CURRICULUM MASTER OF HEALTH CARE GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE 90 ECTS. Autumn 2015

CURRICULUM MASTER OF HEALTH CARE GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE 90 ECTS Autumn 2015

Curriculum 2(16) CONTENT 1 Laurea University of Applied Sciences... 3 1.1 Laurea s Mission... 3 1.2 Competence development in master's studies... 3 2 Degree structure in education leading to a master's degree... 4 2.1 Scope and extent of the degree... 4 2.2 Degree Structure... 4 3 Assessment of learning and competence... 4 4 International comparability of the degree... 4 5 Expertise in a Field... 5 6 Competence Development in Global Development and Management in Health Care... 5 7 The Structure of the Studies... 8 7.1 Competences in Global Development and Management in Health Care... 9 7.2 Complementary Competences (30 ECTS)... 10 7.3 Master s Thesis (30 ECTS)... 12 References... 13 Appendix 1... 15

Curriculum 3(16) 1 Laurea University of Applied Sciences 1.1 Laurea s Mission Laurea is a student-centred, international, inspiring and innovative university of applied sciences whose mission is to conduct education, research, development and innovation activities and produce new knowledge by applying the principles of the Learning by Developing (LbD) operating model. Laurea's focus areas are service business, expertise in nursing and coping at home as well as security, safety and social responsibility. Education offered at Laurea as well as research and development activities are based on these focus areas. Student entrepreneurship is a cross-cutting focus area. Student entrepreneurship is visible as an entrepreneurial attitude, cooperation with companies and as concrete new businesses the establishing of which is supported during the studies. Laurea's brand promise "Together we are stronger" describes Laurea's solid regional development role. Laurea is a University of Applied Sciences for the whole region of Uusimaa, and its knowledge and skills are available to the whole area. Our service promise "We are here for you at Laurea" is a promise of good learning for our students, and for our cooperative partners a promise of partnership and developing together. 1.2 Competence development in master's studies Laurea's model of Learning by Developing (LbD) is based on authentic encounters with the world of work. The typical characteristics of LbD include authenticity, partnership, experiential nature, creativity and a research-oriented approach. Learning by Developing combines learning that produces competence with creativity through various research and development projects. In Master's degree programmes, the learning process comprises a future-oriented process of research and development, in the course of which the students develop their competence by producing new knowledge and skills related to questions that cannot be solved merely by relying on previously acquired knowledge and competence. Learning is a way of creating new knowledge and competence that links learning to innovation activities in the relevant field and area. For the students, the period they spend in education is a collective project for building up their expertise and developing and exceeding themselves, aiming for a combination of knowledge that is relevant and useful from the perspective of future workplace requirements. The foundation for competence development is an enriching community. The community is an environment of shared expertise in which the learner's role is to act as a specialist, a developer and an agent exerting influence. The learners develop their competence by interacting with their environment and their sector. Resources for competence development include a learning culture that favours creativity and goaloriented action, expert guidance and instruction, as well as a learning environment that supports competence development. Participatory instruction is used to guide competence. Every teacher is a tutor whose expertise and operating methods support the reinforcement of expertise. The learning environment consists of a competence network, an innovation environment, a platform for developing

Curriculum 4(16) competence and structures that support learning. When putting together learning environments, empowering people and enabling their enthusiasm and their interaction is stressed to foster creativity. Rather than focusing on presenting and repeating information and controlling the students' command of it, the teaching strives for a learning process demonstrated as progressive problem-solving, continuous learning and developing and exceeding oneself. The goal is at competence that is useful in knowledge-intensive service organisations where work increasingly is a function of creativity and where a precondition for directing the organisation is an ability to create a responsible, resultoriented management culture that is based on giving space for the individual's creativity. Competence is demonstrated as impact and development competence. 2 Degree structure in education leading to a master's degree 2.1 Scope and extent of the degree The scope of the degree is 90 credits of which thesis forms 30 credits.the degree takes on average 1.5-2.5 years to complete. In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student. 2.2 Degree Structure Master s degree studies at Laurea consists of core competence modules including thesis, and complementary competence modules. The modules comprise competence areas that are part of the degree. The scope of the compulsory core competence modules is 60 credits in master s degree. Complementary modules make it possible to deepen or extend your knowledge. Complementary competence modules support individual study paths and competence. Complementary competence modules that can be selected freely are offered on Laurea's various campuses. The extent of complementary competence in a Master's degree is 30 credits. 3 Assessment of learning and competence In the curriculum, the learning outcomes are described as the learner's actions, so that the development of competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and values related competence as well as experiential competence that includes the competence of an individual and a community. 4 International comparability of the degree Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense. General working life capabilities specified at the national level have been taken into account in the degree contents.

Curriculum 5(16) The level of the degree corresponds with level 7 of the National Qualifications Framework (NQF) and level 7 of the European Qualifications Framework (EQF). 5 Expertise in a Field Global Development and Management in Health Care is a professional program for health care professionals interested in the development and management of health care within public health, health care industry institutions (hospitals), and in public, private and non-profit sectors. The program focuses on health care development and management from the perspectives of global health and humanity, health and infection prevention, health tourism, and encounter art /clinical art. Within the transnational projects the students meet global health topics and challenges in development and management when creating working theories and practices for the good of health care service users. Master s in Global Development and Management in Health Care is a 1.5-2.5-years program. The scope of the degree is 90 credits of which thesis forms 30 credits. The degree takes on average 1.5-2.5 years to complete. In line with the international ECTS standard, one credit corresponds with 26.7 hours of work for an average student. The studies are offered in English, and they can be completed alongside a full-time job. The candidates are awarded the qualification of Master of Health Care at European Qualification Framework (EQF) level 7 applied for Laurea s studies (Annex 1). Admission requirements for the studies are Bachelor degree in Health Care: Nurse or Public Health Nurse; or Bachelor of Social Services; or Bachelor of Physiotherapy. Minimum of three years of relevant work experience acquired after graduation and fluent spoken and written English are required. The main objective of the Master in Global Development and Management of Health Careprogramme (GLOBDEM) is to provide a structured, and methodologically advanced studies that will enable construction of future competences for health care. This will enhance EU s and global demands and visions for multi-professional and transcultural performance in Health Care by bringing the worlds of education and work closer together. The development of the right mix of skills and better anticipation of future services will take place in development projects, and development and cocreation of medical and health related equipment and methods (Figure 1). Building solid bridges between the world of work and higher education providers offers contexts to match skills provision also to the needs of enterprises and society. (Hermans et al. (eds.) 2009; Campbell et al. 2010; ILO 2010; IMHE 2010; WHO 2010). The theoretical and practical contents of the GLOBDEM-degree were planned to meet the needs of health care employers and employees, and to enable post master s degree education. This improves overall advanced HCW s competencies and aims to facilitate simultaneously both the retention of the HCWs in local and organizational level, and to support the creation of true European area of skills and qualifications where learners and workers can move freely for job purposes or further learning (Hillman & Foster 2011; Erasmus+ 2020). 6 Competence Development in Global Development and Management in Health Care The Master Degree in Global Development and Management of Health Care provides competences to work in international contexts e.g. development projects; multicultural partnerships; and multidisciplinary networks and teams in public and private consortiums. The educators are accountable for public by ensuring that developers and managers in health care are safe, competent

Curriculum 6(16) and ethical practitioners (College of Nurses of Ontario 2014). Graduating student will have an attitude of Professional Accountability and Responsibility; ability to Self-Management; Knowledge-Based and Ethical Practice; and ability to practice in global health services, organizations, and enterprises. To reach this goal the co-creation of the curriculum with working-life partners, students and Higher Education Institutes (HEI) alumni was considered necessary. This Master Degree provides the student opportunity to achieve competencies to develop effective services as essential part of health care. The students will co-create competencies to benefit up-todate and reliable evidential data on populations health-care needs and available resources. By this the students can meet the critical global need for increased numbers of qualified health-care personnel and increasingly more efficient and multidisciplinary health-care systems (WHO 2010). Also the competencies for first-line management will be possible to further develop to better meet the requirements to maintain continuity of health care staff and leaders (Johansson et al. 2006, Picker- Rotem et al. 2008). The shared generic competences described by Arene in 2010 defined at EQF 7 level by Laurea University of Applied Sciences (Appendix 1) and more detailed competencies based on a review of international literature below: Co-operative-competencies Transversal competencies (digital competences; entrepreneurial competences ) Team management and collaboration with other health professional team members Development and leveraging of human, environmental and material resources Management and use of client-care and information technology Lateral integration of care for a specified group of patients Know-how management competencies Future-management competencies EU- and globally strategic HC & SS-related competencies (e.g. infection control & migration) The Master in Global Development and Management in Health Care-program will be realized within development programs implemented according to LbD-model (Raij 2007, Taatila & Raij 2011, and Aholaakko 2011). The LbD-model serves a practical frame of reference for the studies (Figure 1). In the beginning of the study program the students personalize the studies by construction of competence based portfolio. The portfolio guides the personalized studies accumulating the theoretical studies as part of the development project seeking methodological and theoretical reasoning for the development work origin from needs of the work life.

Curriculum 7(16) Figure 1 The LbD-model in the Master Degree in Development and Management of Healthprogram (Aholaakko 2011) Evaluation criteria In the curriculum, the learning outcomes are described as the learner's actions, so that the development of competence can be assessed with reference to the set goals. Competence is identified as knowledge, skills and values related competence as well as experiential competence that include the competence of an individual and a community. International comparability of the degree Competence is at the centre of all activities at Laurea, and we recognize competence in a comprehensive sense. General working life capabilities specified at the national level have been taken into account in the degree contents. The level of the degree corresponds with level 7 of the National Qualifications Framework (NQF) and level 7 of the European Qualifications Framework (EQF).

Curriculum 8(16) 7 The Structure of the Studies The Master in Global Development and Management of Health Care-Degree is providing studies in LbDprojects supported by modular structure of the studies. Core competencies construct the first module of 30 ECTS. Complementary competencies construct the second and the Master s Thesis the third module of 30 ECTS. CORE COMPETENCES 30 ECTS COMPLEMENTARY COMPETENCE 30 ECTS GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE, 30 ECTS (6 x 5 ECT) METHOD MODULE (3 x 5 ECTS ) Health Care Evaluation Methods (5 ECTS) Global Health Promotion (5 ECTS) Qualitative research methods (5 ECTS) Regulation and Ethical approaches (5 ECTS) Quantitative research methods, (5 ECTS) International and National Health Policies and Models (5 ECTS) QUALITY MANAGEMENT IN INFECTION PREVENTION (15 ECTS) Leadership in Health Care (5 ECTS) Theoretical Aspects of global infection prevention (5 ECTS) Epidemiology, Biostatistics and Intervention research (5 ECTS) Implementation of Infection Prevention project (5 ECTS) Development and Management in Health Care (5 ECTS) HEALTH TOURISM SERVICE DESIGN (15 ECTS) Theoretical Aspects of Health Tourism (5 ECTS) Health Care Communication and Consulting (5 ECTS) Health and Medical Tourism Business (5 ECTS) Implementation of a Health and Medical Tourism project (5 ECTS) MASTER S THESIS 30 ECTS

Curriculum 9(16) 7.1 Competences in Global Development and Management in Health Care Global Development and Management in Health Care (30 ECTS) V1500 Global Health Promotion 5 ECTS, (Compulsory) to apply evidence based knowledge, theories, models and methods in global health to analyze and syntheses the preventive manner global health topics to create new and safe approach to global health services V1501 Regulation and Ethical approaches, 5 ECTS (Compulsory) to critically analyze local regulations from global perspective to possess ethical aspects and in their performances to apply the principles of sustainable development in activities V1502 International and National Health Policies and Models, 5 ECTS (Compulsory) to implement and apply international health policies and models in local contexts to critically analyse and discuss international health policies and models to develop in multi-professional and cross-cultural health care services and projects V1504 Leadership in Health Care, 5 ECTS (Compulsory) The student is able to: develop her/his identity as an innovative health care leader manage cross-cultural partnerships; and multidisciplinary networks and teams in public and private consortiums transnationally and internationally continuously develop his/her own leadership in HC to create and maintain sustainable international co-operation within multi-professional contexts V1503 Development and Management in Health Care, 5 ECTS (Compulsory) to analyze current position from different perspectives (human; society; technology)

Curriculum 10(16) to lead and manage concerning economic aspects to lead innovatively transition and multiprofessional development projects V1505 Health Care Communication and Consulting (5 ECTS) (Compulsory) The student is able to: develop client oriented communication progress international discussion in professional context publish results of development project being in responsible for them 7.2 Complementary Competences (30 ECTS) Method module (3 x5 ECTS ) V1515 Health care evaluation methods, 5 ECTS to analyse evaluative health research approaches to implement evaluative methods in health care development to publish and disseminate findings of evaluative research projects V1516 Qualitative research methods, 5 ECTS to fluently use concepts, designs and methods of qualitative research to use qualitative research findings in a critical manner to plan, implement, assess and publish qualitative research project in theory V1517 Quantitative research methods, 5 ECTS to fluently use concepts, designs and methods of quantitative research to use quantitative research findings in a critical manner to plan, implement, assess and publish quantitative research project in theory

Curriculum 11(16) Quality Management in Infection Prevention (15 ECTS) V1518 Theoretical aspects of global infection prevention, 5 ECTS to analyse the pathogenesis and prevention of infectious diseases to analyse relevant concepts, policies and procedures of global infection prevention to develop evidence based best practices for infection prevention procedures V1519 Epidemiology, Biostatistics and Intervention research, 5 ECTS to utilize the results of infection prevention surveillance and intervention research to assess and imply epidemiological and interventional tools in infection prevention and outbreak management to analyze data of infection surveillance and intervention research to publish the results V1520 Implementation of Infection Prevention project, 5 ECTS to analyse multidisciplinary infection prevention practice to evaluate cost-effective infection prevention measures to manage and develop innovative infection prevention practices and education Health Tourism Service Design (15 ECTS) V1521 Theoretical aspects of the Health Tourism, 5 ECTS to analyse knowledgebase and models of Health Tourism to analyse needs of potential Health Tourists to plan an implementation of an innovative Health Tourism Project V1522 Health and Medical Tourism Business, 5 ECTS to analyse legal issues in H&MT-business to analyse funding in H&HT to create an innovative business plan

Curriculum 12(16) V1523 Implementation of a Health and Medical Tourism project, 5 ECTS to design sustainable and profitable H&MT-services for global customers (tourists as patients and patients as tourists) to imply (coordinate and manage) a small scale H&MT-project to assess sustainability and profitability of H&MT -services 7.3 Master s Thesis (30 ECTS) 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 competence 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 analyzing and solving work life problems and to carry out demanding specialist tasks independently. The students is able to o plan, carry out and evaluate a service development project within a given timeframe by applying appropriate methods o manage and transform work contexts that are complex, unpredictable and require new strategic approaches o identify and formulate problems and solutions critically, independently and creatively o use the specialised problem solving skills required in research and innovation in order to develop new procedures and knowledge and to integrate knowledge from different fields o take responsibility for contributing to professional practice and knowledge o carry out and manage project tasks, take initiatives, adopt a developmental approach to work and initiate and implement change processes o adapt the necessary abilities for lifelong learning and the continuous development of their own professional competence o guide and coach others and develop good communication and language skills required by work o develop the skills required for international interaction and operation

Curriculum 13(16) References AACN. (February 2007). White Paper on the Education and Role of the Clinical Nurse Leader. Aholaakko, T-K. (2011). Learning in clinical development projects. Interdisciplinary Studies Journal 1(2)59-63. Barr H. & Low H. 2011. C.A.I.P.E Centre For The Advancement Of Interprofessional Education in http://www.caipe.org.uk/resources/principles-of-interprofessional-education/principles of Interprofessional Education. Campbell et al. 2010. New Skills for New Jobs: Action Now. A report by the Expert Group on New Skills for New Jobs prepared for the European Commission. February 2010. Erasmus+ 2020. In: https://eacea.ec.europa.eu/erasmus-plus/funding/erasmus-charter-for-highereducation-2014-2020_en. Accessed 16th March 2015. Hermans et al. (eds) 2009: Medical Innovations and Government Intervention, p. 43. Hillman L. & Foster, RR. 2011. The impact of a nursing transitions programme on retention and cost savings. Journal of Nursing Managenment. 19; 50-56. International Labour Office. 2010. A Skilled Workforce for Strong, Sustainable and Balanced Growth. A G20 Training Strategy. Geneve November 2010. Institutional Management in Higher Education. Fostering Quality Teaching in Higher Education: Policies and practices. An IMHE Guide for higher education institutions. OECD. 09 11 2012. Johansson GJ, Pörn I, Thorell T & Gustafsson B. 2006. A first-line nurse manager s goal-profile. Journal of Clinical Nursing, 16, 149-159. Picker-Rotem O, Schneider A, Wasserzug S & Zelker R. 2008. Nursing leaders of tomorrow: a peer selection process. Journal of Nursing Management, 16, 915-920. Raij, K. (2007). Learning by Developing. Laurea Publications A*58. Helsinki : Edita Prima Oy. Taatila, V. & Raij, K. (2011). Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy. Educational Philosophy and Theory Volume 44 (8), 831 844. Tuning Educational Structures in Europe. Reference Points for the Design and Delivery of Degree Programs in Nursing. 2011. In: http://www.unideusto.org/tuningeu/images/stories/key_documents/tuningnursingfinal.pdf Accessed: 29 th January 2015. World Health Organization. Health Profession Networks. Nursing & Midwifery. Human Recourses for Health. 2010.Framework for Action on Interprofessional Education & Collaborative Practice. Yarbrough DB, Shulha LM, Hopson RK. & Caruthers FA. (Eds.) (2010) The Program Evaluation Standards. A guide for Evaluators and Evaluation Users. (3 rd ed.) Thousand Oaks, CA: Sage. WHO 2010. A Global Survey Monitoring, Progress in Nursing and Midwifery. (WHO/HRH/HPN/10.4.) In http://www.who.int/hrh/resources/survey/en/ Assessed 6 th November 2014.

Curriculum 14(16) World Health Organisation (2010). Health Professions Networks. Nursing & Midwifery. Human Recources. Framework for action on Interprofessional education and collaborative practice. WHO reference number WHO/HRH/HPN/10.3. In http://whqlibdoc.who.int/hq/2010/who_hrh_hpn_10.3_eng.pdf Assessed 22 nd January 2015 http://europa.eu/rapid/press-release_memo-13-918_en.htm http://eur-lex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:l:2011:088:0045:0065:en:

Curriculum 15(16) Appendix 1 COMPLEMENTARY COMPETENCIES: PROJECT STUDIES (2 x 15 ECTS) Clinical Art and Encounter Art module (15 ECTS) Theoretical Aspects in Clinical Art in Promoting Wellbeing, 5 ECTS (TFU) to analyze the policies concerning elderly care to analyse history, concepts, models and theories of Clinical Art to analyse practice of Clinical Art Practical Aspects of Clinical Art in Promoting Wellbeing, 5 ECTS (TFU) to apply theory and practice in development process of Clinical Art to analyse the possibilities of art based methods promoting wellbeing in multiple crisis to develop Clinical Art practice Encounter Art in Promoting Wellbeing, 5 ECTS (Laurea) The student is able to: to analyse knowledgebase of Encounter Art to imply best practices of Encounter Art among different client groups to develop competencies by applying Encounter Art in well-being at work Multi-professional Health Care Management (15 ECTS) Multi-professional and Cross-cultural Health Care Management, 5 ECTS to manage and develop cross-cultural health care to manage lateral integration of care for a specified international groups of patients/clients to develop health care services by building bridges between the needs of enterprises and society

Curriculum 16(16) Health Care Service Design, 5 ECTS to anticipate and develop future patient centered health care services to develop and co-create patient centered, lean health care facilities to manage and develop information technology in health care Health Economics, 5 ECTS to use information about health care costs and health benefits to determine the best way of allocating health care resources use economic evidence of safety and clinical effectiveness to co-create, implement and assess health care budgets