Valitse opetussuunnitelma opintojen aloitusvuoden ja polun mukaan.
40% Lähiopetus, 60% Etäopetus
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 (toim.) (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.
Englanti
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
25 - 35
Kaarina Murtola, Mikko Häkkinen
Laurea Yhteinen
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
3 op
H-5
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.
Lähiopetus
Suomi
01.08.2019 - 31.12.2019
02.07.2019 - 31.07.2019
Satu Vuorela, Virtuaali Tarvainen, Lauri Larjavaara
Tukipalveluyksikkö,Tikkurila
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
H-5
Lähiopetus
Englanti
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
Teija-Kaisa Aholaakko
Laurea Yhteinen
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Hyväksytty/Hylätty
Kaarina Murtola
Lähiopetus
Englanti
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Kaarina Murtola
Laurea-ammattikorkeakoulu
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Teija-Kaisa Aholaakko
60% Lähiopetus, 40% Etäopetus
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
Englanti
01.08.2019 - 31.12.2019
02.07.2019 - 31.07.2019
15 - 30
Teija-Kaisa Aholaakko
Laurea-ammattikorkeakoulu
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
2 op
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% Lähiopetus, 40% Etäopetus
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
Englanti
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-ammattikorkeakoulu
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
2 op
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
Lähiopetus
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
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.
The student gets to orientate to workshop methods, which include getting to know the aims and practices of thesis work, topic considerations and teaching in information acquisition.
Englanti
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Kaarina Murtola, Mikko Häkkinen, Teija-Kaisa Aholaakko, Jorma Jokela
Laurea-ammattikorkeakoulu
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
30 op
Lähiopetus
Englanti
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Satu Vuorela, Teija-Kaisa Aholaakko
Laurea-ammattikorkeakoulu
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Laurea Tikkurila
Lähiopetus
Englanti
01.01.2021 - 31.07.2021
02.12.2020 - 31.12.2020
Teija-Kaisa Aholaakko
Tukipalveluyksikkö,Tikkurila
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Hyväksytty/Hylätty
Lähiopetus
Englanti
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
Teija-Kaisa Aholaakko
Tukipalveluyksikkö,Tikkurila
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Hyväksytty/Hylätty
Lähiopetus
Englanti
01.08.2020 - 31.07.2021
02.07.2020 - 31.07.2020
Satu Vuorela, Teija-Kaisa Aholaakko
Tukipalveluyksikkö,Tikkurila
SYV7 Degree Programme in Global Health and Crisis Management, Laurea Tikkurila
Hyväksytty/Hylätty
