Please select the curriculum by the start year of studies and track.
There is no implementations attached to this degree programme.
Mikko Häkkinen
40% Face-to-face, 60% Distance learning
BARR, J. and DOWDING, L., 2016. Leadership in health care. Third edition edn. London ; Los Angeles: Sage.
BRESHEARS, E. and VOLKER, R.M., 2012. Facilitative Leadership in Social Work Practice. New York: Springer Publishing Company.
BUTTIGIEG, S., RATHERT, C. and VON EIFF, W., 2015. International Best Practices in Health Care Management. Emerald Group Publishing Limited.
COX, E., COX, E., BACHKIROVA, T. and CLUTTERBUCK, D., 2018. The complete handbook of coaching. 3rd edition edn. Thousand Oaks, CA: Sage.
DEBBIE GOODMAN-BHYAT, 2016. IntheFlow : Taking Mindfulness to Work. Randburg: KR Publishing.
GRAY, I.L., FIELD, R. and BROWN, K., 2010. Effective Leadership, Management and Supervision in Health and Social Care. London: SAGE Publications.
HEALEY, B.J. and LESNESKI, C.D., 2011. Transforming Public Health Practice : Leadership and Management Essentials. Hoboken: John Wiley & Sons, Incorporated.
HEALEY, B.J. and LESNESKI, C.D., 2011. Transforming Public Health Practice : Leadership and Management Essentials. Hoboken: John Wiley & Sons, Incorporated.
SCISCO, P., BIECH, E. and HALLENBECK, G., 2017. Compass: Your Guide for Leadership Development and Coaching. La Vergne: Center for Creative Leadership. (not translated)
Methods of learning:
- Interactive lectures.
- Critical and analytical reading of study materials.
- Teamwork on selected leadership and / or management approach.
- Writing critical and analytical learning repot on subject of teamwork.
- Presenting results of teamwork. (not translated)
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Mikko Häkkinen, Lauri Larjavaara
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
3 credits
6 credits
H-5
Visiting lecturer from partner university will contribute to teaching. (not translated)
Student does not achieve grade one (satisfactory) requirements. (not translated)
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. (not translated)
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. (not translated)
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. (not translated)
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
13.05.2019 - 26.05.2019
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.
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
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
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
Face-to-face
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Teija-Kaisa Aholaakko
Laurea university of applied sciences
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
