Developmental Competence of Health Promotion and Oral Health Care
|Learning Skills in Nursing and Health Care||5|
|Becoming a Health Care Professional||5|
|Anatomy, Physiology and Pathophysiology||5|
|Safety culture in health care||5|
|Basics of dentistry||5|
|From oral self-care to clinical care -project||10|
|Client Service and Counseling||5|
|Oral Health through Play -project||5|
|Oral health care simulation -project||10|
Developmental Competence of Clinical Oral Health Care
|Child's oral health literacy -project||10|
|Methods for Research and Development Work||5|
|Adolecent's and adult´s health behavior -project||15|
|Reciprocal connection between oral diseases and general diseases||5|
|Cultural diversity of oral health -project||15|
|Mouth as an infection entrance – a challenge in adult’s oral care -project||10|
Developmental Competence of Rehabilitative Oral Health Care
|Planning of the Thesis Work||5|
|Execution of the Thesis Work||5|
|Reporting and Usefulness of the Thesis and Maturity Test||5|
|Multi-expertise in oral health care -project||10|
|Elderly's oral health as a promoter of ability to function -project||10|
Metropolia’s Elective Modules 15 ECTS
Developmental Competence of Independent and Consultative Oral Health Care
|Oral health as a promotor of the general health -project||10|
|Independent oral health care - a bridge to working life -project||15|
|Leadership and Entrepreneurship||5|
|ECTS credits per period / semester / academic year||60||60||45||30||30||30||30||30||30||15||30||15||15||15||15||15||15||15||15||15||15||7.5||7.5||15||15|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
The curriculum offers students a learning path which enables a flexible study process including a provision of multidisciplinary studies from other degree programmes or a variety of general studies available for all students at Helsinki Metropolia UAS. The curriculum also serves as a source of information for the working environment and our international partners.
The provision of studies consists of study units providing a minimum of 5 ECTS credits. Of the studies, 50 ECTS are open for all degree programmes and the rest are included in the provision of individual degree programmes. The multidisciplinary approach to learning is also embraced by offering students the possibility of choosing a multidisciplinary, elective study module of 15 ECTS comprising one or more multi-field modules as well. The provision of studies enables students to complete 30 ECTS in the term.
As a starting point for learning, the focus is on situations and problems arising from professional practices, and the learning process aims to find evidence-based solutions for them. Project work including development work and projects of the student’s field of study is employed as the main learning method. Various learning environments supporting learning are used to deepen and develop competence, for example in the learning environments of pharmacotherapy, health promotion and simulation. As for the learning environments of independent study, they offer students the opportunity to practise clinical skills. The teaching methods have been diversified by increasing the possibilities for digital learning. Throughout the learning process, students assume the responsibility for their learning. Their competence in studies is evaluated by an evaluation framework, which consists of competence areas including professional knowledge base, professional skills and actions as well as ethics, cooperation and development. Students become proficient in continuous development of their competence and further studies.
In the early stage of the Degree programme of Oral Hygienist, before working with the patients, the practical training takes place in simulated learning environment in the learning studio. There the student practices clinical oral health care. The simulation environment creates a reproduction of the clinical caring situation of the patient. In that case the motoric skills of the student and the control of the caring environment develops. As the clinical skills have been accumulated, the student practices the clinical oral health care at the Metropolia oral health care teaching clinic. There the students take care of the patients referred by the dentists of Oral Health Care of the City of Helsinki either independently or as a professional team work with the dentistry students of the University of Helsinki.
The curriculum meets the demands of degree requirements, competence and development needs of the working environment as well as the requirements for the national and international cooperation. It also reflects a student-oriented and learning- and competence-based foundation. Learning objectives convey students of the competence level required of them and help them evaluate their own learning. The objectives of competence have been determined in cooperation with representatives of both the workplace and Helsinki Metropolia UAS and therefore convey information of students’ competence levels and readiness for work tasks to the workplace. Competence-based curriculum enables student mobility within and between other UAS. In addition, it makes the recognition and credit transfer for previously acquired competence (AHOT) easier as well as enables the comparison of degrees obtained in different countries.
International studies are part of the learning path of each learner in the form of international exchange, practice placement or international studies within home institution, such as common core requirement studies in English or Finnish degree programmes or open studies in international network learning environments.
The development of the Learner’s path was carried out in collaboration with the student, working life specialist, multi-professional advisory board and teachers. As a result of the collaboration a new curriculum serving the future working life was formed.
The statement of the advisory board of the degree programme of oral hygienist about the development of the curriculum: The advisory board has actively participated in the collaboration of developing the Learner’s path. The advisory board views the Learner’s path as project based, competence based and evidence based. The advisory board notes that the Learner’s path is EU qualified and enables the mobility of students. The Learner’s path takes the requirements of future working life well into account.