Please select the curriculum by the start year of studies and track.
40% Face-to-face, 60% Distance learning
Buchanan-Smith, M. and Scriven, K. 2011 Leadership in Action: Leading Effectively in Humanitarian Operations. ALNAP. 80 pp. https://www.alnap.org/help-library/leadership-in-action-leading-effectively-in-humanitarian-operations
Overview of Diversity Management implementation and impact amongst Diversity Charter signatories in the European Union (2014)
Palosaari, E. 2016. Children’s thoughts after war: Trauma-related cognitions and parents’ war trauma predicting mental health problems among war-affected children. Acta Universitatis Tamperensis 2135 Tampere University Press. http://tampub.uta.fi/bitstream/handle/10024/98384/978-952-03-0025-8.pdf?sequence=4&isAllowed=y
Pantti, M., et al (2012) Disasters and the Media. Peter Lang.
Schwarz, A. Seeger, M.W & C. Auer (ed.) (2016) The Handbook of International Crisis Communication Research. (Selected 3-4 chapters)
- Learning within lectures and workshops.
- Pair assignment: report for analysis and synthesis of crisis leadership and communication in chosen manmade or natural crisis.
Content:
- Ethical requirements, principles and procedures in natural and manmade crises.
- International crisis communication processes and communication with media.
- Crisis leadership models and approaches.
The evaluation is based on Laurea's evaluation criteria of a study unit in master studies.
English
01.01.2020 - 12.06.2020
25.11.2019 - 31.12.2019
25 - 35
Kaarina Murtola, Mikko Häkkinen
Laurea Yhteinen (not translated)
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
3 credits
H-5
Fri 06.03.2020 09.00 - 16.00 B307
Sat 28.03.2020 09.00 - 16.00 B307
Fri 15.05.2020 09.00 - 16.00 B307 (seminar)
Total study hours 135: contact learning 24 h, indenpendent learning 111 h.
Preassignment deadline: Sunday 23.2.2020.
Contact learning:
Fri 06.03.2020 09.00 - 16.00 B307
Sat 28.03.2020 09.00 - 16.00 B307
Fri 15.05.2020 09.00 - 16.00 B307 (seminar)
Deadline for group assignment report: Sunday 24.5.2020.
SATISFACTORY (Grade 1) Student is able:
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.
GOOD (Grade 3) Student is able:
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.
EXCELLENT (Grade 5) Student is able to:
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. Problem solving: To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.
Face-to-face
Finnish
01.08.2019 - 31.12.2019
02.07.2019 - 31.07.2019
Satu Vuorela, Virtuaali Tarvainen, Lauri Larjavaara
Tukipalveluyksikkö,Tikkurila (not translated)
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
2 credits
H-5
20% Face-to-face, 80% Distance learning
Relevant literature:
European Center for Disease Prevention and Control (ECDC). 2014. A Literature Review on Health Communication Campaign Evaluation with Regard to the Prevention and Control of Communicable Diseases in Europe. https://www.ecdc.europa.eu/sites/default/files/media/en/publications/Publications/Campaign-evaluation.pdf Accessed 10 Nov 2020.
Farmer, P. Infections and Inequalities. The Modern Plagues, Updated with a new preface. Available in e-Book central / Laurea Finna. Accessed 10 Nov 2020.
Francke, A.L., Smit, M.C., de Veer, A.J.E. et al. 2008. Factors influencing the implementation of clinical guidelines for health care professionals: A systematic review. BMC Medical Informatics and Decision Making. 8:38. doi:10.1186/1472-6947-8-38 Accessed June 2015.
International Society for Infectious Diseases. GUIDE TO INFECTION CONTROL IN THE HEALTHCARE SETTINGS. Available in: https://isid.org/guide/ Accessed 10 Nov 2019.
NICE Guidance. Tuberculosis. Available in https://www.nice.org.uk/guidance/ng33
https://ecdc.europa.eu/en/publications-data Accessed 7th Nov 2019.
Storr J., Twyman A., Zingg W., Damani N., Kilpatrick C., Reilly J., Price L., Egger M., Grayson M.L., Kelley E., Allegranzi B. and the WHO Guidelines Development Group. 2017. Core components for effective infection prevention and control programmes: new WHO evidence-based recommendations. Antimicrobial Resistance and Infection Control. Available in https://aricjournal.biomedcentral.com/articles/10.1186/s13756-016-0149-9 Accessed 10 November 2019.
Additional regional online recourses:
World Health Organization (WHO) Infection prevention and control in health care for preparedness and response to outbreaks. http://www.who.int/csr/bioriskreduction/infection_control/publications/en/
World Health Organization (WHO) Guidelines on core components of infection prevention and control programmes at the national and acute health care facility level. http://www.who.int/gpsc/ipc-components/en/
PAHO/WHO Infection Prevention and Control resources. http://www.paho.org/hq/index.php?option=com_topics&view=article&id=342&Itemid=40930
UNICEF Resources on Water, Sanitation and Hygiene (WASH). https://www.unicef.org/wash/3942_resources.html
Infection Control Africa Network (ICAN) – Resources http://www.icanetwork.co.za/resources/
International Nosocomial Infection Control Consortium – INICC: Guidelines to prevent HAIs
http://www.inicc.org
Public Health Agency of Canada: Disease Prevention and Control Guidelines.
https://www.canada.ca/en/public-health/services/reports-publications/disease-prevention-control-guidelines.html
US Centers for Disease Control and Prevention (CDC): Guidelines Library
https://www.cdc.gov/infectioncontrol/guidelines/index.html
US Centers for Disease Control and Prevention (CDC): Tools for Healthcare Settings
https://www.cdc.gov/infectioncontrol/tools/index.html
European Centre for Disease Prevention and Control: Directory of online resources for prevention and control of antimicrobial resistance (AMR) and healthcare-associated infections (HAI)
https://ecdc.europa.eu/en/publications-data/directory-online-resources-prevention-and-control-antimicrobial-resistance-amr
Australian Guidelines for the Prevention and Control of Infection in Healthcare (2010)
https://www.nhmrc.gov.au/book/html-australian-guidelines-prevention-and-control-infection-healthcare-2010
Methods: e-tivity supported lectures and workshops.
e-tivity: Reading circle task for Infections and inequalities (dead line 31st January 2020).
e-tivity: Immunisation and vaccination hesitancy (dead line 28th February 2020).
e-tivity: Adherence to IP and IC guidelines (deadline April 1st 2020).
e-tivity: Health education campaign in infection prevention (a pair work assignment of max 1500 words without spaces by 15th April 2020).
Criteria based evaluation of knowledge base, problem solving, development and communication at EQF 7-level.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
0 - 33
Teija-Kaisa Aholaakko
Laurea Yhteinen (not translated)
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
4 credits
H-5
None.
According to LbD-pedagogy the students may implement the assignments into the thesis process.
2020 January 31st Dead line for the e-tivity: Learning circle task for Infections and inequalities.
2020 February 28th Dead line for the e-tivity: Immunisation and vaccination hesitancy.
2020 April 1st Deadline for the e-tivity: Adherence to IP and IC guidelines.
2020 April 15th Dead line for the e-tivity: Health education campaign in infection prevention (a pair work report of max 1500 words without spaces).
Implementation of global infection prevention and control measures.
Compulsory presence at lecture and workshops.
Contact learning sessions 20 hours.
Individual and pairwork in assistance of e-tivities 115 hours.
The student is able:
• to analyse and implement concepts, principles and policies of global infection prevention
• to apply evidence-based infection prevention models
• to develop evidence based interprofessional and cross-cultural infection prevention
Content:
• concepts and models in global infection prevention
• infection prevention in national, international and global settings
• global and local immunization programs
• standardized infection prevention protocols in health care
Methods: e-tivity supported lectures and workshops.
e-tivity: Reading circle task for Infections and inequalities (dead line 31st January 2020).
e-tivity: Immunisation and vaccination hesitancy (dead line 28th February 2020).
e-tivity: Adherence to IP and IC guidelines (deadline April 1st 2020).
e-tivity: Health education campaign in infection prevention (a pair work assignment of max 1500 words without spaces by 15th April 2020).
Time table see above.
The srtudent does not meet the evaluation eciteria.
The student is able to:
To gather, process, produce and evaluate information about global infection prevention widely.
To use concepts of the area of expertise systematically.
To solve problems in global infection prevention development and/or innovation activities.
To recognize and analyze focuses of global infection prevention development making use of the knowledge base.
To communicate about global infection prevention clearly both orally and in writing.
The student is able to:
To gather, process, produce and evaluate information about global infection prevention critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in global infection prevention development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for global infection prevention considering the community.
To communicate about global infection prevention in a competent, clear and consistent manner both orally and in writing.
The student is able to:
To create a consistent knowledge base for global infection prevention making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in development and/or innovation activities in global infection prevention care where new knowledge and competence is created as well as to apply and combine information from different fields.
To develop the activities of the global infection prevention competence area in a target-oriented and communal fashion.
To communicate about global infection prevention convincingly both orally and in writing to audiences within and exterior to the field.
Kaarina Murtola
Face-to-face
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Kaarina Murtola
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Teija-Kaisa Aholaakko
60% Face-to-face, 40% Distance learning
Relevant literature:
• Amelung, Stein, Goodwin, Balicer, Nolte, Suter (Eds.) (2017) Handbook Integrated Care. Springer.
• Leppo, K., Ollila E., Pena, S., Wismar, M. & Cook, S. (2013) Health in All Policies. Seizing opportunities, implementing policies. Ministry of Social Affairs and Health in Finland. http://www.euro.who.int/en/about-us/partners/observatory/publications/studies/health-in-all-policies-seizing-opportunities,-implementing-policies
• Cylus J., Richardson E., Findley L., Longley M., O´Neill, C. & Steel, D. (2015) United Kingdom: Health System Review. World Health Organisation, Copenhagen.
http://www.euro.who.int/__data/assets/pdf_file/0006/302001/UK-HiT.pdf?ua=1
• Pearsion, A., Wichenhula, R. & Lockwood, C. (2005) The JBI model of evidence-based healthcare. Int J Evid Based Healthc 3: 207-2015.
• Stellefson, M., Dipnarine, K. & Stopka, C. (2013) The chronic care Model and Diabetes Management in US Primary Care Settings: A systematic Review. Prev Chronic Dis 10: 120180. http://dx.org/10.5888/pcd10.120180
• Otok R. & Foldspang A. (2016) Main competences and skills to perform Essential Public Health Operations, offered by Schools of Public Health in four European countries: a short pilot report. Int J Pub Health 61(6):633-639. doi: 10.1007/s00038-016-0870-4. Epub 2016 Aug 10.
• Other relevant articles in academic journals.
?
Lectures, Critical reading, presenting and reflection, Case study: evaluation of chosen health care model.
EQF 7-level
English
01.08.2019 - 31.12.2019
02.07.2019 - 31.07.2019
15 - 30
Teija-Kaisa Aholaakko
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
2 credits
H-5
No
No
Dead line of assignment: 30th November 2019.
Lecturer: PhD Mary Maher, Nazareth School of Nursing, US
Participation in contact learning 20 hours.
Independent work 115 hours.
Content:
- Global health policies and International health care models
- National health care systems
- Professional evidence based health care models
The student is able
To gather, process, produce and evaluate information about health care policies and models widely.
To use concepts of the area of expertise systematically.
To solve problems in health care policies and models research, development and/or innovation activities.
To recognize and analyze foci of health care policies and models development making use of the knowledge base.
To communicate about health care policies and models clearly both orally and in writing.
The student is able
To gather, process, produce and evaluate information about health care policies and models critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in health care policies and models research, development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for health care policies and models considering the community.
To communicate about health care policies and models in a competent, clear and consistent manner both orally and in writing.
Suomeksi
The student is able
To create a consistent framework/knowledge base for health care policies and models making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in research, development and/or innovation activities in health care policies and models where new knowledge and competence is created
as well as to apply and combine information from different fields.
To develop the activities of the health care policies and models competence area in a target-oriented and communal fashion.
To communicate about health care policies and models convincingly both orally and in writing to audiences within and exterior to the field.
Teija-Kaisa Aholaakko
60% Face-to-face, 40% Distance learning
Relevant literature and digital sources:
Stone, W. (Edit). 2015. Health in All: Training Manual. World Health Organization. Italy. Available at:
http://apps.who.int/iris/bitstream/handle/10665/151788/9789241507981_eng.pdf;jsessionid=A0A86FC8BA9D20E6BEEFA4C8AE8B61B4?sequence=1
Gostin L.A. 2014. Global Health Law, Harvard University Press, 2014-03-31. Ebook Pub Date eBook ISBN 9780674369870 (available at ProQuest eBook Central)
Novotny, T.E., Kickbusch, I. and Told, M. 2013. 21st Century Global Health Diplomacy
Global Health Diplomacy Ser. Volume 3. World Scientific Publishing Co Pte Ltd. 2013-06-13. eBook ISBN 9789814355179. (Available at ProQuest eBook Central)
Otok R. & Foldspang A. 2016. Main competences and skills to perform Essential Public Health Operations, offered by Schools of Public Health in four European countries: a short pilot report. Int J Pub Health 61(6):633-639. Doi: 10.1007/s00038-016-0870-4. Epub 2016 Aug 10.
https://www.unicef.org/lifeskills/index_7260.html#A Framework for Rights-Based, Child-Friendly
Prevention and Population Health Branch 2010, Evaluation framework for health promotion and disease prevention programs, Melbourne, Victorian Government Department of Health.
Available at https://www2.health.vic.gov.au/about/publications/policiesandguidelines/Evaluation-framework-for-health-promotion-and-disease-prevention-programs
Sustainable development goals. https://sustainabledevelopment.un.org/
Relevant articles in academic journals (E.g. Int. J Pub Health; Journal of Global Health)
Lectures, workshops, learning point presentations, Outcome reporting.
EQF 7-level
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
15 - 30
Teija-Kaisa Aholaakko
Learning Point Topics
1 Reproductive health: Illegal abortions
2 Reproductive health: Socioeconomic and demo¬graphic risk factors for maternal death
(e.g. home deliveries; birth in young age)
3 Reproductive health: Global challenges in breastfeeding
4 Reproductive health: Female genital mutilation
7 Child health protection: Child friendly school (UNICEF)
8 Child health protection: Mortality among children under five; Nutritional preferences in
childhood; Obesity among children
10 Child health prevention: Children and environmental health; Child injuries
13 Mental health: Cultural aspects of mental health / mental health of refugees / Work and stress /
18 Health risks in natural disasters
19 Climate change and health
20 Barriers to service use among HIV carriers
21 Elderly maltreatment in the home
22 Immunizations: e.g. barriers for heard immunization
23 Human trafficking
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
2 credits
H-5
None
None
7th Oct 2019 at 8 am. Dead line for the learning point plans (including presentations and the assessment tool for the evaluation).
7th Dec 2019 at 8 am. Dead line for the learning point assessment report.
Deadline for reports to be improved 7th January 2020.
Fulbright teacher PhD Mary Maher from Nazareth College of Nursing, US participating in teaching.
UN
Contents relevant to Health in All program of World Health Organization and Sustainable development goals of UN.
Participation in contact learninf sessions 20 hours + Independent / group work 115 h.
Content:
- Theories, models and methods of health prevention , promotion and protection in global health
- Reproductive health
- Child health protection
- Mental health
- Migrant health
- Elderly maltreatment
- Health risks in natural disasters
- Climate change and health
The student is able
To gather, process, produce and evaluate information about global health widely.
To use concepts of the area of expertise systematically.
To solve problems in global health research, development and/or innovation activities.
To recognize and analyze foci of global health development making use of the knowledge base.
To communicate about global health clearly both orally and in writing.
The student is able
To gather, process, produce and evaluate information about global health critically and widely making use of both national and international scientific sources.
To use concepts of the area of expertise fairly.
To solve problems in global health research, development and/or innovation activities by applying and combining information from different fields.
To create target-oriented, justified development plans for global health considering the community.
To communicate about global health in a competent, clear and consistent manner both orally and in writing.
The student is able
To create a consistent framework/knowledge base for global health making use of both national and international scientific sources in a critical analytic fashion.
To solve demanding problems in research, development and/or innovation activities in global health where new knowledge and competence is created
as well as to apply and combine information from different fields.
To develop the activities of the global health competence area in a target-oriented and communal fashion.
To communicate about global health convincingly both orally and in writing to audiences within and exterior to the field.
Teija-Kaisa Aholaakko
Face-to-face
King, S. Guidelines for Referencing. 2013. https://laureauas.sharepoint.com/sites/linkfi/Dokumentit/Guidelines%20for%20referencing.pdf#search=sebastian%20king
Thesis guidelines for University of Applied Sciences Master’s degrees. 2019. https://laureauas.sharepoint.com/sites/linken/Documents/YAMK_ONT_%20ohje_28-5-2019k-en.pdf
Maturity test. https://laureauas.sharepoint.com/sites/linken/Documents/Maturity%20test%20in%20a%20Master%C2%B4s%20degrees_2016.pdf (not translated)
The aim of the Master’s thesis is to develop the students’ ability to carry out a demanding service development project independently. The aim is to allow students to deepen their ability to apply theories in practice, their analytical skills, their project management and R&D competencies and their social skills. According to the Government Degree (423/2005), the aim of the Master’s thesis is to develop and demonstrate students’ ability to apply research data, to use selected methods for analysing and solving work life problems and to carry out demanding specialist tasks independently.
Thesis guidance takes place in workshops and seminars, which facilitates students’ learning. Workshops and seminars are key methods and settings, in which professional development is realised. High quality thesis process requires active participation and involvement in workshops and seminars, as well as implementation of evidence. During the thesis process, the student demonstrates extensive understanding and implementation of ethical and legal guidelines and regulations. Before publication of the thesis report, the originality of the thesis will be analysed by using the originality check in accordance with the Laurea UAS quality guidelines.
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Satu Vuorela, Kaarina Murtola, Mikko Häkkinen, Teija-Kaisa Aholaakko, Jorma Jokela
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
30 credits
20% Face-to-face, 80% Distance learning
23 e-tivites
Relevant literature:
Bhattacherjee, A. 2012. Social Science Research: Principles, Methods, and Practices. Textbooks Collection. 3.
http://scholarcommons.usf.edu/oa_textbooks/3 In: http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=oa_textbooks Accessed 7th Nov 2019.
Elo, S. & Kyngäs, H. 2007. The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Graneheim, U.H. & Lundman, B. 2003. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24, 105-112.
Grove, S.K., Burns, N. & Gray, J.R. 2013 (or later published). The practice of nursing research: Appraisal, synthesis and generation of evidence. St. Louis Mo: Elsevier/Saunders.
Silverman, D (ed.) 2005 (or later published). Qualitative Research. Theory, Method and Practice. 2nd edn Sage, London.
Other relevant methods literature and research articles
Lectures, workshops, e-tivities.
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
0 - 30
Satu Vuorela, Teija-Kaisa Aholaakko
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
4 credits
H-5
None.
e-tivities 1-6 by 7th Jan 2020
e-tivities 7-23 by 2nd May 2020
Compulsory presence at lecture and workshops.
Lectures 4 hours, SPSS-workshop 8 hours. Online e-tivities 123 hours.
The student is able:
• to search, assess and implement evidence in a confident and critical manner
• to compile and apply concepts, designs and methods of qualitative, quantitative and mixed
methods research
• to assess and evaluate qualitative, quantitative and mixed methods research as a research user
• to plan, implement and assess qualitative, quantitative and mixed methods in development and research projects
Content:
• Health care research approaches and design and research processes
• Searching reliable data from academic data sources
• Reliability and validity / trustworthiness in health care research
• Completing a research plan
• Analysing research data
• Reporting research findings
90% Face-to-face, 10% Distance learning
Ginter, PM (2013, 7th edition) The Strategic Management of Health Care Organizations. Jossey-Bass. The book is available on ebrary.
Pradley, D (2016, 2nd edition) Introducing Leadership. Routledge Taylor & Francis group. London and New York. The book is available on ebrary.
BARR, J. and DOWDING, L., 2016. Leadership in health care. Third edition edn. London ; Los Angeles: Sage. This book is available on Laurea library.
BUTTIGIEG, S., RATHERT, C. and VON EIFF, W., 2015. International Best Practices in Health Care Management. Emerald Group Publishing Limited. This book is available on ebrary.
GRAY, I.L., FIELD, R. and BROWN, K., 2010. Effective Leadership, Management and Supervision in Health and Social Care. London: SAGE Publications. This book is available on ebrary.
Aij, Kjeld Harald and Rapsaniotis, Sofia 2017. Leadership requirements for Lean versus servant leadership in health care: a systematic review of the literature. J Healthc Leadersh 9:1-14.
Ayman, Roya and Korabik, Karen 2010. Leadership. Why Gender and Culture Matter. American Psychologist 65: 157-170.
Laura Bryant: Building a better workplace through motivation.
Rotter, Thomas et al. 2019. What Is Lean Management in Health Care? Development of an Operational Definition for a Cochrane Systematic Review. Evaluation & the Health Professions 42: 366-390.
Evers, Hans-Dieter 2014. Changing ethnic diversity in Peninsular Malaysia. Kajian Malaysia 32. 37-53.
Trastek, Victor; Hamilton, Neil; and Niles, Emily 2014. Leadership Models in Health Care – A Case for Servant Leadership. Mayo Clinic Proceedings 89: 374-381.
William Philip Wall Is Cross-Cultural Management the Key to Success in Global Healthcare Competition? 2013. International Journal of Business and Information 8: 70-95
The student is able
- to analyze health care management from different perspectives (human, society, technology)
- to develop her/himself as an innovative health care leader
- to construct his/her self-management competencies for working in challenging and constantly changing environments
- to manage diverse partnerships and interdisciplinary networks and teams in public and private consortiums locally and globally
- to lead innovatively transition and interprofessional development projects
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Satu Vuorela, Lauri Larjavaara
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
2 credits
1 credits
H-5
10 credits = 270 hours
1. Knowledge base:
The student is able to
- gather , process, produce, and evaluate information about healthcare management and leadership widely.
- -use concepts of the area of expertise systematically
2. Problem solving:
The student is able to
- solve problems in healthcare management and leadership research, develooment and/or innovation avtivities
3.Development:
The student is able to
- recognize and analyze focuses of healthcare management and leadership making use of the knowledge base
4. Communication:
The student is able to
- communicate about healthcare management and leadership clearly both orally and in writing
1. Knowledge base:
The student is able to
- gather, process, produce, and evaluate information about healthcare management and leadership critically and widely making use of both national and international scientific sources
- use concepts of the area of expertise fairly
2. Problem solving:
The student is able to
- solve problems in healthcare management and leadership research, development and/or innovation activities by applying and combining information from different fileds
3.Development:
The student is able to
- create target-oriented, justified development plans for healthcare management and leadership considering the community
4. Communication:
The student is able to
- communicate about healthcare management and leadership clear and consistent manner both orally and in writing
1. Knowledge base:
The student is able to
- create a consistent framework/knowledge base for healthcare management and leadership making use of both national and international scientific sources in a critical analytic fashion
2. Problem solving:
The student is able to
- solve demanding problems in research, development and/or innovation activities in healthcare management and leadership where new knowledge and competence is created as well as to apply and combine information from different fields
3.Development:
The student is able to
- develop the activities of the healthcare management and leadership competence area in a target-oriented and communal fashion
4. Communication:
The student is able to
- communicate about healthcare management and leadershipconvincingly both orally and in writing to audiences within and exterior to the field
Face-to-face
English
01.08.2020 - 14.01.2021
18.05.2020 - 24.05.2020
20 - 35
Kaarina Murtola
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Face-to-face
• Amelung, Stein, Goodwin, Balicer, Nolte, Suter (Eds.) (2017) Handbook Integrated Care. Springer.
• Child friendly school. A Framework for Rights-Based, Child-Friendly Schools. Accessed 8 may 2020. https://www.unicef.org/lifeskills/index_7260.html
• Cylus J., Richardson E., Findley L., Longley M., O´Neill, C. & Steel, D. (2015) United Kingdom: Health System Review. World Health Organisation, Copenhagen.
http://www.euro.who.int/__data/assets/pdf_file/0006/302001/UK-HiT.pdf?ua=1
• Leppo, K., Ollila E., Pena, S., Wismar, M. & Cook, S. (2013) Health in All Policies. Seizing opportunities, implementing policies. Ministry of Social Affairs and Health in Finland. http://www.euro.who.int/en/about-us/partners/observatory/publications/studies/health-in-all-policies-seizing-opportunities,-implementing-policies
• Otok R. & Foldspang A. (2016) Main competences and skills to perform Essential Public Health Operations, offered by Schools of Public Health in four European countries: a short pilot report. Int J Pub Health 61(6):633-639. doi: 10.1007/s00038-016-0870-4. Epub 2016 Aug 10.
• Pearsion, A., Wichenhula, R. & Lockwood, C. (2005) The JBI model of evidence-based healthcare. Int J Evid Based Healthc 3: 207-2015.
• Stellefson, M., Dipnarine, K. & Stopka, C. (2013) The chronic care Model and Diabetes Management in US Primary Care Settings: A systematic Review. Prev Chronic Dis 10: 120180. http://dx.org/10.5888/pcd10.120180
Lectures, online discussions, written report
Assessment criteria based on NQF (national framework of degrees) level 7 for Master’s degree
The more detailed assessment criteria can be found on Canvas workspace.
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Elsi Haverinen, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
H-5
Face-to-face
Nutbeam, D., Harris, E. & Wise, M. 2010. Theory in Nutshell, A practical guide to health promotion theories. (Note! Pre-reading)
Bekalu, A. M., Bigman, A. C., McCloud, F. R., Lin K, L. & Viswanath, K. 2018. The relative persuasiveness of narrative versus non-narrative health messages in public health emergency communication: Evidence from a field experiment. Preventive Medicine 111, June 2018, Pages 284-290 Accessed on 02 March 2020 https://doi.org/10.1016/j.ypmed.2017.11.014
Gostin L.A. 2014. Global Health Law, Harvard University Press, 2014-03-31. Ebook Pub Date eBook ISBN 9780674369870 (available at ProQuest eBook Central)
Koplan, J.P., Bond, T.C., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo, N.K., Wasserheit, J.N. and Consortium of Universities for Global Health Executive Board. 2009. Towards a common definition of global health. Lancet 373(9679):1993-5. Accessed 8 May 2020.
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)60332-9/fulltext
Novotny, T.E., Kickbusch, I. and Told, M. 2013. 21st Century Global Health Diplomacy. Global Health Diplomacy Ser. Volume 3. World Scientific Publishing Co Pte Ltd. 2013-06-13. eBook ISBN 9789814355179. (Available at ProQuest eBook Central)
Otok R. & Foldspang A. 2016. Main competences and skills to perform Essential Public Health Operations, offered by Schools of Public Health in four European countries: a short pilot report. Int J Pub Health 61(6):633-639. Doi: 10.1007/s00038-016-0870-4. Epub 2016 Aug 10.
Pinto, A.D. & Upshur, R.E.G. (eds.) 2013. An Introduction to Global Health Ethics. Milton Park, Abington, Oxon. Routledge.
Smith, B.J., Tang, K.C. & Nutbeam, D. 2006. WHO Health Promotion Glossary. Health Promotion International 21, 4:339 - 345. Accessed 8 May 2020. https://www.ncbi.nlm.nih.gov/pubmed/16963461
Stone, W. (Edit). 2015. Health in All: Training Manual. World Health Organization. Italy. Available at: http://apps.who.int/iris/bitstream/handle/10665/151788/9789241507981_eng.pdf;jsessionid=A0A86FC8BA9D20E6BEEFA4C8AE8B61B4?sequence=1
Sustainable development goals. https://sustainabledevelopment.un.org/
Lectures, learning point assignment, participation in active discussions during class and online.
Assessment is based on NQF (national framework of degrees) level 7 for Master’s degree.
The detailed criteria for the grading can be found on Canvas, in health promotion grading and assessment folder.
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Elsi Haverinen, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
H-5
5th Oct 2020 at 8 am deadline for the learning point plans.
27th November 2020 (9-16) presentations of the learning points to bachelor students and other visitors.
30th Nov at 8 am deadline for the learning point report.
Face-to-face
Finnish
07.01.2021 - 31.12.2021
23.11.2020 - 29.11.2020
20 - 35
Satu Vuorela, Mikko Häkkinen, Teija-Kaisa Aholaakko, Jorma Jokela
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Distance learning
English
02.11.2020 - 31.07.2021
18.05.2020 - 24.05.2020
20 - 35
Satu Vuorela, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Virtual Campus
5 credits
Approved/Failed
