner associates new knowledge with old structures of knowledge utilising those structures, but also readjusting them as a result of the new knowledge. The learning process is unique to each student. The constructivist theory of learning states that learners are the subjects of their own learning.

Learners as subjects means that learners are the central actors in their own learning. Learning success essentially depends on how well the learner acknowledges this notion. Studies in the degree programme involve an extensive amount of independent information acquisition, evaluation and organisation of information, and seminar-based studying (problem-based learning). Learning takes place through personal enquiry and action. Students' understanding of themselves as capable individuals is strengthened through their own activities. The students' increasing awareness of their subjectivity and responsibility prepares them for work in the field of elderly care. Learning to be subjects of their learning also develops students' sense of internal entrepreneurship.

Self-direction and self-evaluation are an essential part of being a subjective learner and reinforcing that aspect of learning. Self-direction and self-evaluation are based on an acknowledged, realistic and positive self-image and an adequate amount of independence. Self-direction is equivalent to students' internal entrepreneurship. Self-directed students are responsible to themselves, to the student community, to their future elderly clients, and to the elderly care organisations, for their learning to become experts in elderly care. Students' self-evaluation is evident in their evaluation of their own study performance and growth into professionals. The primary objective of the peer and teacher evaluation is to help students evaluate themselves and to form a clear, strong professional self-image.

The notion of integrating theory with practice has its roots in the constructivist theory of learning whereby learning is always the subject's context-related activity. The periods of practical training in the Degree Programme in Health Care and Social Services / Elderly Care are closely connected to certain areas of theory. The learning experiences students acquire during their practical training periods are also examined afterwards in the light of theory. Students receive feedback from the training supervisor and the teacher. Students acquire experience in the evaluation of their overall learning through learning journals, various assignments and through their practical training assessment. The numerical grade teachers give for the practical training is also seen as an important part of the assessment in the degree programme.

The principle of learning and development based on progressive enquiry is evident in the extensive amount of learning through seminars based on assignments students complete in advance and, in particular, on various research reports pertaining to elderly care. The learning based on progressive enquiry gradually forms into concrete enquiry-oriented development of elderly care. During their last year of study, in particular, students carry out various types of research and projects in elderly care organisations. For this reason, the exam material for each theoretical course contains research and research-based articles. The course descriptions in the curriculum contain information on how many credits students accrue for research and development in a particular course.

The learning contract as an educational principle refers to students' commitment to their own learning and its goals and to the progression and evaluation of their studies. For the practical training periods, students make a written learning agreement together with their supervisor, which contains learning objectives based on the general objectives of the course and their personal learning needs. Students then evaluate themselves on how well they have achieved their set objectives.

Professional growth and career counselling into an expert in elderly care begins right from the start of the studies. The studies include 75 credits of practical training in various service organisations and projects. Starting with the first year of study, these training periods help the students to gain an overview of the scope of elderly services as their potential future employers. During their second year of study, students reflect extensively on the areas of practice and competence requirements of Bachelors of Social Services and Health Care as well as on their growth into professionals in the field. Later on, students advance their expertise and develop their perspectives concerning the ethics of elderly care and the professional ethics of Bachelors of Social Services and Health Care. Before they graduate, students also reflect extensively on their expertise as a whole and actively orientate themselves towards working life.

Profile of the programme

The purpose of the Degree Programme in Health Care and Social Services / Elderly Care is to produce experts who work primarily in the sectors and levels of social welfare and health care that deal with the aging. Bachelors of Social Services and Health Care are ethically committed to the promotion of a good life for elderly people not only on the level of the individual, but also on the level of society. With individuals, their work involves services based on the key concepts of anticipation, outreach, prevention, support, care and rehabilitation. Important areas in the profession involve assessing elderly clients' well-being, functional capacity and need for services; personal case management; work in care and nursing organisations; organisation of service pathways and multi-professional services for elderly clients, and supporting the significant others. On the level of service organisations, the focus is on the supervision and development of the service provision and on human resources development. On the level of society, the emphasis is on the evaluation of development of the service provision systems and on influencing decision-making and elderly policies in society. There are a number of job titles for Bachelors of Elderly Care (UAS) in the field of social welfare and health care at the moment. Among them are case manager, carer, counsellor/supervisor, head counsellor/supervisor, social welfare counsellor/supervisor, manager of development, and manager of elderly care. The Finnish title geronomi (Bachelor of Social Services and Health Care) is also increasingly used.

Expertise in elderly care constitutes a broad area of knowledge in the fields of health care, social welfare and elderly care and it is structured according to the diagram below. The diagram also shows the competences required in the profession.

The degree-specific competences in the Degree Programme in Health Care and Social Services/Elderly Care are described below.

Occupational profiles

The areas of expertise and duties of Bachelors of Social Services and Health Care are as follows:

A) Personal case management of an elderly person: evaluation of the elderly person's well-being and ability to function, survey of his/her needs for services, customisation of services to suit specific needs, and co-ordination of multi-professional activities.

B) Planning, supervision and development of services for the families of elderly people as well as peer support activities

C) Contact work in care and service organisations for the elderly

D) Dementia work involving various tasks on different levels and the development of dementia work

E) Planning, supervision, evaluation and development of services for the elderly in the public and third sectors

F) Work in various projects and research undertakings in elderly care

G) Work in elderly care on the national and international levels

Access to further studies

Students with a Bachelor's Degree in Social Services and Health Care / Elderly Care are eligible for further studies in a university of applied sciences master's degree programme in social welfare, health care (health promotion) and social welfare and health care (development and management of social work and health care) (University of applied sciences act 351/2003, in Finnish). Some Bachelors of Health Care and Social Services have also continued their studies in universities (e.g. administration, gerontology, nursing science).

Course structure

The extent of the programme is 210 credits and it takes 3.5 years to complete. The degree programme comprises basic studies, professional studies, free-choice studies and a final thesis.

The Basic Studies consist of orientation courses, language courses, and courses pertaining to biology and medicine. During the Professional Studies, students learn about the work carried out in elderly care in the fields of social welfare and health care, the social welfare and health care services available in Finland, gerontology as the foundation of multi-disciplinary elderly care, elderly care research, supporting elderly people’s ability to function, ethics in elderly care, the care of sick elderly people, methods of social work as applied in elderly care, preventive and rehabilitative elderly care, and dementia work.

The Advanced Professional Studies comprise courses in case management for elderly people, and the development and management of elderly care. The Degree Programme in Health Care and Social Services / Elderly Care does not have separate lines of specialisation. All students participate in the course Development and Management of Elderly Care.

The extent of the final thesis is 15 credits. Free-choice studies, which expand students' knowledge of elderly care, amount to 8 credits.

The programme includes 75 credits of practical training, which students carry out in various organisations that offer services for the elderly. The periods of practical training vary in length. Part of the practical training (1 - 3 months) may be completed abroad.

The Programme Structure Chart indicates the structure of the programme and how the studies progress each academic year.

Students complete the courses in the order indicated on the chart. They must have completed previous studies before they can begin the next study modules.

Examination regulations, assessment and grading

Please see the Degree Regulations of Seinäjoki University of Applied Sciences.

Graduation requirements

Please see the Degree Regulations of Seinäjoki University of Applied Sciences.

Mode of study

full-time

Contact persons

Head of degree programme: Ms Aila Vallejo Medina, tel. +358 40 830 3955, e-mail: aila.vallejo.medina(at)seamk.fi

Study Counsellor: Katriina Honkala, tel. +358 40 830 4186, e-mail katriina.honkala (at) seamk.fi

ECTS / International coordinator: Ms Helena Järvi, tel. +358 40 830 4276, e-mail: helena.jarvi(at)seamk.fi

ops.seamk.fi - Kampusranta 11, 2nd floor (Frami F), 60320 SEINÄJOKI - Puhelin: +358 20 124 5000 - Faksi: +358 20 124 5001 - opintotoimisto@seamk.fi