English language
| Structure Type: | Course |
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| Code: | KG29PO01005 |
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| Type: | Compulsory |
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| Level: | Bachelor |
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| Credits: | 3.0 points |
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| Responsible Teacher: | Palo, Raija |
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| Teacher Team: | Heinonen, Mari |
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| Language of Instruction: | English |
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Learning Outcomes
WORKING COMMUNITY COMPETENCE, INTERNATIONALIZATION COMPETENCE
Students analyse, use and improve improve their English for academic purposes. Students recognize and correct common problems in written English. Students can write in a variety of styles, including formal and informal English, direct and indirect style. Students expand their nursing vocabulary by building a professional vocabulary of both written and spoken English. Students are able to vary style, vocabulary and strategies in their communication in English. Students know how to write and construct a functional sentence, paragraph and organise a text. Students understand cultural differences in communication and apply that knowledge in discussions and in patient counselling.
Student's Workload
Will be announced at the beginning of the course.
Prerequisites / Recommended Optional Courses
No prerequisites
Contents
Written assignments, classroom work and a presentation in English. The presentation is integrated into nursing topics
Recommended or Required Reading
Current literature.
Mode of Delivery / Planned Learning Activities and Teaching Methods
Written assignments, classroom work, presentation, European Language Portfolio = ELP.
Assessment Criteria
Grade 5
Students communicate accurately and appropriately both orally and in writing, even in demanding interactive situations in multi-professional and multi-cultural work environments (meetings, care negotiations, feedback discussion). They fluidly and extensively present alternative solutions in counselling situations, taking into consideration clients' cultural background. Students know how to interview clients/patients in a professional manner, even in challenging, unexpected situations. Students use a wide variety of grammatical structures almost flawlessly. Their vocabulary, including special terminology, is extensive and their pronunciation is clear and natural. They adapt their communication style to the situation at hand. Students are able to scan texts rapidly to evaluate their reliability as sources of information. They effectively use various means to support communication.
Grade 3
Students are able to communicate with a multi-professional work community both orally and in writing (e.g. telephone conversations, consultation, oral and written reports, oral presentations). Students know how to give and explain individual client/patient instructions, explain common procedures and examinations, report on patients'/clients' current health/life situations and ask for additional information. Students enter the information onto documents to ensure correct care or follow-up and reply clients'/patients' questions. Students mostly use correct grammatical structures and correct themselves in case of misunderstanding. They know the central vocabulary for health and welfare services well and are rather familiar with special terminology in their own field. They seek to adapt their communication style to the situation at hand. Their pronunciation is rather natureal and clear. They know how to scan professional texts to find the main points. They use various means to support communication.
Grade 1
Students manage in routine oral and written communication situations in multi-professional work communities (e.g. e-mail, filling out forms, CV, presenting the workplace). Students are able to give simple instruction to individual clients/groups orally and in writing. They know how to ask for and document clients'/patients' essential information to secure correct care or follow-up. Students understand texts related to their own duties in the health and social field. They make mistakes in grammatical structures, which complicate communication and may cause misunderstanding and require reformulation. Students know basic vocabulary for health and social welfare so that they give the necessary information to the listener or reader. Their pronunciation is understandable, but sometimes inaccurate in special terminology. Students can find the information they are looking for in texts that deal with familiar topics. They use common means to support communication.
Assessment Methods
The student has to present a completed ELP and carry out a pair presentation. The ELP contains a language passport, language biography and a dossier, which contains the written work as assigned by the teacher. Presentation material and self-evaluation must be included. There is the option of including audio or video materials into the dossier. Both self and peer evaluations have to be included. Evalution: Pass - Fail.
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