Please select the curriculum by the start year of studies and competence track.
Camilla Strandell-Laine
Face-to-face
See Moodle for more information
Practice 3 weeks
Written assignments
Swedish
30.08.2021 - 31.12.2021
11.06.2021 - 29.08.2021
Ann-Louise Glasberg
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
Camilla Strandell-Laine
60% Face-to-face, 40% Distance learning
For the subjects’ critical thinking and clinical judgment and clinical decision making 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
Boman, E., Glasberg, AL., Levy-Malmberg, R., Fagerstrom, L. (2019). ’Thinking outside the box’: advanced geriatric nursing in primary health care in Scandinavia. BMC Nursing. 18:25. https://doi.org/10.1186/s12912-019-0350-2
Boman, E., Levy-Malmberg., Fagerström, L. (2019). Differences and similarities in scope of practice between registered nurses and nurse specialists in emergency care - an interview study, Scandinavian Journal of Caring Science. DOI: 10.1111/scs.12753
Levy-Malmberg, R., Boman, E. (2019). Fagerstöm, L.M. (red). Klinisk beslutningstaking. i Avancerant Klinisk Sykepleie. (S. 1139-147). Gyldenadak Norsk Forlag
For the subject of critical thinking and EBP please find the following material
Bläuer, C., Frei, I. A., Schnepp, W., & Spirig, R. (2015). Implementation of a nurse-led education programme for chronic heart failure patients during hospitalisation, and strategies supporting their self-management at home: a practice development project in the context of the Swiss healthcare system. International Practice Development Journal, 5(1), 1–15.
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 & Classifications. 2010;21(2):82-88.
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.
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, Wolther Kluwer Health Lippincott
Timby, B. K. (2013). Fundamental Nursing Skills and Concept. 10th ed. Wolter Kluwer Health. Lippincott
For the subject of OSCE
Levy-Malmberg, R. (2019). Fagerstöm, L.M. (red). Objective structured clinical examination (OSCE) for vurdering av klinisk kompetanse. . i Avancerant Klinisk Sykepleie. (S. 235-253). Gyldenadak Norsk Forlag
Taylor, I., Bing-Jonsson, P.C., Levy-Malmberg., Fagerström, L. (2019). The Objective Structured Clinical Examination in evolving nurse practitioner education: A study of students' and examiners’ experiences. Nurse Education in Practice. 37(5), 115-123. https://doi.org/10.1016/j.nepr.2019.04.001
lectures and practice
0-5
Swedish
30.08.2021 - 31.12.2021
11.06.2021 - 29.08.2021
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Vasa, Wolffskavägen 31
2 credits
H-5
practice in clinical environment and practice in class
OSCE
27H=1 sp
Camilla Strandell-Laine
20% Face-to-face, 80% Distance learning
OBLIGATORISK LITTERATUR:
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., Bergbom E. 2012 reviderad 2017. Vårdvetenskapliga begrepp i teori och praktik. Studentlitteratur
3.a. Birkler, J. 2012. Vetenskapsteori-en grundbok, Liber.
eller
3.b. Sohlberg. B-M. & Sohlberg, P. 2008. Kunskapens former: vetenskapsteori och forskningsmetod.
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.2008. Tolkning och reflektion. Vetenskapsfilosofi och kvalitativ metod. Studentlitteratur, Lund.
Andersen, H. (red). 1994. Vetenskapsteori och metodlära: introduktion. Studentlitteratur, Lund.
Bjereld, U., Denker, M. & Hinnfors, J. 2009. Varför vetenskap? Om vikten av problem och teori i forskningsprocessen. Studentlitteratur Ab, Lund.
Bohlin, I. & Sager, M. (red.) 2011. Evidensens många ansikten. Evidensbaserad praktik i praktiken. Arkiv förlag, Lund.
Eriksson, K. & Lindström, U.Å. (red) 2003. Gryning II Klinisk vårdvetenskap. Enheten för vårdvetenskap. Åbo Akademi, Vasa.
Eriksson, K., Lindström, U.Å., Matilainen, D., Lindholm, L. 2007. Gryning III Vårdvetenskap och hermeneutik. Enheten för vårdvetenskap. Åbo Akademi, Vasa.
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.
Pirttilä-Backman, A-M., Ahokas, M., & Myyry, L.2005. Arvot, moraali ja yhteiskunta. Sosiaalipsykologisia näkökulmia yhteiskunnan muutokseen. Gaudeamus, Helsinki. (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. (not translated)
Swedish
01.09.2021 - 31.12.2021
11.06.2021 - 12.09.2021
Emilia Kielo-Viljamaa
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
4 credits
H-5
Modul 1: Individuell skriftlig uppgift (granskning av 2 vetenskapliga artiklar, artikelanalys, implementeringsplan
Modul 2: Begreppskarta, skriftligt gruppuppgift och kollegial feedback (not translated)
Kursen kan avläggas under perioden 30.8.2021-31.12.2021.
Studerande rekommenderas att göra kursen under hösttermninen 2021.
Modul 1:
- Granskning av 2 vetenskapliga artiklar
- Artikelanalys och implementeringsplan
Lämnas in på Moodle senast 31.10.2021 kl 23.59
Modul 2:
- Begreppskarta
- Skriftligt gruppuppgift och kollegial feedback
Lämnas in på Moodle senast 30.11.2021 kl 23.59 (not translated)
Modul 1: Utvärdering och granskning 67,5h (närundervisning 6h, granskning av vetenskapliga artiklar 11,5h, artikelanalys + implementeringsplan 50h)
Modul 2: Vetenskapsteori 67,5h (närundervisning 4h, begreppskarta 6h, gruppuppgift och kollegial feedback 57,5h) (not translated)
Modul 1: Utvärdering och granskning
Modul 2: Vetenskapsteori (not translated)
Modul 1:
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
Modul 2:
Bergreppskarta:
- Uppgiften innehåller inte alla krävda delar
- Den tekniska utformningen brister
Gruppuppgift och kollegial feedback:
- 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:
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
Modul 2:
Bergreppskarta:
- Uppgiften innehåller några krävda delar
- Den tekniska utformningen är nöjaktig
Gruppuppgift och kollegial feedback:
- 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:
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
Modul 2:
Bergreppskarta:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är god
Gruppuppgift och kollegial feedback:
- 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:
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
Modul 2:
Bergreppskarta:
- Uppgiften innehåller alla krävda delar
- Den tekniska utformningen är berömlig
Gruppuppgift och kollegial feedback:
- 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
21.01.2022 - 31.05.2022
15.11.2021 - 21.01.2022
Camilla Ribacka
Mera information på kursens Moodle (not translated)
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
3 credits
H-5
Written assignments Autumn 2020 - January 2021
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)
Maria Westerlund
Face-to-face
Swedish
10.03.2022 - 31.05.2022
15.11.2021 - 10.03.2022
Maria Westerlund
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Marica Hinders
Distance learning
To be introduced during the introductory lecture.
Online lectures and seminars.
English
11.01.2022 - 31.03.2022
15.11.2021 - 11.01.2022
Marica Hinders
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
5 credits
H-5
To be introduced during the introductory lecture.
10 ECTS credits equals a total of approximately 270 hours of work.
1 ECTS credit = 27 hours work.
Camilla Strandell-Laine
60% Face-to-face, 40% Distance learning
Kurslitteratur:
Nordeng H. och Spigset O. med flera (2020) Farmakologi och läkemedelsanvändning. Studentlitteratur. alternativt äldre upplagor av boken från 2014 eller 2009
Alternativ litteratur:
Rang, H.P., Dale, M.M., Ritter, J.M., Flower R.J. och Henderson G.(2012). Pharmacology. (7th ed.) Elsevier.
Vetenskapliga artiklar och annat distribuerat material (not translated)
Föreläsningar, diskussioner och självstudier. (not translated)
Examination motsvarande 2 sp, samt skriftliga arbeten motsvarande 3 sp (not translated)
Swedish
30.08.2021 - 28.02.2022
11.06.2021 - 12.09.2021
Camilla Ribacka
Mera information på kursens Moodle (not translated)
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
2 credits
H-5
Skriftlig examination, samt individuella inlämningsuppgifter (not translated)
Examination 09.12.2021 av 2 sp av totala 5 sp. Möjlighet till omtentamen våren 2022 på allmänt omtentamenstillfälle 21.01.2022 och 11.02.2022.
Examination av kursmaterialet genom individuella, skriftliga arbeten utgör 3 sp av totala 5 sp (not translated)
Kursen omfattar 5 sp, totalt 135 timmar.
Föreläsningar och examination 16 h.
Självstudier och individuella, skriftliga arbeten 119 h. (not translated)
Studerande har mycket svaga kunskaper i grundläggande farmakokinetik och farmakodynamik.
Studerande har inte lämnat in sina individuella arbeten (not translated)
Studerande har nöjaktiga kunskaper i grundläggande farmakokinetik och farmakodynamik, samt nöjaktiga kunskaper om olika läkemedelsgruppers farmakokinetik och farmakodynamik (not translated)
Studerande har goda kunskaper i grundläggande farmakokinetik och farmakodynamik, samt goda kunskaper om olika läkemedelsgruppers farmakokinetik och farmakodynamik (not translated)
Studerande har utmärkta kunskaper i grundläggande farmakokinetik och farmakodynamik, samt utmärkta kunskaper om olika läkemedelsgruppers farmakokinetik och farmakodynamik (not translated)
Ann-Louise Glasberg
Face-to-face
Swedish
01.01.2022 - 31.12.2022
02.07.2018 - 31.07.2018
Ann-Louise Glasberg
Degree Programme in Social Services and Health Care
H-5
Camilla Strandell-Laine
Face-to-face
Swedish
01.01.2022 - 31.12.2022
15.11.2020 - 31.12.2021
Ann-Louise Glasberg, Sirkku Säätelä, Ralf Lillbacka, Marica Hinders, Camilla Ribacka, Susanne Jungerstam, Camilla Strandell-Laine, Ulla Penttinen, Marlene Gädda, Maj-Helen Nyback, Anita Wikberg, Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Vasa, Wolffskavägen 31
H-5
Camilla Strandell-Laine
Face-to-face
Swedish
30.08.2021 - 31.07.2024
11.06.2021 - 29.08.2022
Ann-Louise Glasberg, Pia Liljeroth, Ralf Lillbacka, Marica Hinders, Susanne Jungerstam, Camilla Strandell-Laine, Emilia Kielo-Viljamaa, Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
Camilla Strandell-Laine
60% Face-to-face, 40% Distance learning
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.pdf
lectures, students independent work ans mandatory seminar
0-5
English
01.09.2021 - 31.12.2021
11.06.2021 - 03.09.2021
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
2 credits
H-5
project in clinical environment
autumn 2021
27 hours = 1 ECTS credit
Camilla Strandell-Laine
Distance learning
Online moodle Metropolia (not translated)
Nationell kurs för bioanalytiker inom HYH online
Föreläsningar
Tutor online
Skriftliga arbeten (not translated)
English
06.09.2021 - 04.11.2021
11.06.2021 - 05.09.2021
0 - 6
Camilla Strandell-Laine, Ulla Penttinen
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Vasa, Wolffskavägen 31
5 credits
H-5
hösten 2021 (not translated)
5 x 27 h (not translated)
Susanne Jungerstam
Face-to-face
To be introduced during lectures and presentations of assignments.
Online lectures and presentations
Self studies and assignments
English
08.03.2022 - 31.05.2022
15.11.2021 - 08.03.2022
Pia Liljeroth, Susanne Jungerstam
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
To be introduced during lectures and presentations of assignments.
Marica Hinders
Face-to-face
Swedish
07.03.2022 - 31.05.2022
15.11.2021 - 10.03.2022
Eva Matintupa, Marica Hinders
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Marica Hinders
Face-to-face
Swedish
07.03.2022 - 31.05.2022
15.11.2021 - 10.03.2022
Marica Hinders
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Distance learning
To be introduced during the introductory lecture.
Online lectures and seminars.
Self studies: Literature, written exam and assignments (essays, reports, productions and portfolio).
English
26.10.2021 - 28.02.2022
02.07.2021 - 26.10.2021
Marica Hinders, Camilla Strandell-Laine
Administration
Degree Programme in Social Services and Health Care
Vasa, Wolffskavägen 31
10 credits
H-5
To be introduced during the introductory lecture.
10 ECTS credits equals a total of approximately 270 hours of work.
1 ECTS credit = 27 hours work.
Rika Levy-Malmberg
Distance learning
Agapoff, J. R., Goebert, D., Takeshita, J., Kracher, S., & Currivan, A. (2020). Improving Patient Care through Collaborative Consultation Integration: a Quality Improvement Initiative. Journal of Behavioral Health Services & Research, 47(1), 139–145. https://doi.org/10.1007/s11414-019-09666-4.
Algurén, B., Jernberg, T., Vasko, P., Selb, M., & Coenen, M. (2021). Content comparison and person-centeredness of standards for quality improvement in cardiovascular health care. PLoS ONE, 16(1), 1–12. https://doi.org/10.1371/journal.pone.0244874
BİLEN, A., & SITKI, A. (2020). The Impact of Total Qualıty Management on Patıent Satısfactıon: A Fıeld Study in the Health Centers of the Syrıans in Gazıantep. Journal of Arts & Social Sciences, 7(1), 11–20.
Ball, S. L., Weiner, S. J., Schwartz, A., Altman, L., Binns-Calvey, A., Chan, C., Falck-Ytter, C., Frenchman, M., Gee, B., Jackson, J. L., Jordan, N., Kass, B., Kelly, B., Safdar, N., Scholcoff, C., Sharma, G., Subramaniam, S., Weaver, F., & Wopat, M. (2021). Implementation of a patient-collected audio recording audit & feedback quality improvement program to prevent contextual error: stakeholder perspective. BMC Health Services Research, 21(1), 1–11. https://doi.org/10.1186/s12913-021-06921-3.
Cochrane, D. (2014). Securing patient safety through quality assurance in a mixed economy of healthcare: The role of accreditation. Clinical Risk, 20(4), 82–89. https://doi.org/10.1177/1356262214542520
Gaboury, I., Breton, M., Perreault, K., Bordeleau, F., Descôteaux, S., Maillet, L., Hudon, C., Couturier, Y., Duhoux, A., Vachon, B., Cossette, B., Rodrigues, I., Poitras, M.-E., Loignon, C., & Vasiliadis, H.-M. (2021). Interprofessional advanced access – a quality improvement protocol for expanding access to primary care services. BMC Health Services Research, 21(1), 1–9. https://doi.org/10.1186/s12913-021-06839-w
Wagner, C., Gulacsi, L., Takacs, E., & Outinen, M. (2006). The implementation of quality management systems in hospitals: a comparison between three countries. BMC Health Services Research, 6, 50–11. https://doi.org/10.1186/1472-6963-6-50
Sutton, E., Bion, J., Mannion, R., Willars, J., Shaw, E., & Tarrant, C. (2021). A qualitative study of organisational response to national quality standards for 7-day services in English hospitals. BMC Health Services Research, 21(1), 1–11. https://doi.org/10.1186/s12913-021-06213-w
lectures, group discussion, case study
0-5
English
24.01.2022 - 31.05.2022
15.11.2021 - 24.01.2022
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
5 credits
H-5
written assignment
Instructions for final assignment will be given during the lecture
Camilla Strandell-Laine
60% Face-to-face, 40% Distance learning
References:
Overall: All the assignment can be found on Moodle page instruction will be given in class during the first lecture
Books in Ebrary:
Bhat, K.S. 2010. Total Quality Management.
Bolman & Teal T.E 2008: Reframing organization, artistry and leadership.
Christensen, E.H. 2013. Certified Quality Process: an analyst handbook.
Guinane, C. & Davis, N. 2011. Improving quality in outpatient services.
Other:
https://www.valvira.fi/web/sv/-/en-effektiv-styrning-av-social-och-halsovarden-forutsatter-tydliga-roller-och-nationella-indikatorer
Buus, N. et al. 2013. Developing a Manual for Strengthening Mental Health Nurses' Clinical Supervision. Issues in Mental Health Nursing 34 (5), 344-9.
Campbell, S. M. (2002): Research methods used in developing and applying quality indicators in primary care. Quality and Safety in Health Care 11 (4), 358–364.
Conti, T. 2002. A road map through the fog of quality and organizational assessments. Total Quality Management 13 (8).
Crofts, J. et al. 2014. Adaptation and implementation of local maternity dashboards in a Zimbabwean hospital to drive clinical improvement. Bulletin of the World Health Organization 92 (2), 146-52.
Donabedian, A. 2003. An Intoduction to Quality Assurance in Health Care.
Grol et al. 2013. Improving patient care. The implementation of change in health care.
Haines, ST. et al. 2010. Protected professional practice evaluation: A continuous quality-improvement process. American Journal of Health-System Pharmacy 67 (22), 1933-1940.
Hallock, A. B. (2019). A Case for Leadership Development in Nursing Practice. Nephrology Nursing Journal, 46(3), 325–328. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=137025803&site=ehost-live
Hughes, R. 2008. Patient safety and quality. An evidence-based handbook for nurses.
Kelly, P., Vottero, B.A., Christie-McAuliffe, C. 2014. Introduction to Quality and Safety Education for Nurses: Core Competencies.
Lillrank, P. et al. 2001. Continuous improvement: Exploring alternative organizational designs. Total Quality Management 12 (1), 41-55.
Mannix, J., Wilken, L., Daly, J. (2015). ‘Good ethics and moral standing': a qualitative study of aesthetic leadership in clinical nursing practice. Journal of Clinical Nursing. 24(11/12)pp 1603-1610
Pun, KF. & Hui, I.K. Integrating the safety dimension into quality management systems: a process model. Total Quality Management 13 (3), 373-391.
Selladurai, R. 2002. An organizational profitability, productivity, performance (PPP) model: going beyond TQM and BPR. Total Quality Management 13 (5), 613-619.
Sureshchandar, G. S. 2001. A Conceptual model for total quality management in service organizations. Total Quality Management 12 (3), 343-363.
World Health Organization 2002. A background for national quality policies in health systems. http://www.euro.who.int/__data/assets/pdf_file/0019/142066/E77983.pdf
Wisniewski, M. 2001. Assessing customer satisfaction with local authority services using SERVQUAL. Total Quality Management 12(7), 995-1002.
Zairi, M. 2002. Beyond TQM implementation: the new paradigm of TQM sustainability. Total Quality Management 13 (8).
lectures and group discussion and seminar
0-5
English
30.08.2021 - 31.12.2021
11.06.2021 - 29.08.2021
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
2 credits
H-5
3 writen assignments and forum discussion
1 sp= 27 hours
The student has not followed the instructions and their knowledge of the other students' work is missing. The student shows limited substantive knowledge, cannot be essential
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student has mastered the substance of his work, but the application is limited.
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections and independent working methods)
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.
Camilla Strandell-Laine
Face-to-face
LITERATURE FOR THE QUALITATIVE PART OF THE COURSE
Obligatory literature (suggestions below): student chooses a book which presents the chosen 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.
- 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.
- (2012). What is Qualitative Research? Bloomsbury Academic.
- Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press.
Specific research methods:
- Coughlan, M., Cronin, P. & Ryan, F. 2013. Doing a literature review in nursing, health and social care. Los Angeles: SAGE Publications.
- 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.
- 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.¨
- 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
Barmark, M. & Djurfeldt, G., 2015. Statistisk verktygslåda - att förstå och förändra världen med siffror. Lund: Studentlitteratur.
Denscombe, M. 2018. Forskningshandboken - för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.
Ejlertsson, G., 2013. Statistik för hälsovetenskaperna. Lund: Studentlitteratur.
Eliasson, A., 2013. Kvantitativ metod från början. Lund: Studentlitteratur.
Field, A., 2014. Discovering statistics using IBM SPSS Statistics. Germany: Mohn Media.
Holme, I.M. & Solvang, B.K. 1992 eller nyare upplaga. Forskningmetodik. Kvalitativa och kvantitativa metoder. Lund: Studentlitteratur.
Körner, S. & Wahlgren, L., 2002. Praktisk statistik. Lund: Studentlitteratur.
Körner, S. & Wahlgren, L., 1998 (eller nyare uppl.). Statistiska metoder. Lund: Studentlitteratur.
Wahlgren, L., 2012. SPSS steg för steg. Lund: Studentlitteratur.
Widjeskog, Ö. 1995 eller nyare upplaga. Statistik. En introduktion. Åbo: W-statistik Ab.
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 completely virtual and is available at Moodle.
The course at Moodle is divided into 5 modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Group working. In the group you choose each 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 3 people in the group. When the student starts the course, they enters the discussion forum in module two. The first one to enter starts a discussion thread, the following (1-2 students) answer it and thus form a group. The third or fourth who enters starts a new discussion and the following students answer it, etc.
Module 3: Data-analysis. Individual assignment. A student choose a theme and form a research question. They search for 3 scientific articles and choose a qualitative analysis method. Student answers to their research question by 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. Student choose 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
The quantitative part of the course is realized during the spring semester, and closer directives regarding the examination is later published in Moodle. Based on lectures, computer exercises and literature studies, the student complies a home examination consisting of (a) a description of central concepts and quantitative methods of collection and analysis, as well as (b) a quantitative exercise with statistical testing. The examination can be replaced by an individualized exercise that relates to the student's forthcoming thesis.
QUALITATIVE METHODS
Module 1 is assessed passed/failed. To pass this module, the student need to answer to the diagnostic test.
Modules 2-5 are assessed using a scale 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
- readiness to use a qualitative data analysis method
- readiness to present an analysis process
- readiness to 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 summarize relevant data
- critical and constructive reflection
QUANTITATIVE METHODS
This part of the course is assessed using a scale 0-5 based on:
- the student's ability to account for and understand central concepts
- the student's ability to critically describe principles for applying various methods for data collection and analysis
- the student's ability to conduct an analysis based on statistical testing
Swedish
30.08.2021 - 31.07.2024
11.06.2021 - 12.09.2021
Ann-Louise Glasberg, Ralf Lillbacka, Emilia Kielo-Viljamaa, Camilla Strandell-Laine
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
QUALITATIVE METHODS
Module 1: Diagnostic test (Moodle)
Module 2: Written report (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, description of how you used the method (how did you use the method, reflection about 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 3 scientific articles 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
Home exam or an individualized exercise that is related to the student's Mater´s thesis
--------------------------------------------------------------------------------------------
METHOD SEMINARS
Oral opposition and a written opponent's report of a mater´s thesis plan and a completed master´s thesis.
QUALITATIVE METHODS
The course qualitative research methods can be accomplished under the period 30.8.-31.12.2021. The module 1 should be done first and after that, the student is recommended to study the modules according to the order on the Moodle.
QUANTITATIVE METHODS
The course in quantitative research methods can be accomplished under the period 10.01.-29.05.2022.
QUALITATIVE METHODS (5 ECTS = 135 h)
Course introduction: (course info 2h + 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 of which they study and use it in their reports according to the instructions on Moodle. Students record max 10 minutes 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 search 3 scientific articles and choose a qualitative analysis method. Student answers to 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 review 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 2021. This part of the course is completely virtual and it can be found on Moodle.
Quantitative methods (3 ECTS) is accomplished during spring 2022. 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 to 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
The student has very inadequate knowledge of central concepts and methods for data collection and analysis.
QUALITATIVE METHODS
Modules 2, 3 and 5:
Questions to the answers are vague and narrow.
Literature related to research methods is referred.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and basic principles are referred.
- Is based on basic literature related to research methods.
---------------------
QUANTITATIVE METHODS
The student's knowledge of quantitative concepts and methods is very basic. There are deficiencies in the knowledge of central concepts and methods for data collection and analysis.
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 is able to 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
The student demonstrates good knowledge of quantitative concepts and methods. The student can correctly reproduce and use central concepts and methods for data collection and analysis.
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 is able to 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
The student demonstrates particularly good knowledge of quantitative concepts and methods. The student can correctly reproduce and use central concepts and methods for data collection and analysis, as well as critically examine their usefulness and limitations.
Camilla Strandell-Laine
Face-to-face
LITERATURE FOR THE QUALITATIVE PART OF THE COURSE
Obligatory literature (suggestions below): student chooses a book which presents the chosen 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.
- 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.
- (2012). What is Qualitative Research? Bloomsbury Academic.
- Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press.
Specific research methods:
- Coughlan, M., Cronin, P. & Ryan, F. 2013. Doing a literature review in nursing, health and social care. Los Angeles: SAGE Publications.
- 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.
- 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.¨
- 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.
-------------------------------------------------------------------------------------------------
QUALITATIVE METHODS:
The qualitative part of the course is completely virtual and is available at Moodle.
The course at Moodle is divided into 5 modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Group working. In the group you choose each 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 3 people in the group. When the student starts the course, they enters the discussion forum in module two. The first one to enter starts a discussion thread, the following (1-2 students) answer it and thus form a group. The third or fourth who enters starts a new discussion and the following students answer it, etc.
Module 3: Data-analysis. Individual assignment. A student choose a theme and form a research question. They search for 3 scientific articles and choose a qualitative analysis method. Student answers to their research question by 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. Student choose 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.
QUALITATIVE METHODS
Module 1 is assessed passed/failed. To pass this module, the student need to answer to the diagnostic test.
Modules 2-5 are assessed using a scale 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
- readiness to use a qualitative data analysis method
- readiness to present an analysis process
- readiness to 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 summarize relevant data
- critical and constructive reflection
English
30.08.2021 - 31.07.2023
11.06.2021 - 29.08.2021
Ralf Lillbacka, Camilla Strandell-Laine, Emilia Kielo-Viljamaa
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
VAASA AND TURKU: QUALITATIVE METHODS
Module 1: Diagnostic test (Moodle)
Module 2: Written report (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, description of how you used the method (how did you use the method, reflection about 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 3 scientific articles 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)
QUALITATIVE METHODS
The course qualitative research methods can be accomplished under the period 30.8.-31.12.2021. The module 1 should be done first and after that, the student is recommended to study the modules according to the order on the Moodle.
QUALITATIVE METHODS (5 ECTS = 135 h)
Course introduction: (course info 2h + 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 of which they study and use it in their reports according to the instructions on Moodle. Students record max 10 minutes 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 search 3 scientific articles and choose a qualitative analysis method. Student answers to 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 review it using the criteria found on Moodle and writes a report (=examination) = 20 h
The course is divided into two parts: qualitative and quantitative
Qualitative methods (5 ECTS) is accomplished during the autumn 2021. This part of the course is completely virtual and it can be found on Moodle.
QUALITATIVE METHODS
Modules 2, 3 and 5:
The text is fragmented and it does not answer to 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.
QUALITATIVE METHODS
Modules 2, 3 and 5:
Questions to the answers are vague and narrow.
Literature related to research methods is referred.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and basic principles are referred.
- Is based on basic literature related to research 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 is able to 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.
QUALITATIVE METHODS:
Modules 2, 3 and 5:
- Questions are being answered comprehensively and extensively.
- Literature related to research methods is analysed and applied.
- The reflection is scientific and analytic.
- The technical forming is excellent.
Module 4:
- Shows readiness to see a connection and makes own conclusions.
- Uses the literature related to research ethics and the instructions of the Finnish National Board on Research Integrity or international guidelines extensively.
Camilla Strandell-Laine
Face-to-face
To be introduced during the introductory lecture.
Online lectures / literature (self studies) / assignments / seminars
English
30.08.2021 - 31.12.2021
11.06.2021 - 04.09.2021
Susanne Jungerstam
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
Åbo, Henriksgatan 7
H-5
To be introduced during the introductory lecture.
5 sp / ects equals a total of approximately 135 hours of work.
Rika Levy-Malmberg
60% Face-to-face, 40% 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
21.01.2022 - 31.05.2022
15.11.2021 - 21.01.2022
Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
2 credits
H-5
evaluation according to general instruction at Novia from 0-5
written assignment , instruction will be given during the lecture
1 sp = 27 hours
The student has a superficial knowledge of the subject
Assessment criteria for written work:
The student has followed the instructions and her knowledge of the other students' work is
inadequate. The student shows limited substantive knowledge, it can be essential
The student shows a lack of knowledge regarding the other students' written work. The
students have followed the instructions for the written work. but has a lack of knowledge in
the substance concerns the essential
The student is accountable for the literature, can reflect and motivate their positions
Assessment criteria for written work:
The student has followed the instructions for the written work and shows partly insufficient knowledge
regarding the other students' written work
The student masters the substance of his work but the application is limited
The student shows an in-depth knowledge and maturity beyond the traditional
Criteria for evaluating written work individually or in groups
Study period
Rika Levy-Malmberg
Face-to-face
See Moodle for more information
Practice 3 weeks
Written assignments
Swedish
01.08.2022 - 31.03.2023
02.07.2022 - 31.07.2022
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
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 - 18.12.2022
15.06.2022 - 31.08.2022
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)
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, 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)
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
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
24.10.2022 - 13.01.2023
15.06.2022 - 23.10.2022
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, Susanne Jungerstam, Emilia Kielo-Viljamaa, Camilla Strandell-Laine, Rika Levy-Malmberg
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
H-5
Marica Hinders
Face-to-face
To be introduced during the introductory lecture.
Lectures, group discussion, case study
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
Deadline individual assignment 10.10
1 ECTS credit = 27 hours work.
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
Alla uppgifter bör skrivas enligt Novias skrivanvisningar för examensarbeten. (not translated)
Swedish
01.09.2022 - 02.10.2022
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 2.10
Deadline group work 26.9
Lectures 6h
Selfstudies 129h
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 chosen 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 completely virtual and is available at Moodle.
The course at Moodle is divided into 5 modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Individual/group working. In the group you choose each 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 3 people in the group.
Module 3: Data-analysis. Individual assignment. A student choose a theme and form a research question. They search for 3 scientific articles or use the same data as in the Module 2 and choose a qualitative analysis method. Student answers to their research question by 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. Student choose 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 passed/failed. To pass this module, the student need to answer to the diagnostic test.
Modules 2-5 are assessed using a scale 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 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 summarize relevant data
- critical and constructive reflection
QUANTITATIVE METHODS
Swedish
01.09.2022 - 31.12.2023
15.06.2022 - 31.08.2022
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/grupp 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, description of how you used the method (how did you use the method, reflection about 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 3 scientific articles or the same data as in the 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 of which they study and use it in their reports according to the instructions on Moodle. Students record max 10 minutes 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 search 3 scientific articles or use the same data as in the Module 2 and choose a qualitative analysis method. Student answers to 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 review 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 completely virtual and it 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 to 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.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and basic principles are referred.
- Is based on basic 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 is able to 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 is able to 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 chosen 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 go as a digital course always in the autumn semester and quantitative methods in the spring.
________________________________________
QUALITATIVE METHODS:
The course on Moodle is divided into 5 modules:
Module 1: Introduction and a diagnostic test.
Module 2: Data collection. Individual/group working. In the group you choose each 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 3 people in the group.
Module 3: Data-analysis. Individual assignment. A student choose a theme and form a research question. They search for 3 scientific articles or use the same data as in the Module 2 and choose a qualitative analysis method. Student answers to their research question by 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. Student choose 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 passed/failed. To pass this module, the student need to answer to the diagnostic test.
Modules 2-5 are assessed using a scale 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 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 summarize relevant data
- critical and constructive reflection
QUANTITATIVE METHODS
English
29.08.2022 - 31.07.2023
15.06.2022 - 28.08.2022
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, description of how you used the method (how did you use the method, reflection about 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 3 scientific articles or the same data as in the 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 pn Moodle (=examination) = 10 h
Data collection: Students are working in groups of 3 people. Every student chooses a data collection method of which they study and use it in their reports according to the instructions on Moodle. Students record max 10 minutes 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 search 3 scientific articles or use the same data as in the Module 2 and choose a qualitative analysis method. Student answers to 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 review 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 completely virtual and it 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 to 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.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and basic principles are referred.
- Is based on basic 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 is able to 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 is able to 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
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
29.09.2022 - 18.12.2022
15.06.2022 - 27.10.2022
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)
