Study Guide

Learning outcomes

The student is able to
- apply creative expression to empower clients in social welfare practice
- use visual art methods for strengthening inclusion and participation in clients
- describe the theoretical basis of visual arts within the social context
- discuss the societal impact of arts in welfare practice

Teaching methods

Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher and working life or peer feedback may also be utilized.

Location and time

A more detailed schedule for the course is available in Pakki and Optima. Contact lessons at the Tikkurila Campus.

Learning materials and recommended literature

Belfiore, E. & Bennett, O. 2010. The Social Impact of the Arts - An Intellectual History. Palgrave Macmillan UK.

Bethell, S. 2019. The Role of Creativity in Social Care Education and Practice. LEARNING BY DEVELOPING 2.0 -CASE STUDIES IN THEORY AND PRACTICE. Eds. Sanna Juvonen, Päivi Marjanen & Tarja Meristö. Laurea Publications.

Fancourt, D. & Finn, S. 2019. What is the evidence on the role of the arts in improving health and well-being? A scoping review. (Linkittyy ulkoiselle sivustolle.) Copenhagen: WHO Regional Office for Europe (Health EvidenceNetwork (HEN) synthesis report 67).

Huhtinen-Hildén, L. & Isola, A.-M.2019. Reconstructing life narratives through creativity in social work. In publication: Cogent Social Sciences, 5:1. https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1606974

Matarasso, F.1997. Use or ornament? The social impact of participation in the arts. https://www.artshealthresources.org.uk/wp-content/uploads/2017/01/1997-Matarasso-Use-or-Ornament-The-Social-Impact-of-Participation-in-the-Arts-1.pdf

Contact your Laurea library well in advance to let the library know the study unit for which you need the books and the number of students in the study unit. The library can also help you find a suitable knowledge basis.

Alternative completion methods of implementation

All students have the right to demonstrate their competence. The recognition and accreditation of prior competence are initiated by the students themselves. This competence is acknowledged and accredited by the teacher responsible for the studies or by another person designated for this purpose. The assessment is conducted using the same assessment criteria and, typically, the same grading scale as that which is employed for the corresponding study unit or module. Students have the right to apply for the accreditation of prior competence, regardless of where, how, or when the competence was acquired. Additionally, students can also seek accreditation for competence acquired through on-the-job experience as part of their degree, often referred to as work-based learning. It is the responsibility of the student to demonstrate and verify their competence, as well as to provide sufficient information.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

Forms of internationality

The study unit is suitable for exchange students.

Students workload

One credit typically equates to around 26.7 hours of work performed by the student. Given this, the allocated study time for the 5-credit course would be as follows:

Contact lessons: 40 hours
Personal creative assignments: 40 hours
Portfolio: 30 hours
Reading literature: 25 hours
For a 5-credit course, the total allocated study time would be 5 credits x 26.7 hours per credit, which equals 133.5 hours in total. The distribution you've provided should sum up to this total allocated study time of 133.5 hours.

Content and scheduling

Upon successful completion of the study unit, the student will have developed the following academic competencies:

- The ability to apply art-based methods effectively to foster a heightened sense of inclusion within diverse contexts.
- Proficiency in utilizing visual arts as a means to enhance the inclusion of clients within various social care settings.
- A keen appreciation of the unique and equivalent needs of different group members, facilitating an empathetic and equitable approach to social care.
- Competence in applying visual art methods as integral components of social care practice, thereby contributing to a holistic and creative approach to care provision.
- The capacity to engage in self-reflection, drawing from personal experiences within a creative process, thus fostering a deeper understanding of one's own journey and its potential impact on others.
- A comprehensive comprehension of the concept and significance of the "third space" within the context of a creative dialogue, enabling the exploration of novel and collaborative perspectives.
- Proficiency in utilizing concrete art-based techniques and methods as valuable tools for expression and communication within the academic and professional spheres.

Further information for students

According to the degree regulations students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies. The registration for the study unit will be rejected if the student does not notify the teacher of being absent from the first contact teaching session. Another student who is in line for the study unit can be selected in their place.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

In this course, grading is based on a scale from 0 to 5, and the evaluation of competence adheres to the guidelines outlined in Laurea degree regulations. The level of competence is determined by assessing the students against the specific criteria defined in the implementation plan for the studies.

For this study unit, competence assessment is conducted using the criteria set for requirement level II.

It is imperative for all Laurea staff and students to adhere to good scientific practices, including proper referencing. It is essential to familiarize oneself with these practices and seek additional information if necessary. Unless otherwise instructed, all study assignments are expected to be completed individually.

Evaluation criteria, satisfactory (1-2)

To attain a passing grade (1), students are required to:

-Utilize professional terminology and exhibit familiarity with the knowledge base.
-Communicate and report in a professional manner.
-Describe the significance of their actions for successful cooperation.
-Explain their competence in relation to the prescribed learning outcomes.

Evaluation criteria, good (3-4)

To achieve grade (3) student must be able to:

- Evaluate information and justify their actions with science-based knowledge.
- Critically evaluate information, substantiate their actions with science-based knowledge, and demonstrate a solid understanding of the subject matter.
- Act in a way that fosters the team's entrepreneurial and responsible work approach.
- Describe the development of their competence in relation to the specified learning outcomes.

Evaluation criteria, excellent (5)

To earn a grade of 5, students should be capable of:

-Analyze the information they have acquired, draw well-founded conclusions, and effectively integrate theoretical knowledge with experiential insights.
-Assessing and enhancing the team's entrepreneurial and responsible work approach.
-Evaluating opportunities for leveraging their competence and planning their personal development, as well as that of the team.

Learning outcomes

The student is able to
- apply creative expression to empower clients in social welfare practice
- use visual art methods for strengthening inclusion and participation in clients
- describe the theoretical basis of visual arts within the social context
- discuss the societal impact of arts in welfare practice

Teaching methods

Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher and working life or peer feedback may also be utilized.

Location and time

A more detailed schedule for the course is available in Pakki and Optima. Contact lessons at the Tikkurila Campus.

Learning materials and recommended literature

Belfiore, E. & Bennett, O. 2010. The Social Impact of the Arts - An Intellectual History. Palgrave Macmillan UK.

Bethell, S. 2019. The Role of Creativity in Social Care Education and Practice. LEARNING BY DEVELOPING 2.0 -CASE STUDIES IN THEORY AND PRACTICE. Eds. Sanna Juvonen, Päivi Marjanen & Tarja Meristö. Laurea Publications.

Fancourt, D. & Finn, S. 2019. What is the evidence on the role of the arts in improving health and well-being? A scoping review. (Linkittyy ulkoiselle sivustolle.) Copenhagen: WHO Regional Office for Europe (Health EvidenceNetwork (HEN) synthesis report 67).

Huhtinen-Hildén, L. & Isola, A.-M.2019. Reconstructing life narratives through creativity in social work. In publication: Cogent Social Sciences, 5:1. https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1606974

Matarasso, F.1997. Use or ornament? The social impact of participation in the arts. https://www.artshealthresources.org.uk/wp-content/uploads/2017/01/1997-Matarasso-Use-or-Ornament-The-Social-Impact-of-Participation-in-the-Arts-1.pdf

Contact your Laurea library well in advance to let the library know the study unit for which you need the books and the number of students in the study unit. The library can also help you find a suitable knowledge basis.

Alternative completion methods of implementation

All students have the right to demonstrate their competence. The recognition and accreditation of prior competence are initiated by the students themselves. This competence is acknowledged and accredited by the teacher responsible for the studies or by another person designated for this purpose. The assessment is conducted using the same assessment criteria and, typically, the same grading scale as that which is employed for the corresponding study unit or module. Students have the right to apply for the accreditation of prior competence, regardless of where, how, or when the competence was acquired. Additionally, students can also seek accreditation for competence acquired through on-the-job experience as part of their degree, often referred to as work-based learning. It is the responsibility of the student to demonstrate and verify their competence, as well as to provide sufficient information.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

Forms of internationality

The study unit is suitable for exchange students.

Students workload

One credit typically equates to around 26.7 hours of work performed by the student. Given this, the allocated study time for the 5-credit course would be as follows:

Contact lessons: 40 hours
Personal creative assignments: 40 hours
Portfolio: 30 hours
Reading literature: 25 hours
For a 5-credit course, the total allocated study time would be 5 credits x 26.7 hours per credit, which equals 133.5 hours in total. The distribution you've provided should sum up to this total allocated study time of 133.5 hours.

Content and scheduling

Upon successful completion of the study unit, the student will have developed the following academic competencies:

- The ability to apply art-based methods effectively to foster a heightened sense of inclusion within diverse contexts.
- Proficiency in utilizing visual arts as a means to enhance the inclusion of clients within various social care settings.
- A keen appreciation of the unique and equivalent needs of different group members, facilitating an empathetic and equitable approach to social care.
- Competence in applying visual art methods as integral components of social care practice, thereby contributing to a holistic and creative approach to care provision.
- The capacity to engage in self-reflection, drawing from personal experiences within a creative process, thus fostering a deeper understanding of one's own journey and its potential impact on others.
- A comprehensive comprehension of the concept and significance of the "third space" within the context of a creative dialogue, enabling the exploration of novel and collaborative perspectives.
- Proficiency in utilizing concrete art-based techniques and methods as valuable tools for expression and communication within the academic and professional spheres.

Further information for students

According to the degree regulations students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies. The registration for the study unit will be rejected if the student does not notify the teacher of being absent from the first contact teaching session. Another student who is in line for the study unit can be selected in their place.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

In this course, grading is based on a scale from 0 to 5, and the evaluation of competence adheres to the guidelines outlined in Laurea degree regulations. The level of competence is determined by assessing the students against the specific criteria defined in the implementation plan for the studies.

For this study unit, competence assessment is conducted using the criteria set for requirement level II.

It is imperative for all Laurea staff and students to adhere to good scientific practices, including proper referencing. It is essential to familiarize oneself with these practices and seek additional information if necessary. Unless otherwise instructed, all study assignments are expected to be completed individually. In the case of Ouriginal being used for assignments' checks, lecturers will inform students accordingly.

Evaluation criteria, satisfactory (1-2)

To attain a passing grade (1), students are required to:

-Utilize professional terminology and exhibit familiarity with the knowledge base.
-Communicate and report in a professional manner.
-Describe the significance of their actions for successful cooperation.
-Explain their competence in relation to the prescribed learning outcomes.

Evaluation criteria, good (3-4)

To achieve grade (3) student must be able to:

- Evaluate information and justify their actions with science-based knowledge.
- Critically evaluate information, substantiate their actions with science-based knowledge, and demonstrate a solid understanding of the subject matter.
- Act in a way that fosters the team's entrepreneurial and responsible work approach.
- Describe the development of their competence in relation to the specified learning outcomes.

Evaluation criteria, excellent (5)

To earn a grade of 5, students should be capable of:

-Analyze the information they have acquired, draw well-founded conclusions, and effectively integrate theoretical knowledge with experiential insights.
-Assessing and enhancing the team's entrepreneurial and responsible work approach.
-Evaluating opportunities for leveraging their competence and planning their personal development, as well as that of the team.

Learning outcomes

The student is able to
- apply creative expression to empower clients in social welfare practice
- use visual art methods for strengthening inclusion and participation in clients
- describe the theoretical basis of visual arts within the social context
- discuss the societal impact of arts in welfare practice

Teaching methods

Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher and working life or peer feedback may also be utilized.

Location and time

A more detailed schedule for the course is available in Pakki and Optima. Contact lessons at the Tikkurila Campus.

Learning materials and recommended literature

Belfiore, E. & Bennett, O. 2010. The Social Impact of the Arts - An Intellectual History. Palgrave Macmillan UK.

Bethell, S. 2019. The Role of Creativity in Social Care Education and Practice. https://www.researchgate.net/publication/330987334_The_Role_of_Creativity_in_Social_Care_Practice_and_Education (Linkittyy ulkoiselle sivustolle.)

Fancourt, D. & Finn, S. 2019. What is the evidence on the role of the arts in improving health and well-being? A scoping review. (Linkittyy ulkoiselle sivustolle.) Copenhagen: WHO Regional Office for Europe (Health EvidenceNetwork (HEN) synthesis report 67).

Huhtinen-Hildén, L. & Isola, A.-M.2019. Reconstructing life narratives through creativity in social work. In publication: Cogent Social Sciences, 5:1. https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1606974

Matarasso, F.1997. Use or ornament? The social impact of participation in the arts. https://www.artshealthresources.org.uk/wp-content/uploads/2017/01/1997-Matarasso-Use-or-Ornament-The-Social-Impact-of-Participation-in-the-Arts-1.pdf

Contact your Laurea library well in advance to let the library know the study unit for which you need the books and the number of students in the study unit. The library can also help you find a suitable knowledge basis.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information. All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

Forms of internationality

The study unit is suitable for exchange students.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.
Allocated Study time for the 5 Cr course:

Contact lessons: 40 hours
Personal creative assignments: 40 hours
Portfolio: 30 hours
Reading literature: 25 hours

Content and scheduling

Having completed the study unit, the student is able to:

- apply art-based methods to empower a sense of inclusion
- use visual arts to strengthen the inclusion of clients
- appreciate the equivalent needs of different group members
- apply visual art methods in social care practice
- reflect on their own experience in a creative process
- understand the concept and the meaning of third space in a creative dialogue
- use concrete art-based techniques and methods

Further information for students

According to the degree regulations students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies. The registration for the study unit will be rejected if the student does not notify the teacher of being absent from the first contact teaching session. Another student who is in line for the study unit can be selected in their place.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

This course is graded from 0-5.

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).


In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyze the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner


Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilizing competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarize yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Evaluation criteria, satisfactory (1-2)

To achieve grade 1 (or pass) student must be able to
- use some theoretical knowledge to support professional concepts
- demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Evaluation criteria, good (3-4)

To achieve grade 3 student must be able to
- use theoretical knowledge on professional concepts
- evaluate information and justify their actions with science-based knowledge

Evaluation criteria, excellent (5)

To achieve grade 5 student must be able to
- use theoretical knowledge on professional concepts in a consistent manner
- critically analyze the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

Learning outcomes

The student is able to
- apply creative expression to empower clients in social welfare practice
- use visual art methods for strengthening inclusion and participation in clients
- describe the theoretical basis of visual arts within the social context
- discuss the societal impact of arts in welfare practice

Teaching methods

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher and working life or peer feedback may also be utilized.

Learning materials and recommended literature

Belfiore, E. & Bennett, O. 2010. The Social Impact of the Arts - An Intellectual History. Palgrave Macmillan UK.

Bethell, S. 2019. The Role of Creativity in Social Care Education and Practice. https://www.researchgate.net/publication/330987334_The_Role_of_Creativity_in_Social_Care_Practice_and_Education (Linkittyy ulkoiselle sivustolle.)

Fancourt, D. & Finn, S. 2019. What is the evidence on the role of the arts in improving health and well-being? A scoping review. (Linkittyy ulkoiselle sivustolle.) Copenhagen: WHO Regional Office for Europe (Health EvidenceNetwork (HEN) synthesis report 67).

Huhtinen-Hildén, L. & Isola, A.-M.2019. Reconstructing life narratives through creativity in social work. In publication: Cogent Social Sciences, 5:1. https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1606974

Matarasso, F.1997. Use or ornament? The social impact of participation in the arts. https://www.artshealthresources.org.uk/wp-content/uploads/2017/01/1997-Matarasso-Use-or-Ornament-The-Social-Impact-of-Participation-in-the-Arts-1.pdf

Contact your Laurea library well in advance to let the library know the study unit for which you need the books and the number of students in the study unit. The library can also help you find a suitable knowledge basis.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

Forms of internationality

The study unit is suitable for exchange students.

Students workload

One credit equals approximately 26.7 hours of work performed by the student.
Allocated Study time for the 5 Cr course:

Contact lessons: 40 hours
Personal creative assignments: 40 hours
Portfolio: 30 hours
Reading literature: 25 hours

Content and scheduling

Having completed the study unit, the student is able to:

- apply art-based methods to empower a sense of inclusion
- use visual arts to strengthen the inclusion of clients
- appreciate the equivalent needs of different group members
- apply visual art methods in social care practice
- reflect on their own experience in a creative process
- understand the concept and the meaning of third space in a creative dialogue
- use concrete art-based techniques and methods

Further information for students

According to the degree regulations students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies. The registration for the study unit will be rejected if the student does not notify the teacher of being absent from the first contact teaching session. Another student who is in line for the study unit can be selected in their place.

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).


In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyze the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner


Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilizing competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarize yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- apply creative expression to empower clients in social welfare practice
- use visual art methods for strengthening inclusion and participation in clients
- describe the theoretical basis of visual arts within the social context
- discuss the societal impact of arts in welfare practice

Teaching methods

The aims of the course:

The student is able to
• apply creative expression to empower clients in social welfare practice
• use visual art methods for strengthening inclusion and participation in clients
• describe the theoretical basis of visual arts and creative methods within the social context
• discuss the societal impact of arts in welfare practice

Location and time

A more detailed schedule for the course is available in Pakki and Optima. Contact lessons at the Tikkurila Campus.

Grading scale

Approved/Failed

Evaluation methods and criteria

The course is evaluated PASS-FAIL.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

To pass the course the student is expected to work as a member of the team, work safely and in accordance with the professional code of conduct, follow the provided instructions and rules, gather information and use their knowledge basis, reflect and report in the agreed manner, search information in different sources. The student is expected to attend at least 75% of the contact lessons.

Evaluation criteria, approved/failed

PASS-FAIL