|Finnish and Communication||1|
|Swedish, Second National Language, Oral Swedish||2|
|Swedish, Second National Language, Written Swedish||1|
Basics of Research
|Research Methods and Statistics||4|
|Orientation to and Planning of Bachelor's Thesis||5|
|Implementation of Bachelor's Thesis Process||7|
|Reporting of Bachelor’s Thesis||3|
Optional Professional Studies
|60 / 32||60 / 20.5||60 / 11.5||60 / 11.5||60 / 9||60 / 7.5||60 / 4|
Studies of syllabus is planned so 60 credits are studied in academic year and length of studies is 3,5/4/4,5 years. Planned syllabus may change during studies.
The education produces a higher education degree for those who have a vocational college diploma in health care.
The education will be carried out multiprofessionally for those with a vocational college diploma in nursing, public health nursing, midwifery, physiotherapy, radiography and radiotherapy, or biomedical laboratory science. The studies can be completed in a year alongside work.
The National Supervisory Authority for Welfare and Health authorises Bachelors of Health Care according to the Act on Health Care Professionals (559/1994). The degree is comparable with equivalent degrees in other EU countries.
The basic values include respect for individuals, human dignity, confidentiality, responsibility, and high-quality professional conduct.
As health care professionals, registered nurses, public health nurses, midwives, physiotherapists, radiographers and biomedical laboratory scientists work in their field and develop it independently and in multiprofessional cooperation. They can work in primary health care, special health care, social welfare, private sector or third sector organisations.
Health care professionals’ competences are based on evidence based practice, the discipline and other supporting disciplines, such as medicine, social and behavioural sciences.
Learning includes both evaluation of prior knowledge and conduct in a reflective, critical and ethical way, realisation of new ways of action, and processing of personal attitudes. The starting point of learning is the multidimensional reality and knowledge of many levels. Learning rises from the key competence needs of the professional field.
Competences produced by the multiprofessional education
As specialists of their field students master ethical and evidence-based decision making and professional practice. The students can respond to different-aged patients’ and families’ nursing needs in their special field. The students can take responsibility for developing their field and work. The students deepen their field-specific competence and research competence during the bachelor’s thesis process.
All students complete 30 credits of joint studies in a year, such as communication skills, basics of research, and bachelor´s thesis. The number of optional professional studies varies from 2 to 30 credits depending on the prior education.