Multidisciplinary Teamwork in Social and Health Care (5cr)

Learning outcomes

Student is able to:
- enhance communication skills in demanding social and health care situation
- support intercultural and multidisciplinary collaboration skills
- manage patient safety tools in simulated care environments
- develop, apply and critically analyze simulation as a learning and development method in social and health care, and critically reflect on its use in multidisciplinary and intercultural contexts

Teaching methods

The course consist of online learning (2 cr) and intensive week (3 cr). Online learning before intensive week will consist of analysing research articles and creating a pedagogical plan for simulation learning sessions. Tutorial teacher will supervise and guide the learning process during learning process. Online learning will utilize Howspace virtual learning environment.

Intensive week will take place in Vid Universitet, Oslo, Norway. Students are expected to participate throughout the entire intensive week (18.–22.5.2026).

Time and location

Online kick-off day and preparatory individual/teamwork (TBC)
1-week intensive programme in Oslo (18.–22.5.2026)

Learning materials and recommended literature

The online learning process will be implemented on Howspace virtual learning platform. The study material will be listed on Howspace.

Alternative completion methods of implementation

The course is carried out as an international short exchange, which is why there is no optional method of completion.

Important dates

Online kick-off day and preparatory individual/teamwork (TBC in January 2026)
1-week intensive programme in Oslo (18.–22.5.2026)

Forms of internationality

The course will be implemented in co-operation with Diaconia University of Applied Sciences, VID Univertitet (Oslo, Norway) and Karel de Grote (Atnwerpen, Belgium).

Student workload

The workload of the studies has been dimensioned so that one credit corresponds to an average of 26.7 hours of work done by the student in order to acquire the competence that is the objective of the study. The actual need for time varies from individual to individual, e.g. due to previous competence

Content and scheduling

Course content
- Communication skills in diverse and demanding social and healthcare situations
- Intercultural teamwork and collaboration
- Patient/client safety tools and practices
- Innovative learning methods, including simulation-based exercises
- Ability to develop, apply and critically analyse on simulation as a learning and development method in social and health care

Further information

Selection for the course is made on the basis of a separate registration form. Students will be informed of the selection at the beginning of December 2025.

The requirements of the studies are at the level of education leading to a master's degree (EQF7)

Evaluation scale

H-5

Evaluation methods and criteria

The assessment of competence is focused on goal descriptions, and the level of competence is assessed on the basis of the assessment criteria stated in the study implementation plan (Degree Regulations 2024).

The course is evaluated on a scale of 1 to 5. The assessment is based on a pre-assignment (20%) and pedagogical implementation during the intensive week (80%).

All Laurea students are expected to follow good scientific practices, which include appropriate citation of sources. Familiarize yourself with the practices and ask about the practices if necessary. All study assignments are done individually, unless otherwise instructed in the assignment. The teacher will tell you separately about the use of the plagiarism checker in connection with the checking of assignments.

Assessment criteria, fail (0)

A student who has not demonstrated the competence at the acceptable level required by the assessment criteria must supplement or renew his/her attainment in the manner specified by the teacher of the course and within the time specified by the teacher. If the student does not receive an approved assessment despite the opportunity to supplement their attainment, they must retake the course in the manner agreed with the teacher." (Degree Regulations 2024.)

Assessment criteria, satisfactory (1-2)

At the level of satisfactory grade 1, the student is able to:

- create a well-founded knowledge base on the topic using research sources (e.g. non-peer-reviewed scientific texts).( Knowledge base)
- applies the knowledge base to different types of working life contexts. (Knowledge base)
- asks relevant questions about the topic under consideration. (Knowledge base)
- to develop well-founded solutions to development problems. (Development)
– to work in development tasks. (Development)
- to examine things openly from different perspectives and to design functional solutions based on existing knowledge. (Creativity)
- communicate clearly both orally and in writing. (Communication)
- uses the means of communication. (Communication)
- plan and carry out work according to schedules. (Working skills, responsibility and independence)
- acting in a way that demonstrates responsibility, independence and ethics (Working skills, responsibility and independence)
- acting in uncertain situations. (Working skills, responsibility and independence)
- working together with others (Working skills, responsibility and independence)

Assessment criteria, good (3-4)

At the grade 3 level, the student is able to:

- create an essential knowledge base by analysing both domestic and international scientific sources. (Knowledge base)
- applies the knowledge base to different types of working life contexts, demonstrating one's own thinking. (Knowledge base)
- to reflect on critical questions related to the knowledge base. (Knowledge base)
- to develop well-founded solutions to problems in research, development and/or innovation activities by utilising a model or method of the development process. (Development)
- to act as a developer in development tasks that require complex and new approaches. (Development)
– to evaluate things openly from different perspectives and build something original and functional based on existing knowledge. (Creativity)
- communicate professionally orally and in writing. (Communication)
- uses a wide range of means of communication. (Communication)
- applies knowledge and skills embodying responsibility and independence. (Working skills, responsibility and independence)
- produces solutions that embody responsibility and ethics. (Working skills, responsibility and independence)
- organize their own activities by agreeing on schedules. (Working skills, responsibility and independence)
– to act independently in situations that require tolerance of uncertainty. (Working skills, responsibility and independence)
- to cooperate constructively with others. (Working skills, responsibility and independence)

Assessment criteria, excellent (5)

At the grade 5 level, the student is able to:

- create a coherent knowledge base using both domestic and international sources. (Knowledge base)
- critically analyze current and relevant scientific sources. (Knowledge base)
- applies the knowledge base to different types of working life contexts with critical thinking. (Knowledge base)
- highlights relevant and critical perspectives related to the knowledge base. (Knowledge base)
- to develop new well-founded solutions to demanding research, development and/or innovation problems by utilising a suitable development process model or method. (Development)
- to act as a developer in complex, unpredictable and/or new strategic approaches to development tasks. (Development)
– to evaluate things openly and boldly from several different perspectives and to build a new, innovative and functional perspective based on existing knowledge. (Creativity)
- communicate convincingly orally and in writing, taking the audience into account. (Communication)
- uses creative means in communication. (Communication)
- apply knowledge and skills responsibly and independently. (Working skills, responsibility and independence)
- produces responsible and ethical solutions with good reason. (Working skills, responsibility and independence)
- organize and manage their own activities. (Working skills, responsibility and independence)
- plan and schedule their work systematically. (Working skills, responsibility and independence)
- to act in situations that require tolerance of uncertainty, overcoming challenges independently and justifiably (Working skills, responsibility and independence)
- to act constructively and purposefully in cooperation with others. (Working skills, responsibility and independence)