Bioanalytics (Master's of Health Care)
Paramedics (Master's of Health Care)
Physiotherapist (Master's of Health Care)
Midwife (Master's of Health Care)
Radiographer (Master's of Health Care)
Registered Nurse (Master's of Health Care)
Public Health Nurse (Master's of Health Care)
Socionom (Master's of Health Care)
Master's degree is designed for people who have completed a Bachelor’s degree in Social Services or Health Care and who have at least three years of work experience in a relevant field after graduation. In cases of persons who have completed a vocational degree or have another university degree, and who have since completed an applicable Bachelor’s degree, relevant work experience may be accepted from the time before graduation from said degree programme.
Credit transfer for studies means that the student can apply for transfer prior higher education studies to the studied degree if they meet the competence objectives of the degree programme.
Credit transfer follows the spesific instructions of TAMK.
The programme corresponds to the competence framework described in European Qualification Framework (EQF) and the National Quality Framework (NQF). The master’s degree corresponds to the competence level 7.
Wellbeingare technology refers to a variety of technical and technological solutions used to maintain and improve the quality of human life, wellbeing or health. In addition, the wellbeing technologies mean the systems used by the staff of the organisations used in activity guiding and evaluating. The value of training is based on the wellbeing and health-related technologies, life cycle thinking, sustainable development and ethics.
The degree programme aims to provide the students with the capacity to act as experts and well-being technology developers. In addition, the aim is to provide students with project management skills and capabilities for innovating and developing
wellbeing technology products and services. The training builds on the working life changes and requirements. Societal changes require the deployment of customer and user-driven, evidence-based and effective practices, as well as their management and evaluation. The studies provide the key competencies, such as the design expertise for accessibility of the built environment, expertise in health care and social service assistive technology service, customer-oriented project expertise, documentation skills in health care device regulatory requirements, procurement expertise in health care technological solutions, health/wellbeing technologies and ICT solutions and welfare service business skills.
Wellbeing technology graduates can find work placement as wellbeing technology experts, wellbeing technology trainers, development coordinators, project managers, application/system experts (customer and patient information systems), medical device chiefs (in the hospital) and as wellbeing technology coordinators or designers.
After completing the degree, the student can apply for the teacher’s pedagogical studies either in a university or university of applied sciences and become a qualified vocational teacher. Eligibility for licentiate’s and doctor’s degrees has to be negotiated separately with each faculty.
Assessment of completed courses is based on TAMK’s assessment criteria. The teaching and assessment methods are agreed on with the students at the beginning of the course. The detailed information and criteria can be found in the course implementation plan. TAMK’s degree regulations are followed in implementation and assessment.
In order to graduate the student need to completed the studies in accordance to the curriculum.
The studies are carried out in part jointly with the Master's degree students of technology and transport, as well as with the social and health care technology. The tuition will be conducted as blended studies, which can be completed while working. Classroom education takes place on average every other week, on Thursdays at 16.30-20.00 and Fridays at 9.00-16.00.
The curriculum is developed in cooperation with TAMK’s other master’s degree programmes. Working life cooperation is implemented through thesises and projects as well as network cooperation and advisory councils. Student feedback is collected annually in connection with courses and individual study plan discussions. Alumni feedback is collected regularly through online surveys.
