Professional development
| Structure Type: | Course |
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| Code: | KFG11A0030 |
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| Level: | Bachelor |
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| Credits: | 4.0 points |
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| Responsible Teacher: | Hietaniemi, Elina |
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| Teacher Team: | Hietaniemi, Elina |
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| Language of Instruction: | Finnish |
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Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| VANTYO-2013 |
2 autumn |
2.0 |
2014-09-01 |
2014-12-31 |
| VANTYO-2013 |
4 autumn |
2.0 |
2016-08-01 |
2016-12-31 |
| VANTYO-2014 |
2 autumn |
2.0 |
2015-08-01 |
2015-12-31 |
| VANTYO-2014 |
4 autumn |
2.0 |
2017-08-01 |
2017-12-31 |
Learning Outcomes
Students will learn how to examine and analyse essential competence requirements in health and social care professions and research findings in the field, utilising this information for professional development. They will learn to use and demonstrate what skills and knowledge of geronotological work and specialised knowledge of elderly care they have acquired during their education when they seek employment in elderly care services.
Student's Workload
104 hours. Students will be informed of the number of classroom hours at the beginning of the course.
Prerequisites / Recommended Optional Courses
No previous studies are required for the first part of the course. Students can participate in the latter part of the course after they have completed all other studies.
Contents
The process of growing into an expert ; competence requirements in social welfare and health care professions and professional expertise and competence requirements of Bachelors of Social Services and Health Care; current and future challenges in elderly care; student's personal competence in relation with the desired learning outcomes.
Recommended or Required Reading
Isoherranen , K. 2005 Moniammatillinen yhteistyö Saatavuus: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=64393
Molander. G 2003. Työtunteet- esimerkkinnä vanhustyö (sov. osin) Saatavuus: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=55631
Mäntysaari M., PohjolaA. & Pösö T. 2009. Sosiaalityö ja teoria Saatavuus: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=86189
Rantala I. 2011. Sairaanhoitaja asiantuntijana. Hoitotyön vuosikirja 2011 Saatavuus: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=98458
Seppänen M. 2006. Gerontologinen sosiaalityö Saatavuus:https://plari.amkit.fi/vwebv/search?searchArg=gerontologinen+sosiaality%C3%B6+katsaus&searchCode=TALL&limitTo=none&recCount=25&searchType=1&sortBy=BUB_DATE_DESC&page.search.search.button=Hae
Mäkinen P., Raatikainen E., Rahikka A.& Saarnio T. Ammattina sosionomi. Saatavuus: http://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=87488
Vanhustyön koulutusohjelman kompetenssit 2012.
Other current research and articles.
Mode of Delivery / Planned Learning Activities and Teaching Methods
- Lectures
- Discussions
- Analysis of the profession and competence requirements
- Seminars
Part of the studies on Moodle learning environment
Assessment Criteria
Grade 5
Students have extensive, in-depth knowledge of the contents as defined in desired learning outcomes. With help of relevant research knowledge, they are able to critically evaluate and justify the competence requirements set for health and social care professions. They reflect and critically evaluate current and future challenges in elderly care and apply this knowledge in their personal growth process towards expertise in the care of elderly.
Grade 3
Students have good knowledge of the contents as defined in desired learning outcomes. With help of relevant research on health and social care professions, they are able to justify their competence. They reflect and evaluate current and future challenges in elderly care and apply this knowledge in their personal growth process towards expertise in the care of elderly.
Grade 1
Students have basic knowledge of the contents as defined in desired learning outcomes and they are able to apply it in their work. They reflect and evaluate theoretical and research knowledge somewhat adequately as part of their personal growth process towards expertise in the care of elderly.
Assessment Methods
- Active participation, passed assignments and participation in seminars
Further Information
2 cr at the beginning of the 2nd year, the remaining 2 cr during the last year.
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