Please select the curriculum by the start year of studies and competence track.
Rika Levy-Malmberg
Face-to-face
See Moodle for more information
Practice 3 weeks
Written assignments
Swedish
01.04.2023 - 31.12.2023
02.07.2022 - 31.05.2023
Daniel Nenonen, Daniel Nenonen, Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Approved/Rejected
Approved internship
Approved assignments
Mandatory attendance during practice, 38 h/week
38 h/week
Approved internship
Approved assignments
Emilia Kielo-Viljamaa
Face-to-face
GRUNDLITTERATUR:
1. Hasson H., Schwarz U.T 2017. Användbar evidens om följsamhet och anpassningar.
2.a. Malcolm, P. 2015. Modern teoribildning i socialt arbete. Bokförlaget Natur och Kultur, Stockholm.
eller
2.b. Nortvedt, P. 2006. Sensibilitet och reflektion. Filosofi och vetenskapsteori för vårdprofessioner. Bokförlaget Daidalos, Göteborg.
eller
2.c. Wiklund Gustin, L., Asp, M., Alvsvåg, H., Arman, M., Berg, L., Bergbom, I., . . . Ruthman, M. (2022). Vårdvetenskapliga begrepp i teori och praktik (Tredje upplagan.). Studentlitteratur AB.
3.a. Birkler, J. 2012. Vetenskapsteori - en grundbok, Liber.
eller
3.b. Sohlberg, P., & Sohlberg, B. (2019). Kunskapens former: Vetenskapsteori, forskningsmetod och forskningsetik (Fjärde upplagan.). Liber.
eller
3.c. Thurén, T. (2019). Vetenskapsteori för nybörjare (Tredje upplagan.). Liber AB.
4. Greenhalgh, T. 2012. Att läsa vetenskapliga artiklar och rapporter grunden för evidensbaserad vård. Studentlitteratur, Lund.
5.a. Willman, A, Stoltz, P. & Bahtsevani, C. 2011. Evidensbaserad omvårdnad. En bro mellan forskning & klinisk verksamhet. Studentlitteratur, Lund.
eller
5.b. Freij, B. 2012. Evidens i praktiken - grundbok i evidensbaserat socialt arbete. Gothia förlag, Stockholm.
REFERENSLITTERATUR:
Alvesson, M., & Sköldberg, K. (2017). Tolkning och reflektion: Vetenskapsfilosofi och kvalitativ metod (Tredje upplagan.). Studentlitteratur.
Bjereld, U., Demker, M., & Hinnfors, J. (2018). Varför vetenskap?: Om vikten av problem och teori i forskningsprocessen (Fjärde upplagan.). Studentlitteratur AB.
Bohlin, I. & Sager, M. (red.) 2011. Evidensens många ansikten. Evidensbaserad praktik i praktiken. Arkiv förlag, Lund.
Haaparanta, L. & Niiniluoto, I. 2016. Johdatus tieteelliseen ajatteluun, Gaudeamus.
Kjørup, S. 2009. Människovetenskaperna. Problem och traditioner i humanioras vetenskapsteori. Studentlitteratur, Lund.
Mäntysaari, M., Pohjola, A., & Pösö, T. (toim). 2009. Sosiaalityö ja teoria. PS-Kustannus, Jyväskylä. (not translated)
Hybridundervisning:
Självstudier
Föreläsningar
Grupparbete (not translated)
Moduler 1-2 bedöms med skalan 0-5. Bedömning baseras på:
- Analysförmåga
- Förmåga att kunna sammanfatta relevant data
- Kritisk reflektion
- Användning av litteratur
- Användning av Novias skrivanvisningar.
För godkänt kursvitsord bör alla deluppgifter (Moduler 1-2) vara godkända. Uppgifter ska lämnas in inom utsatt tid.
Modul 1: 50 % av vitsordet
- Begreppskarta: 20%
- Forskningsdesign: 30%
Modul 2: 50 % av vitsordet
- Granskning av vetenskapliga artiklar: 20%
- Artikelanalys och implementeringsplan: 30% (not translated)
Swedish
02.03.2023 - 31.05.2023
01.12.2022 - 01.03.2023
Emilia Kielo-Viljamaa
Alla skriftliga inlämningar plagiatkontrolleras (Ouriginal) (not translated)
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Modul 1: Vetenskapsteori
- Begreppskarta (gruppuppgift), deadline 6.4.2023
- Forskningsdesign (gruppuppgift), deadline 11.5.2023
Modul 2: Granskning och utveckling
- Granskning av vetenskapliga artiklar (individuell uppgift), deadline 19.5.2023
- Artikelanalys och implementeringsplan (individuell uppgift), deadline 31.5.2023 (not translated)
5sp = 135h
Föreläsningar: 10h
Självstudier: 70h
Grupparbete: 51h
Seminarium: 4h (not translated)
Modul 1: Vetenskapsteori
Modul 2: Granskning och utveckling (not translated)
Modul 1:
Bergreppskarta:
- Uppgiften innehåller inte alla krävda delar
- Den tekniska utformningen brister
Forskningsdesign:
- Litteraturen refereras inte
- Reflektioner framförs inte
- Den tekniska utformningen brister
- Helhetsbilden och sammanhangen fattas
- Uppgiften innehåller inte alla krävda delar
- Kriterierna för vitsord 1 uppfylls inte
- Texten är fragmentarisk och den besvarar inte frågorna
Modul 2:
Granskning av 2 vetenskapliga artiklar:
- Uppgiften innehåller inte alla krävda delar
- Den tekniska utformningen brister
- Frågorna besvaras vagt och smalt
Artikelanalys och implementeringsplan:
- Litteraturen refereras inte
- Reflektioner framförs inte
- Den tekniska utformningen brister
- Helhetsbilden och sammanhangen fattas
- Uppgiften innehåller inte alla krävda delar
- Kriterierna för vitsord 1 uppfylls inte
- Texten är fragmentarisk och den besvarar inte frågorna (not translated)
Modul 1:
Bergreppskarta:
- Uppgiften innehåller några krävda delar
- Den tekniska utformningen är nöjaktig
Forskningsdesign:
- Litteraturen refereras
- Reflektioner framförs endast i begränsad utsträckning
- Den tekniska utformningen är nöjaktig
- Helhetsbilden och sammanhangen är nöjaktig
- Uppgiften innehåller inte alla krävda delar
Modul 2:
Granskning av 2 vetenskapliga artiklar:
- Uppgiften innehåller några krävda delar
- Den tekniska utformningen är nöjaktig
- Frågorna besvaras vagt och smalt
Artikelanalys och implementeringsplan:
- Litteraturen refereras
- Reflektioner framförs endast i begränsad utsträckning
- Den tekniska utformningen är nöjaktig
- Helhetsbilden och sammanhangen är nöjaktig
- Uppgiften innehåller inte alla krävda delar (not translated)
Modul 1:
Bergreppskarta:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är god
Forskningsdesign:
- Litteraturen tillämpas
- Texten är reflekterande och kritiska synpunkter finns
- Den tekniska utformningen är god
- Helhetsbilden och sammanhangen är god
- Uppgiften innehåller alla krävda delar
Modul 2:
Granskning av 2 vetenskapliga artiklar:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är god
- Frågorna besvaras
Artikelanalys och implementeringsplan:
- Litteraturen tillämpas
- Texten är reflekterande och kritiska synpunkter finns
- Den tekniska utformningen är god
- Helhetsbilden och sammanhangen är god
- Uppgiften innehåller alla krävda delar (not translated)
Modul 1:
Bergreppskarta:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är berömlig
Forskningsdesign:
- Litteraturen analyseras och tillämpas
- Reflektionen är vetenskapligt analytisk
- Den tekniska utformningen är berömlig
- Helhetsbilden och sammanhangen är berömlig
- Uppgiften innehåller alla krävda delar
Modul 2:
Granskning av 2 vetenskapliga artiklar:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är berömlig
- Frågorna besvaras uttömmande och mångsidigt
Artikelanalys och implementeringsplan:
- Litteraturen analyseras och tillämpas
- Reflektionen är vetenskapligt analytisk
- Den tekniska utformningen är berömlig
- Helhetsbilden och sammanhangen är berömlig
- Uppgiften innehåller alla krävda delar (not translated)
Camilla Ribacka
40% Face-to-face, 60% Distance learning
Material on Moodle.
A fundamental book in Human Physiology and Anatomy, for example one of these books:
1) Aldskogius H. and Rydqvist B. (2018) Den friska människan, Anatomi och fysiologi. Liber, Stockholm
2) Nicolaysen G. and Holck P. (2014) Anatomi och fysiologi. Studentlitteratur, Lund
3) Sand, Sjaastad, Haug and Bjålie (2007). Människokroppen. Liber, Stockholm
4) Henriksson O. and Rasmusson M. (2018) Fysiologi : med relevant anatomi. Studentlitteratur, Lund
5) Tortora, G. and Derrickson B. Principles of Anatomy and Physiology, 15:de upplagan (2017 eller äldre upplagor), Wiley.
Book in Patophysiology:
Braun C. and Anderson C. (2012) Patofysiologi : om hur förändringar i kroppens funktioner påverkar vår hälsa. Studentlitteratur, Lund.
Lectures, self-studies and exercises.
The written assignments will be graded and based on these the course will be graded between 0-5
Swedish
01.09.2022 - 31.12.2022
15.06.2022 - 30.09.2022
Camilla Ribacka
More information on Moodle
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
3 credits
H-5
Written assignments Autumn 2022
Lectures 16 h
Self-studies 119 h
Studerande har mycket svaga kunskaper i grundläggande anatomi och fysiologi, samt patofysiologi
Studerande har inte lämnat in sina individuella arbeten (not translated)
Studerande har nöjaktiga kunskaper i grundläggande anatomi och fysiologi, samt patofysiologi (not translated)
Studerande har goda kunskaper i grundläggande anatomi och fysiologi, samt patofysiologi (not translated)
Studerande har utmärkta kunskaper i grundläggande anatomi och fysiologi, samt patofysiologi (not translated)
Camilla Pitkänen
Face-to-face
According to the lecturer's instructions
Lecture, independent studies, coaching and projectpresentations.
Swedish
19.10.2022 - 07.12.2022
08.08.2022 - 18.09.2022
Maria Westerlund
Degree Programme in Social Services and Health Care
H-5
5 ECTS = 135 hours of studies
Lecture (4 h)
Seminar (4 h)
Independent studies (127 h)
Criteria for evaluation of the exam:
The student has a superficial knowledge of the subject (by heart reading)
Assessment criteria for assignment:
The student has followed the instructions and her/his knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential
The student shows insufficient knowledge about the other students' assignments. The student has followed the instructions for the assignment. She/he have a deficient knowledge of the substance also touching the essential
Criteria for evaluation of the exam:
The student can account for the literature, reflect and motivate his/her views
Assessment criteria for written assignment:
The student has followed the instructions for the written assignment and shows insufficient knowledge about the other students' written assignments. The student has mastered the substance of her/his work, but the application is limited
The student has followed the instructions for the assignment and shows that she/he has mastered the substance She/he have read the other participants' assignments and can ask relevant questions and lead a discussion at the seminar
Criteria for evaluation of the exam:
The student shows in her/his answer an in-depth knowledge and maturity beyond the traditional
Criteria for evaluation of assignment individually or in groups:
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and can lead a discussion at the seminar. The assignment and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, independent working methods)
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and lead a discussion at the seminar
Marica Hinders
Face-to-face
To be introduced during the introductory lecture.
Lectures - 20 hours
Small-group work - 20 hours
Individual studies - 95 hours
English
01.01.2023 - 17.03.2023
01.12.2022 - 31.12.2022
Marica Hinders
The course is arranged in collaboration with ARCADA.The course is arranged in collaboration with ARCADA.
Register to the course here:
https://fortbildning.arcada.fi/en-us/Education/Details/679
Register before 5.1 so you can get an Arcada account in time for the course start.
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Total workload of the course: 135 hours
Of which autonomous studies: 135 hours
Of which scheduled studies: 0 hours
Rika Levy-Malmberg
Face-to-face
For the subjects critical thinking and clinical judgment please attach the following reading materials:
Clinical judgment- an essential tool in the nursing process
http://www.infiressources.ca/fer/Depotdocument_anglais/Clinical_Judgement%E2%80%93An_Essential_Tool_in_the_Nursing_Profession.pdf
What critical thinking, critical reasoning, and clinical judgment are?
https://www.elsevier.com/books/critical-thinking-clinical-reasoning-and-clinical-judgment/alfaro-lefevre/978-0-323-35890-3
Clinical reasoning instructor resourceshttp://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=113&sid=1d415f7a-433b-4674-a0a0-d28e4ee49a53%40sessionmgr115
For the subject of critical thinking and EBP please find the following material
Kitson, AL., Athlin, ÅM., Conroy, T Anything but Basic: Nursing’s Challenge in Meeting Patients’Fundamental Care Needs. Journal of Nursing Scholarship. 46(5), 2012. Pp 331-339
Long, B.C& Phipps, W.J. & Cassmever, V. L. (1995). Adult Nursing A Nursing Process Approach, London U.K pp: 4-13
Lunney, M. Use of Critical Thinking in the Diagnostic Process. International Journal of Nursing Terminologies and Classification.21 (2), 2010.pp82-88.
Lynda, F., Snyder, CH.. Evidence-based practice for the busy nurse practitioner: Par three: Critical appraisal process. Journal of the Academy of Nurse Practitioner. 24, 2012. Pp704-715
Robert, RR. Petersen S. Critical Thinking at the Bedside: Providing Safe Passage to Patients. MEDSURG Nursing.22 (2), 2013.pp 85-118.
Smith, SA Nurse Competence: A Concept Analysis. International Journal of Nursing Knowledge. 23(3), 2012 pp. 172-182.
Herdman, TH., ed NANDA International Nursing Diagnosis> Definitions & Classification 2012-2014. 2012 Wiley-Blackwell (this book can be found in Swedish)
For the subject of history thanking physical assessment
Hogan-Quigley, B., Palm, ML., Bickley, LS. Nursing Guide to Physical Examination and History Taking. 2012. Philadelphia, 11th ed. Wolther Kluwer Health Lippincott
Timby, B. K. (2013). Fundamental Nursing Skills and Concept. 10th ed. Wolter Kluwer Health. Lippincott.
Fagerstrom, L.M.( 2019), (red) Avanserat Klinisk Sykepleie. Oslo. Gylendal.
Lectures
Clinical examination, decision making and implementation of nursing care
Objective structured clinical examination (OSCE)
The OSCE Examination Form was developed in England in the late 1970s, and is used today in medicine and health education in several countries. OSCE assesses the student's clinical competence (knowledge and skills), problem-solving ability and interactivity. The arrangement means that there are different stations with patient cases (case)
Students are assessed on the basis of an assessment form (checklist of criteria), the content of which varies depending on the patient case.
All criteria are evaluated as follows:
• 0 = Fail (asks/acts not)
• 1 = Sufficiently approved (asks/acts but not correct / direct according to directive)
• 2 = Competent (asks/acts correctly)
Swedish
01.09.2022 - 31.07.2023
15.06.2022 - 31.08.2022
Ann-Louise Glasberg, Daniel Nenonen, Daniel Nenonen, Rika Levy-Malmberg
Each student is assessed on the basis of two clinical patient cases (case / station) at a time.
Time is limited to 30 minutes per student per station.
Students have 25 minutes to complete the three sections below.
Then the observer / examiner has 5 minutes to discuss the performance.
Students receive a brief description of the patient, as well as the instructions below.
• This is your first time meeting the patient.
• You have 25 minutes to go. Keep track of time! The observer then announces that it is 2 minutes left.
When the time is up, you must finish even if all parts are not completed.
• Information is provided by the "patient" or the observer during the examination, if asked / asked.
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
OSCE spring 2021
1 cu = 27 hours
< 49%
50-69%
70-89%
> 90%
Students are assessed on the basis of an assessment form (checklist of criteria), the content of which varies depending on the patient case.
All criteria are evaluated as follows:
• 0 = Fail (asks/acts not)
• 1 = Sufficiently approved (asks/acts but not correct / direct according to directive)
• 2 = Competent (asks/acts correctly)
Face-to-face
English
10.10.2022 - 14.12.2022
10.09.2022 - 09.10.2022
Camilla Strandell-Laine, Ulla Penttinen
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Camilla Strandell-Laine
Face-to-face
Swedish
01.01.2023 - 31.07.2024
02.12.2022 - 31.07.2024
Ann-Louise Glasberg, Anita Wikberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Katarina Vironen
Face-to-face
Lecturers, discussions, tutoring
English
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
Katarina Vironen
The course is a part in Master studies for radiographers
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
27h x 5= 135h
Rika Levy-Malmberg
40% Face-to-face, 60% Distance learning
Chapter 12 Evidence-Based Practice and Nursing Theory; https://slideplayer.com/slide/5670961/
WHO report- facilitating evidence: https://www.euro.who.int/en/health-topics/Health-systems/nursing-and-midwifery/publications/2017/facilitating-evidence-based-practice-in-nursing-and-midwifery-in-the-who-european-region-2017
The updated Joanna Briggs Institute Model of Evidence-Based Healthcare: https://journals.lww.com/ijebh/Fulltext/2019/03000/The_updated_Joanna_Briggs_Institute_Model_of.8.aspx
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1), 1–8. https://doi.org/10.1186/s12912-020-00522-x
Chan, R., Gardner, G., Webster, J., & Geary, A. (2010). Building research capacity in the nursing workforce: the design and evaluation of the nurse researcher role. Australian Journal of Advanced Nursing, 27(4), 62–69.
Geddis, R. A., Errington, L., Abley, C., Wassall, R., Exley, C., & Thomson, R. (2021). Enhancing shared and surrogate decision making for people living with dementia: A systematic review of the effectiveness of interventions. Health Expectations, 24(1), 19–32. https://doi.org/10.1111/hex.13167
Hoffmann, T., Gibson, E., Barnett, C., & Maher, C. (2021). Shared decision making in Australian physiotherapy practice: A survey of knowledge, attitudes, and self-reported use. PLoS ONE, 16(5), 1–12. https://doi.org/10.1371/journal.pone.0251347
Parvan, K., Hosseini, F. A., Jasemi, M., & Thomson, B. (2021). Attitude of nursing students following the implementation of comprehensive computer-based nursing process in medical surgical internship: a quasi-experimental study. BMC Medical Informatics & Decision Making, 21(1), 1–12.
Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. British Journal of Nursing, 18(8), 484–489. https://doi.org/10.12968/bjon.2009.18.8.41811
critical thinking, critical reasoning, and clinical judgment?
http://www.elsevieradvantage.com/samplechapters/9781437727760/9781437727760.pdf
Clinical judgment- en essential tool in the nursing process
http://www.infiressources.ca/fer/Depotdocument_anglais/Clinical_Judgement%E2%80%93An_Essential_Tool_in_the_Nursing_Profession.p
lectures, group discussion and seminar
English
24.10.2022 - 18.12.2022
15.06.2022 - 23.10.2022
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
3 credits
H-5
seminar and assignment
1 ECTS=27 hours
Face-to-face
English
25.05.2023 - 01.11.2023
25.04.2023 - 24.05.2023
Ulla Penttinen
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Susanne Jungerstam
Face-to-face
To be introduced during lectures and presentations of assignments.
Online lectures and students' presentations.
Self studies and assignments.
English
13.03.2023 - 31.05.2023
01.12.2022 - 05.03.2023
Pia Liljeroth
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Examination tasks (assignments) are presented during online lecture sessions.
Deadlines are set during the first online lecture. After that, all examination tasks need to be handed in before deadlines. If an assignment has been graded as "failed", or if it is in need of corrections, a maximum of two retake opportunities (deadlines) will be offered.
All assignments are written in academic style, using a formal language and the Novia UAS writing instructions and guide to references.
The course is based on international research and data, covering themes that are relevant in an international perspective.
The course equals to 5 ECTS, including 9 hours of online lectures and approximately 125 hours of self studies and examination tasks to be handed in.
One (or several) of the examination tasks is graded as failed, and not completed or corrected within deadlines.
The student shows essential knowledge about the substance.
The student has followed the instructions of examination tasks and the written tasks handed in by the student fulfills minimum requirements. However, the assignment/-s handed in are either partially inadequate, limited in scope or rather superficial in respect of its/their analysis and/or conclusion.
The student has mastered the substance of his/her examination tasks and/or assignments, but the application, analysis or concluding reflections are still somewhat limited.
The student has applied a scientific (academic) writing style throughout his/her written tasks, including more than the minimum number of relevant sources, an analysis and a conclusion (depending on the task at hand).
The student takes part in discussions during online lectures.
The student has followed the instructions for the examination tasks / assignments and shows that she/he masters the substance.
The student has applied a scientific (academic) writing style throughout his/her written tasks, including more than the minimum number of relevant sources, a well-founded analysis and conclusion (depending on the task at hand).
The student takes active part in discussing the themes of the online lectures and other students' presentations.
Marica Hinders
Face-to-face
To be introduced during the introductory lecture.
Online lectures and seminars.
Self studies: Literature, written exam and assignments (essays, reports, productions and portfolio)
English
01.11.2022 - 13.01.2023
15.06.2022 - 31.10.2022
Marica Hinders
The course is conducted in collaboration with Arcada
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
To be introduced during the introductory lecture.
The online exam is open 29.11-6.12
Deadline for the group work: 29.11
Deadline for the personal Portfolio 9.12
10 ECTS credits equals a total of approximately 270 hours of work.
1 ECTS credit = 27 hours work.
Camilla Strandell-Laine
Face-to-face
English
29.08.2022 - 18.06.2023
15.06.2022 - 31.12.2022
Pia Liljeroth, Ralf Lillbacka, Susanne Jungerstam, Emilia Kielo-Viljamaa, Camilla Strandell-Laine, Anita Wikberg, Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Ulla Penttinen
Face-to-face
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
English
22.03.2023 - 20.05.2023
01.12.2022 - 21.03.2023
Ulla Penttinen
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Carita Blomström
Face-to-face
According to the instructions of the course manager and external trainers.
PARK and Föra barnen på tal
Mandatory attendance at lectures and practice sessions
Godkänd: Studerande har varit närvarande och aktivt deltagit i alla obligatoriska närstudietillfällen. Godkända övningsuppgifter.
Underkänd: Studerande har inte varit närvarande och deltagit i alla obligatoriska närstudietillfällen. Underkända övningsuppgifter. (not translated)
Swedish
01.10.2022 - 31.12.2022
01.09.2022 - 21.10.2022
15 - 30
Carita Blomström
Degree Programme in Social Services and Health Care
H-5
Närvaro vid föreläsnings-övningstillfällen.
Individuell inlärningsuppgift. (not translated)
Marica Hinders
Face-to-face
To be introduced during the introductory lecture.
Lectures, group discussion, case study
The basis for the course's examination consists of:
- Two written individual submissions, graded according to 0-5
- Two group discussions based on given literature, assessed according to GK/UK
Feedback on the tasks is obtained through assessment criteria, more detailed justification is obtained when contacting the course's teacher.
Swedish
29.09.2022 - 27.11.2022
15.06.2022 - 28.09.2022
Marica Hinders
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Case assignment
Group discussions
1 ECTS credit = 27 hours work.
The text is fragmentary and it does not answer the questions.
The methodological literature is not used.
Reflections are not performed.
The technical design is lacking.
Does not explain the central concepts and basic principles.
The questions are answered vaguely and narrowly.
The literature is referenced
Reflections are performed only to a limited extent.
The technical design is satisfactory.
Refers concepts and basic principle
Students have justifiable knowledge of quality management and improvement work and how these should be applied, as well as a deficient understanding of basic relevant concepts.
The questions are answered.
The methodological literature is applied.
The text is reflective and there are critical points of view.
The technical design is good
Understands and can explain concepts and the basic principles are based on literature. Students have good knowledge of quality management and improvement work and how these should be applied,
The questions are answered exhaustively and in many ways.
The literature is analyzed and applied.
The reflection is scientifically analytical.
The technical design is commendable.
Has the ability to see connections and draw own conclusions
Makes versatile use of literature
Students have excellent knowledge of quality management and improvement work and how these should be applied, as well as a good understanding of basic relevant concepts and can use these independently and critically
Ulla Penttinen
Face-to-face
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
English
20.01.2023 - 17.03.2023
01.12.2022 - 19.01.2023
Ulla Penttinen
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Kursen är en nationell kurs för samtliga bioanalytiker inom HYH vid yrkeshögskolorna i Finland (Novia, Metropolia, Savonia, Tampereen amk, Oulun amk, Turun amk)
Studierna går online.
Studiegången och materialet finns på Metropolias moodle. (not translated)
Susanne Jungerstam
Face-to-face
Course literature will be introduced during the introductory lecture.
Course literature and suggested additional literature will be listed on Moodle, together with lecture material and descriptions of assignments,throughout the course.
Online lectures, discussions, assignments (based on self studies including literature and the usage of digital resources) and a seminar / students' presentations.
English
29.08.2022 - 30.10.2022
15.06.2022 - 29.08.2022
Susanne Jungerstam
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
To be introduced during the introductory lecture.
5 ECTS equals a total of approximately 135 hours of work, including 10 hours of online lectures.
Marica Hinders
Face-to-face
Material on Moodle.
Lectures, self-studies and assignments
The basis for the course's examination consists of:
- A written individual submission, graded according to 0-5
- A group discussions based on given literature, assessed according to GK/UK
- A group work, graded 0-5
Feedback on the tasks is obtained through assessment criteria, more detailed justification is obtained when contacting the course's teacher.
Swedish
01.09.2022 - 28.10.2022
15.06.2022 - 31.08.2022
Marica Hinders
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Deadline individual assignment 28.10
Deadline group work 24.10
Lectures 6h
Selfstudies 129h
The text is fragmentary and it does not answer the questions.
The methodological literature is not used.
Reflections are not performed.
The technical design is lacking.
Does not explain the central concepts and basic principles.
The questions are answered vaguely and narrowly.
The literature is referenced
Reflections are performed only to a limited extent.
The technical design is satisfactory.
Refers concepts and basic principle
Students have justifiable knowledge of quality management and improvement work and how these should be applied, as well as a deficient understanding of basic relevant concepts.
The questions are answered.
The methodological literature is applied.
The text is reflective and there are critical points of view.
The technical design is good
Understands and can explain concepts and the basic principles are based on literature. Students have good knowledge of quality management and improvement work and how these should be applied,
The questions are answered exhaustively and in many ways.
The literature is analyzed and applied.
The reflection is scientifically analytical.
The technical design is commendable.
Has the ability to see connections and draw own conclusions
Makes versatile use of literature
Students have excellent knowledge of quality management and improvement work and how these should be applied, as well as a good understanding of basic relevant concepts and can use these independently and critically
Emilia Kielo-Viljamaa
Face-to-face
LITERATURE FOR THE QUALITATIVE PART OF THE COURSE
Obligatory literature (suggestions below): student chooses a book which presents the preferred method (if available) and publications related to research integrity.
Examples of general research method books:
- Gerrish, K. & Lathlean, J. (2015). Research process in nursing (Seventh edition.). Wiley Blackwell. (e-bok)
- Parahoo, K., 2006. Nursing Research. Principles, Process and Issues. Second Edition. New York: Palgrave Macmillan.
- Holloway, I. (2017). Qualitative research in nursing and healthcare (4th ed.). Wiley Blackwell. (e-bok)
- Gibbs, G. R. & Flick, U. (2018). Analyzing qualitative data (Second edition.). Sage.
- Merriam, S. B. & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis (Second edition.). Jossey-Bass.
- Kyngäs, H., Mikkonen, K. & Kääriäinen, M. (2019). The application of content analysis in nursing science research. Springer International Publishing.
- Miles, M. B., Huberman, A. M. & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (Fourth edition. International student edition.). SAGE.
- Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press. (e-bok)
- Hammersley, M. (2013). What is qualitative research? Bloomsbury Academic.
- Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press. (e-bok)
Specific research methods:
- Coughlan, M. & Cronin, P. (2017). Doing a literature review in nursing, health and social care (2nd edition.). SAGE Publications Ltd.
- King, N., Horrocks, C. & Brooks, J. (2019). Interviews in qualitative research (2nd edition.). SAGE Publications Ltd.
- Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
- Lawson, H. A. (2015). Participatory action research (First edition.). Oxford University Press. (e-bok)
- McNiff, J. (2013). Action research: Principles and practice (3rd edition.). Routledge.
- Atkinson, P., Coffey, A., Delamont, S., Lofland, J., Lofland, L., Deegan, M. J., . . . Lather, P. (2007). Handbook of ethnography ([Uusintapainos].). SAGE Publications.
- Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4. [updated] ed.). Sage Publications.
Ethics:
- Finnish National Board on Research Integrity (TENK): https://www.tenk.fi/en
- What are Qualitative Research Ethics? (2012). Bloomsbury Academic. (e-bok)
- Love, K. (2012). Ethics in social research. Emerald.
- Comstock, G. (2013). Research ethics: A philosophical guide to the responsible conduct of research. Cambridge University Press.
------------------------------------------------------------------------------------------------------
LITERATURE FOR THE QUANTITATIVE PART OF THE COURSE
The course is divided into three separate parts; qualitative methods (5 ECTS), quantitative methods (3 ECTS) and method seminar (2 ECTS). Qualitative methods always go as an online course in the autumn semester and quantitative methods in the spring.
________________________________________
QUALITATIVE METHODS:
The course on Moodle is divided into five modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Individual/group working. You choose a data collection method in which you immerse yourself, do a small survey where you use the preferred method and present it to each other according to the instructions on Moodle. In addition, you give feedback to each other regarding the details according to the instructions on Moodle. It is optimal to have three people in the group.
Module 3: Data analysis. Individual assignment. A student chooses a theme and forms a research question. They search for three scientific articles or use the same data as in Module 2 and choose a qualitative analysis method. Students answer their research question using content analysis and present the analysis process and findings.
Module 4: Ethics, data protection and validity. Home exam submitted via Moodle.
Module 5: Review of a degree thesis. Students choose a higher UAS degree thesis within their own profiling in Theseus (https://www.theseus.fi/). NOTE the programs are slightly different in different UAS. Students read and assess the thesis according to instructions and documents found on Moodle.
________________________________________
QUANTITATIVE METHODS
QUALITATIVE METHODS
Module 1 is assessed as passed/failed. To pass this module, the student needs to answer the diagnostic test.
Modules 2-5 are assessed using a scale of 0-5.
Module 2 (weighting 30%)
- readiness to plan, structure, perform and analyse research critically
- readiness to compare and critically analyse the objective of collecting and using data
- readiness to combine theory, practice and reflection
- readiness to document and logically and structurally present the tasks
- readiness to peer review
Module 3 (weighting 30%)
- readiness to form a research question
- readiness to search scientific articles/use data
- readiness to use a qualitative data analysis method
- readiness to present an analysis process
- readiness to present findings of the analysis (written and visual presentation)
Module 4 (weighting 20%)
- knowledge of basic concepts
- readiness to variedly clarify questions related to research ethics, data protection and validity using literature related to research methods
Module 5 (weighting 20%)
- readiness to analyse using literature related to research methods and review criteria
- readiness to assess the practical novelty
- readiness to summarise relevant data
- critical and constructive reflection
QUANTITATIVE METHODS
English
29.08.2022 - 31.07.2023
15.06.2022 - 30.08.2022
Ralf Lillbacka, Emilia Kielo-Viljamaa, Camilla Strandell-Laine
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
QUALITATIVE METHODS
Module 1: Diagnostic test (Moodle)
Module 2: Written report (group/individual assignment) as a PowerPoint form with recorded sound (instructions on Moodle) and peer review. A presentation should include a description of the method, how and when to use the method, pros and cons of the method, and a description of how you used the method (how did you use the method, reflection on the strengths and challenges). Peer review is given to other students in the group according to the instructions on Moodle.
Module 3: Individual assignment. Student analyses three scientific articles or the same data as in Module 2 using a quantitative analysis method. Student presents their analysis process and findings.
Module 4: Home exam submitted via Moodle
Module 5: Individual analysis and review of a degree thesis based on your interest. (conducted according to the instructions on Moodle)
________________________________________
QUANTITATIVE METHODS
________________________________________
METHOD SEMINARS
QUALITATIVE METHODS
The course qualitative research methods can be accomplished under the period 29.8.-31.12.2022. Deadlines per module:
Module 1: 16.9.2022
Module 2: 7.10.2022
Module 3: 4.11.2022
Module 4: 2.12.2022
Module 5: 16.12.2022
QUANTITATIVE METHODS
The course in quantitative research methods can be accomplished under the period XX.XX.-XX.XX.2023
QUALITATIVE METHODS (5 ECTS = 135 h)
Course introduction: (course info 1h + getting familiarized with the course) + diagnostic test on Moodle (=examination) = 10 h
Data collection: Students are working in groups of 3 people. Every student chooses a data collection method they study and use it in their reports according to the instructions on Moodle. Students record 10 minutes of video in which they present the method. The other group members review the group mates' presentations using the review criteria on Moodle. (=examination) = 40 h
Data analysis: Student choose a theme and forms a research question. They searched three scientific articles, used the same data as in Module 2 and chose a qualitative analysis method. Student answers their research question using content analysis and presents the analysis process and findings (=examination) = 40 h
Ethics, data protection and validity: Home exam on Moodle (=examination) = 25 h
Degree thesis: Student searches, reads and analyses one thesis (master's degree) and reviews it using the criteria found on Moodle and writes a report (=examination) = 20 h
QUANTITATIVE METHODS 3 ECTS = 81 hours
METHOD SEMINARS 2 ECTS = 54 hours
The course is divided into three parts: qualitative, quantitative, seminars
Qualitative methods (5 ECTS) is accomplished during the autumn of 2022. This part of the course is entirely virtual and can be found on Moodle.
Quantitative methods (3 ECTS) is accomplished during spring 2023. This part of the course is partly based on lectures.
QUALITATIVE METHODS
Modules 2, 3 and 5:
The text is fragmented, and it does not answer the questions.
Literature related to research methods is not used.
Reflections are missing.
The technical forming has limitations.
Module 4:
Does not present the central concepts and the basic principles.
Literature related to research methods is not used.
-------------------------------------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
Questions to the answers are vague and narrow.
Literature related to research methods is referred to.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and fundamental principles are referred to.
- Is based on primary literature related to research methods.
---------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and can clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
---------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and can clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
---------------------
QUANTITATIVE METHODS
Emilia Kielo-Viljamaa
Face-to-face
LITERATURE FOR THE QUALITATIVE PART OF THE COURSE
Obligatory literature (suggestions below): student chooses a book which presents the preferred method (if available) and publications related to research integrity.
General research method books:
- Gerrish, K. & Lathlean, J. (2015). Research process in nursing (Seventh edition.). Wiley Blackwell. (e-bok)
- Parahoo, K., 2006. Nursing Research. Principles, Process and Issues. Second Edition. New York: Palgrave Macmillan.
- Holloway, I. (2017). Qualitative research in nursing and healthcare (4th ed.). Wiley Blackwell. (e-bok)
- Gibbs, G. R. & Flick, U. (2018). Analyzing qualitative data (Second edition.). Sage.
- Merriam, S. B. & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis (Second edition.). Jossey-Bass.
- Kyngäs, H., Mikkonen, K. & Kääriäinen, M. (2019). The application of content analysis in nursing science research. Springer International Publishing.
- Miles, M. B., Huberman, A. M. & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (Fourth edition. International student edition.). SAGE.
- Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press. (e-bok)
- Hammersley, M. (2013). What is qualitative research? Bloomsbury Academic.
- Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press. (e-bok)
Specific research methods:
- Coughlan, M. & Cronin, P. (2017). Doing a literature review in nursing, health and social care (2nd edition.). SAGE Publications Ltd.
- King, N., Horrocks, C. & Brooks, J. (2019). Interviews in qualitative research (2nd edition.). SAGE Publications Ltd.
- Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
- Lawson, H. A. (2015). Participatory action research (First edition.). Oxford University Press. (e-bok)
- McNiff, J. (2013). Action research: Principles and practice (3rd edition.). Routledge.
- Atkinson, P., Coffey, A., Delamont, S., Lofland, J., Lofland, L., Deegan, M. J., . . . Lather, P. (2007). Handbook of ethnography ([Uusintapainos].). SAGE Publications.
- Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4. [updated] ed.). Sage Publications.
Ethics:
- Finnish National Board on Research Integrity (TENK): https://www.tenk.fi/en
- What are Qualitative Research Ethics? (2012). Bloomsbury Academic. (e-bok)
- Love, K. (2012). Ethics in social research. Emerald.
- Comstock, G. (2013). Research ethics: A philosophical guide to the responsible conduct of research. Cambridge University Press.
------------------------------------------------------------------------------------------------------
LITERATURE FOR THE QUANTITATIVE PART OF THE COURSE
The course is divided into three separate parts; qualitative methods (5 ECTS), quantitative methods (3 ECTS) and method seminar (2 ECTS). Qualitative methods, go as a digital course always in the autumn semester, and quantitative methods with lectures on campus in the spring.
________________________________________
QUALITATIVE METHODS:
The qualitative part of the course is entirely virtual and is available at Moodle.
The course at Moodle is divided into five modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Individual/group working. In the group, you choose a data collection method in which you immerse yourself, do a small survey where you use the chosen method and present it to each other according to the instructions on Moodle. In addition, you give feedback to each other regarding the details according to the instructions on Moodle. It is optimal to have three people in the group.
Module 3: Data analysis. Individual assignment. A student chooses a theme and form a research question. They search for three scientific articles or use the same data as in Module 2 and choose a qualitative analysis method. Student answers their research question using a content analysis and presents the analysis process and findings.
Module 4: Ethics, data protection and validity. Home exam submitted via Moodle.
Module 5: Review of a degree thesis. Students choose a higher UAS degree thesis within their own profiling in Theseus (https://www.theseus.fi/). NOTE the programs are slightly different in different UAS. Students read and assess the thesis according to instructions and documents found on Moodle.
________________________________________
QUANTITATIVE METHODS
QUALITATIVE METHODS
Module 1 is assessed as passed/failed. To pass this module, the student needs to answer the diagnostic test.
Modules 2-5 are assessed using a scale of 0-5.
Module 2 (weighting 30%)
- readiness to plan, structure, perform and analyse critically research
- readiness to compare and critically analyse the objective of collecting and using data
- readiness to combine theory, practice and reflection
- readiness to document and logically and structurally present the tasks
- readiness to peer review
Module 3 (weighting 30%)
- readiness to form a research question
- readiness to search scientific articles/use data
- readiness to use a qualitative data analysis method
- readiness to present an analysis process
- readiness to present findings of the analysis (written and visual presentation)
Module 4 (weighting 20%)
- knowledge of basic concepts
- readiness to variedly clarify questions related to research ethics, data protection and validity using literature related to research methods
Module 5 (weighting 20%)
- readiness to analyse using literature related to research methods and review criteria
- readiness to assess the practical novelty
- readiness to summarise relevant data
- critical and constructive reflection
QUANTITATIVE METHODS
Swedish
01.09.2022 - 31.12.2023
15.06.2022 - 01.09.2022
Camilla Strandell-Laine, Emilia Kielo-Viljamaa
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
QUALITATIVE METHODS
Module 1: Diagnostic test (Moodle)
Module 2: Written report (Individual/group assignment) as a PowerPoint form with recorded sound (instructions on Moodle) and peer review. A presentation should include a description of the method, how and when to use the method, pros and cons of the method, and a description of how you used the method (how did you use the method, reflection on the strengths and challenges). Peer review is given to other students in the group according to the instructions on Moodle.
Module 3: Individual assignment. Student analyses three scientific articles or the same data as in Module 2 using a quantitative analysis method. Student presents their analysis process and findings.
Module 4: Home exam submitted via Moodle
Module 5: Individual analysis and review of a degree thesis based on your interest. (conducted according to the instructions on Moodle)
________________________________________
QUANTITATIVE METHODS
________________________________________
METHOD SEMINARS
QUALITATIVE METHODS
The course qualitative research methods can be accomplished under the period 2.9.-31.12.2022. Deadlines per module:
Module 1: 16.9.2022
Module 2: 7.10.2022
Module 3: 4.11.2022
Module 4: 2.12.2022
Module 5: 16.12.2022
QUANTITATIVE METHODS
The course in quantitative research methods can be accomplished under the period XX.XX.-XX.XX.2023
QUALITATIVE METHODS (5 ECTS = 135 h)
Course introduction: (course info 1h + getting familiarized with the course) + diagnostic test pn Moodle (=examination) = 10 h
Data collection: Students are working in groups of 3 people. Every student chooses a data collection method they study and use in their reports according to the instructions on Moodle. Students record 10 minutes of video in which they present the method. The other group members review the group mates' presentations using the review criteria on Moodle. (=examination) = 40 h
Data analysis: Student choose a theme and forms a research question. They searched three scientific articles, used the same data as in Module 2 and chose a qualitative analysis method. Student answers their research question using content analysis and presents the analysis process and findings (=examination) = 40 h
Ethics, data protection and validity: Home exam on Moodle (=examination) = 25 h
Degree thesis: Student searches, reads and analyses one thesis (master's degree) and reviews it using the criteria found on Moodle and writes a report (=examination) = 20 h
QUANTITATIVE METHODS 3 ECTS = 81 hours
METHOD SEMINARS 2 ECTS = 54 hours
The course is divided into three parts: qualitative, quantitative, seminars
Qualitative methods (5 ECTS) is accomplished during the autumn 2022. This part of the course is entirely virtual and can be found on Moodle.
Quantitative methods (3 ECTS) is accomplished during spring 2023. This part of the course is partly based on lectures.
QUALITATIVE METHODS
Modules 2, 3 and 5:
The text is fragmented, and it does not answer the questions.
Literature related to research methods is not used.
Reflections are missing.
The technical forming has limitations.
Module 4:
Does not present the central concepts and the basic principles.
Literature related to research methods is not used.
-------------------------------------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
Questions to the answers are vague and narrow.
Literature related to research methods is referred to.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and fundamental principles are referred to.
- Is based on primary literature related to research methods.
---------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and can clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
---------------------
QUANTITATIVE METHODS
QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and can clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
---------------------
QUANTITATIVE METHODS
Rika Levy-Malmberg
80% Face-to-face, 20% Distance learning
Boman, E., Levy, M. R., & Fagerström, L. (2020). Differences and similarities in scope of practice between registered nurses and nurse specialists in emergency care: an interview study. Scandinavian Journal of Caring Sciences, 34(2), 492–500. https://doi.org/10.1111/scs.12753
Boman, E., Glasberg, A.-L., Levy-Malmberg, R., & Fagerström, L. (2019). “Thinking outside the box”: advanced geriatric nursing in primary health care in Scandinavia. BMC Nursing, 18(1), N.PAG. https://doi.org/10.1186/s12912-019-0350-2
Boman, E., Levy, M. R., & Fagerström, L. (2019). Nurses’ understanding of becoming nurse practitioner role in the Norwegian emergency care context: A qualitative study. Nordic Journal of Nursing research. https://doi.org/10.1177/2057158518783166
Bryant-Lukosius, D., & DiCenso, A. (2004). A framework for the introduction and evaluation of advanced practice nursing roles. Journal of Advanced Nursing (Wiley-Blackwell), 48(5), 530–540. https://doi.org/10.1111/j.1365-2648.2004.03235.x
Kerr, L., & Macaskill, A. (2020). The journey from nurse to advanced nurse practitioner: applying concepts of role transitioning. British Journal of Nursing, 29(10), 561–565. https://doi.org/10.12968/bjon.2020.29.10.561
Mackey, H., Noonan, K., Kennedy Sheldon, L., Singer, M., & Turner, T. (2018). Oncology Nurse Practitioner Role: Recommendations from the Oncology Nursing Society’s Nurse Practitioner Summit. Clinical Journal of Oncology Nursing, 22(5), 516–522. https://doi.org/10.1188/18.CJON.516-522
Lectures, group discussion
0-5
Swedish
12.01.2023 - 17.03.2023
01.12.2022 - 30.08.2023
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
1 credits
H-5
På engelska
written assignment , instruction will be given during the lecture
1ECTS=27H
Camilla Strandell-Laine
Face-to-face
Kursens studiematerial introduceras under det första närstudietillfället.
Rekommenderad litteratur, föreläsningsunderlag och examinationsppgifter finns tillgängliga på kursens Moodle plattform. (not translated)
Närstudietillfällena omfattar 9 timmar föreläsningar, gruppdiskussion samt debatt. Därtill omfattar kursen ca 125 självstudier, inklusive intervjuer med sakkunniga och examinationsuppgifter. (not translated)
Bedömningskriterier för varje deluppgift presenteras i anslutning till introduktionen av de enskilda uppgifterna.
Kursens slutvitsord baseras på helhetsbedömning av samtliga deluppgifter. (not translated)
Swedish
28.10.2022 - 15.01.2023
15.06.2022 - 27.10.2022
Camilla Strandell-Laine, Ghita Bodman
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Kursen förverkligas medelst inlämnade examinationsuppgifter. Examinationsuppgifterna presenteras vid det första närstudietillfället. (not translated)
Examinatuionsuppgifterna inkluderar intervju med sakkunnig i arbetslivet inom angivet område. (not translated)
Datum för inlämnandet av examinationsuppgifter överenskommes gemensamt vid det första närstudietillfället. (not translated)
Kursen motsvarar 5 sp, sammanlagt ca 135 h arbete, varav sammanlagt 9 h utgörs av gemensamma närstudietillfällen. (not translated)
There is no implementations attached to this degree programme.
