Please select the curriculum by the start year of studies and track.
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
Degree Programme in Global Health and Crisis Management (SYV7), 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
20% Face-to-face, 80% Distance learning
Relevant literature:
Cragg, L., Davies, M. & Macdowall, W.2013. Health Promotion Theory. 2nd. Ed. Open University Press.
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.
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 Accessed 7th Nov 2019.
https://ecdc.europa.eu/en/publications-data
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.
CRITERIA BASED EVALUATION OF Theoretical aspects of global infection prevention - STUDY UNIT ASSIGNMENT
IN MASTER STUDIES at National Framework of Degrees 7-level (NQF 7)
English
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 30
Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
4 credits
H-5
None
2020 January 8th Deadline for the e-tivity: Adherence to IP and IC guidelines.
6th February 2021 Deadline for the e-tivity: Immunisation and vaccination hesitancy.
1st March 2021 Dead line for the e-tivity: Health education campaign in infection prevention (a pair work report of max 2500 words without spaces).
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
The student has not participated into the contact education and not completed the assignments at EQF7-level
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 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:
create a consistent knowledge base for global infection prevention making use of both national and international scientific sources in a critical analytic fashion.
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
develop the activities of the global infection prevention competence area in a target-oriented and communal fashion.
communicate about global infection prevention convincingly both orally and in writing to audiences within and exterior to the field.
Face-to-face
Aula, P. & Heinonen, J. 2015. The Reputable Firm: How Digitalization of Communication Is Revolutionizing Reputation Management. Print and E-book.
Bailey, S. 2011. Academic writing: a handbook for international students. Third editon. London, New York: Routledge. Print and E-book.
Dutta, M. J. 2008. Communicating Health: A Culture-centered Approach. Bodmin: MGB Books Ltd. Print and E-book.
Holliday, A. 2011. Intercultural communication and ideology. London: Sage Publications Ltd.
Keeling, J., Chapman, H. M. & Williams, J. 2013. How To Write Well: A Guide For Health And Social Care Students. Paikka: England: EMcGraw-Hill Education. Print and E-book.
Samovar, L. A., Porter, R. E., McDaniel, E. R. & Roy, C. S. 2013. Communication between cultures. Eighth Edition. Wadsworth Cengage Learning. International Edition.
Sampietro, M. & Villa, T. 2014. Empowering project teams: using project followership to improve performance. Boca Raton: CRC Press.
Schiavo, R. 2014. Health communication: from theory to practice. Wiley 2014. 2nd edition. San Francisco: Jossey Bass.
Shirley, D. 2011. Project management for healthcare. Boca Raton: Francis & Taylor/CRC Press.
Zoller, H. M. & Dutta, M. J. 2008. Emerging perspectives in health communication: meaning, culture, and power. New York: Routledge.
Lectures, workshops, essay, individual work
The evaluation is based on Laurea's evaluation criteria of a study unit in master studies.
English
09.10.2020 - 14.01.2021
18.05.2020 - 24.05.2020
20 - 35
Kaarina Murtola
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
H-5
Three Workshops
09.10.2020 09.00 - 11.30 Zoom
12.11.2020 12.30 - 16.00 B306
13.11.2020 09.00 - 11.30 B409
11.12.2020 09.00 - 11.30 B409
14.01.2021 16.00 - 18.00 B404
Total study hours 135: contact learning 18 h, indenpendent learning 117 h.
Contact learning:
09.10.2020 09.00 - 11.30 Zoom
12.11.2020 12.30 - 16.00 B306 1. Workshop
13.11.2020 09.00 - 11.30 B409 2. Workshop
11.12.2020 09.00 - 11.30 B409 3. Workshop
14.01.2021 16.00 - 18.00 B404 Essay Feedback
Deadlines:
Intercultural communication essay: Sunday 13.12.2020.
1. Workshop
Preassignment: Sunday 01.11.2020
Reflection assignment: Sunday 22.11.2020
2. Workshop:
Preassignment: Friday 13.11.2020
Reflection assignment: Sunday 29.11.2020
3. Workshop:
Preassignment: Sunday 06.12.2020
Reflection assignment: Sunday 20.12.2020
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
• 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
Degree Programme in Global Health and Crisis Management (SYV7), 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
Degree Programme in Global Health and Crisis Management (SYV7), 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.
84% Face-to-face, 16% Distance learning
Thesis guidance takes place in workshops and seminars which facilitates students’ learning. Online tasks, e-tivities, support the thesis process. Workshops and seminars are key methods and settings, in which professional development is realized. 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 analyzed by using the originality check in accordance with the Laurea UAS quality guidelines.
Thesis evaluation criteria
The quality requirements of the University of Applied Sciences Master’s degree thesis comply with the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF). The thesis is evaluated from the perspective of three dimensions: workplace development, research-orientated approach, as well as independence and creativity:
Workplace development:
• workplace orientation
• cooperation with workplaces
• management of the development process and methods
• applicability of the results to workplaces
Research orientated approach:
• research-orientated settings
• knowledge basis of the thesis
• application of research methods
• reporting
Independence and creativity:
• independence and responsibility of the thesis process
• creativity and problem-solving preparedness
• independent thinking
• innovative or expanded transferability of the thesis results.
The thesis is evaluated by the supervisor and another teacher. A workplace representative may also assess the applicability of the thesis. The student receives a written opinion on their thesis, prepared jointly by the teachers who evaluated the thesis.
English
07.01.2021 - 31.12.2021
23.11.2020 - 29.11.2020
20 - 35
Satu Vuorela, Teija-Kaisa Aholaakko
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
30 credits
5 credits
H-5
Satisfactory (1–2): Workplace development:
1) Workplace orientation: The objective of the thesis promotes workplace development..
Workplace cooperation: The workplace has been involved in the thesis process.
Development process and method management: Documentation of the development work describes the progress made in the development activities.
Usability of the results in the workplace: The objective of the thesis promotes workplace development. The thesis presents development proposals.
2) Research orientated approach
Research orientated setting: Research oriented settings that support development have been used in the thesis.
Theoretical framework:The thesis has a theoretical framework that provides background for the research and development activity. The thesis uses essential literature on the topic.
Use of research methods: Methodological choices are justified and compatible with the topic. The author has a command of the methods used.
Reporting: The thesis is a comprehensive whole. The report complies with Lau- rea guidelines and has been written in appropriate style.
3) Independence and creativity:
Level of independence and responsibility in the thesis process: The thesis is a work that is produced independently by the student.
Creativity and problem-solving preparedness: The thesis shows a command of problem solving skills required in practical development work as well as an ability to work in versatile and unanticipated development environments that may require new strategic approaches.
Independent thinking: The results and their importance have been discussed in light of existing research data.
Newness or more extensive transferability of the results: The thesis discusses the transferability of the results.
Workplace development: The objective of the thesis promotes workplace development.
Workplace orientation:
Workplace cooperation
Development process and method management
Usability of the results in the workplace
Usability of the results in the workplace
Workplace orientation: The objective of the thesis substantially promotes workplace development with a focus on the future; the thesis’ premise is a clear vision of developing the workplace in a way that relates to the topic of the thesis.
Workplace development
Workplace cooperation: Cooperation with the workplace and other actors has been close and interactive throughout the process.
Workpace cooperation: Cooperation with the workplace and other actors has been close and interactive throughout the process.
Development process and method management: The development process has been structured by using theoretical principles and appropriate development methods have been employed in the development activities; the progress of development activity is presented in documentation in a structured manner.
Usability of the results in the workplace: New information and new methods have been developed in the thesis. The re- sults of the thesis are directly usable by the workplace. The workplace/commissioning party has assessed that the thesis’ results are extremely useful.
Research orientated approach
Research orientated setting: The research oriented settings (importance of data production as a part of development activity, research questions, the relationship between questions and methods) are clear, logical and justified.
Theoretical framework: The thesis shows that the student has highly specialised knowledge that matches, in part, top-level expertise in the field. The thesis’ theoretical frame- work is consistent with the thesis as a whole, and sources have been used in a versatile and critical manner. International research results that are topical and relevant have been used in the thesis. The thesis includes a conceptual analysis of the development target.
Use of research methods: Methodological choices are justified using methodology literature. The use of research methods has been controlled, analyses are versatile and in-depth, and reporting is transparent.
Reporting: The thesis report is a structurally and conceptually clear and consistently pro- gressing text that justifies the choices made. The report’s layout is polished as
well as informative, and has been written in appropriate, analytical style.
Independence and creativity
Level of independence and responsibility in the thesis process: Solutions made in the thesis are independent, unique and new, and they show the student's responsibility in advancing the process.
Creativity and problem-solving preparedness: The thesis shows that the student has a command of the problem solving skills that are required to develop new information and methods, and in combining information from different fields. The thesis shows that the student is able to work as a developer in versatile and unanticipated development tasks that may
require new strategic approaches.
Independent thinking: The discussion on the results and their importance is versatile, creative and critical. The discussion makes use of information from versatile sources, which has led to a creative synthesis. The thesis shows a critical understanding of the core questions of the field and the interfaces between different fields.
Newness or more extensive transferability of the results: The results of the thesis are new and more extensively transferable to targets outside the thesis’ actual target. The thesis includes a discrete analysis of the possibilities and conditions of a wider application of the results.
Distance learning
Critical Appraisal Skills Program CASP. Checklist:10 questions to help you make sense of a Qualitative research. https://casp-uk.net/wp-content/uploads/2018/01/CASP-Qualitative-Checklist-2018.pdf Accessed 21 March 2020.
Elo, S. & Kyngäs, H. 2007. The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Finnish National Board on Research Integrity (TENK) 2019. The ethical principles of research with human participants and ethical review in the human sciences in Finland. Publications of the Finnish National Board on Research Integrity TENK 3/2019 https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf Accessed 20 October 2019.
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.
Heale, R & Twycross, A. 2015. Validity and reliability in quantitative studies. Evidence-based Nursing. BMJ Journals, 18 (3), 66-67. Accessed 18 June 2020. https://ebn.bmj.com/content/18/3/66.info
Research Reporting Guidelines and Initiatives: By Organization https://www.nlm.nih.gov/services/research_report_guide.html Accessed 20 March 2020.
Spencer et al. 2003. FRAMEWORK FOR ASSESSING QUALITATIVE EVALUATIONS. Government Chief Social Researcher’s Office. UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/498322/a_quality_framework_tcm6-38740.pdf Accessed 21 March 2020.
The European Code of Conduct for Research Integrity. Revised Edition. ALLEA – All European Academies 2017
Methods: Online lectures, online SPSS-workshop and e-tivities.
English
02.11.2020 - 31.07.2021
18.05.2020 - 24.05.2020
20 - 35
Satu Vuorela, Teija-Kaisa Aholaakko
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
Korkeakouluyksikkö D /YAMK
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Virtual Campus
5 credits
H-5
None
Online lecture and workshops.
- Lectures 4 hours,
- SPSS-workshop 8 hours.
- Online e-tivities 123 hours.
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
The student is not able to reach the competences described in the study unit description at EQF7-level .
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.
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.
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.
NQF, level 7,
Master’s degree, national framework of degrees IN THE EVALUATION OF THE STUDY UNITS AT THE END.
Face-to-face
Finnish
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Satu Vuorela, Lauri Larjavaara
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Kaarina Murtola
Face-to-face
Finnish
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Kaarina Murtola
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Face-to-face
English
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Face-to-face
Finnish
01.08.2021 - 31.12.2021
24.05.2021 - 30.05.2021
0 - 30
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
Kaarina Murtola
Face-to-face
Finnish
01.08.2021 - 31.12.2022
24.05.2021 - 30.05.2021
0 - 30
Kaarina Murtola
Korkeakouluyksikkö D, Tikkurila, sote
Degree Programme in Global Health and Crisis Management (SYV7), Laurea Tikkurila
Laurea Tikkurila
Approved/Failed
