vocational qualification in social and health care, practical nurse 2010

Requirements for Vocational Qualifications
VOCATIONAL QUALIFICATION IN
SOCIAL AND HEALTH CARE,
PRACTICAL NURSE
2010
Study Programme/Specialisation in
Customer Services And Information Management
Emergency Care
Rehabilitation
Children’s And Youth Care And Education
Mental Health And Substance Abuse Welfare Work
Nursing And Care
Oral And Dental Care
Care For The Disabled
Care For The Elderly
Regulation 17/011/2010
Publications 2011:21

© Finnish National Board of Education
Publications 2011:21
ISBN 978-952-13-4873-0 (pdf)
Translation: Wasa Translations
Layout: Layout Studio Oy/Marke Eteläaho
www.oph.fi/english

REGULATION
Vocational upper secondary education and training providers
Qualification committees in the field
17 February 2010 17/011/2010
Period of validity:
effective 1 Aug 2010 until further notice
Acts on which the issuing of the Regulation
is based:
Act 630/1998, Section 13 (2)
Decree 811/1998, Section 10 (12)
Act 631/1998 13, Section (2)
Repeals National Board of Education Regulations
12.2.2001 no. 7/011/2001
19.5.2006 no. 24/011/2006
and for this qualification the following Regulations
1.8.2001 no. 42/011/2001
19.6.2002 no. 34/011/2002
27.8.2004 no. 28/011/2004
30.9.2005 no. 32/011/2005
13.2.2007 no. 5/011/2007
REQUIREMENTS FOR VOCATIONAL
QUALIFICATIONS
Amends National Board of Education Regulation
Vocational Qualification in Social and Health Care –
The Finnish National Board of Education has rendered its decision regarding
the qualification requirements (national core curriculum and competence-based
qualification principles) of the Vocational Qualification in Social and Health Care in
accordance with the annexe.
The Regulation must be observed in all upper secondary education and training
(curriculum-based education and training) and competence-based qualifications
started after 1 August 2010. All education and training and competence-based
qualifications that have started prior to the entry of this Regulation into force may be
completed in accordance with Regulation 12.2.2001 no. 7/011/2001 and 19.5.2006
no. 24/011/2006 by 31 July 2020, unless otherwise stipulated in other statutes and
Regulations.
In curriculum-based education and training, the education provider must draw
up and approve a curriculum in compliance with the terms stipulated in these
qualification requirements.
In providing education and training leading to a competence-based qualification, the
education provider determines the educational content and provision in accordance
with the qualification requirements. An opportunity to complete a competencebased
qualification must be provided to all candidates.
The education provider, qualification provider and qualification committee shall
comply with the terms stipulated in this Regulation and shall not deviate in any way
from it.
Director General
Counsellor of Education
Timo Lankinen
Aira Rajamäki
ANNEXE
Vocational Qualification in Social and Health Care

CONTENTS
INTRODUCTION 7
1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
(PRACTICAL NURSE) 8
1.1 Objectives of the Vocational Qualification in Social and Health Care 8
1.2 The structure of the Vocational Qualification in Social and Health Care 14
1.3 Key competences for lifelong learning 17
1.4 Eligibility for further studies 20
2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL
EDUCATION AND TRAINING 21
2.1 Design and contents of the curriculum 21
2.1.1 Common part of the curriculum 22
2.1.2 Qualification specific part of the curriculum 22
2.1.3 Individual study plan 23
3 COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION 24
3.1 General on competence-based qualification system 24
3.2 Arranging competence-based qualifications 24
3.3 Completing a competence-based qualification 25
3.4 Requirements of competence-based qualifications 25
3.5 Individualisation in competence-based qualifications 26
3.6 Assessment of vocational skills in a competence-based qualification 26
3.7 Certificates 27
3.8 Preparatory training for competence-based qualifications 28
4 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF
THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE 29
4.1 Compulsory modules for all 29
4.1.1 Support and guidance of growth 29
4.1.2 Nursing and care 37
4.1.3 Rehabilitation support 49
4.2 Study Programme or Specialisation in Customer Services and Information Management 57
4.2.1 Customer Service and Information Management 57
4.3 Study Programme or Specialisation in Emergency Care 66
4.3.1 Working in an Emergency Care Service 66
4.3.2 Accident and emergency nursing 79
4.3.3 Perioperative nursing 88
4.4 Study Programme or Specialisation in Rehabilitation 96
4.4.1 Rehabilitation 96
4.5 Study Programme or Specialisation in Children’s and Youth Care and Education 109
4.5.1 Children’s and Youth Care and Education 109
4

4.6 Study Programme or Specialisation in Mental Health and Substance Abuse Welfare Work 122
4.6.1 Mental Health and Substance Abuse Welfare Work 123
4.7 Study Programme or Specialisation in Nursing and Care 131
4.7.1 Clinical nursing and care 131
4.8 Study Programme or Specialisation in Oral and Dental Care 142
4.8.1 Oral and Dental Care 142
4.9 Study Programme or Specialisation in Care for the Disabled 152
4.9.1 Care for the Disabled 152
4.10 Study Programme or Specialisation in Care for the Elderly 163
4.10.1 Care for the Elderly 163
4.11 Optional modules for all 175
4.11.1 Modules from Vocational Qualification in Social and Health Care 175
4.11.1.1 Accident and emergency nursing 175
4.11.1.2 Perioperative nursing 176
4.11.1.3 Home care and nursing of the elderly 177
4.11.2 Modules from vocational upper secondary qualifications 186
4.11.3 Module from further vocational qualifications 187
4.11.4 Module from specialist vocational qualifications 188
4.11.5 Module from polytechnic degrees 189
4.11.6 Locally offered modules 189
4.12 Other optional modules in vocational upper secondary education and training 190
4.12.1 Entrepreneurship 190
4.12.2 Workplace Instructor Training 195
4.12.3 In-depth and enhancing vocational modules 198
4.12.4 Core subjects 198
4.12.5 General upper secondary studies 198
4.13 Modules providing individual in-depth vocational competence
(modules that expand the scope of a vocational upper secondary qualification) 199
4.13.1 Business Operations 199
4.13.2 Modules from vocational qualifications (vocational upper secondary qualifications,
further vocational qualifications and specialist vocational qualifications) 203
4.13.3 Locally offered modules providing in-depth vocational competence in
curriculum-based vocational education and training 205
4.13.4 Another study programme or specialisation in the Vocational Qualification in
Social and Health Care 205
4.13.5 Plaster casts and different support techniques in immobilisation 205
4.14 Final Project in curriculum-based vocational education and training 216
5 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL
EDUCATION AND TRAINING 217
5.1 Compulsory Modules 217
5.1.1 Mother tongue 217
5.1.1.1 Mother tongue, Finnish 217
5.1.1.2 Mother tongue, Swedish 220
5.1.1.3 Mother tongue, Saami 220
5.1.1.4 Mother tongue, sign language 223
5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users 225
5.1.1.6 Mother tongue, Finnish as a second language 227
5.1.1.7 Mother tongue, Swedish as a second language 229
5.1.1.8 Mother tongue, Finnish or Swedish for sign language users 230
5.1.1.9 Mother tongue, Romany 232
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5.1.2 Second national language 233
5.1.2.1 Second national language, Swedish 233
5.1.2.2 Second national language, Finnish 235
5.1.3 Foreign language 237
5.1.3.1 Foreign language, A language 237
5.1.3.2 Foreign language, B language 239
5.1.4 Mathematics 240
5.1.5 Physics and chemistry 242
5.1.6 Social, business and labour-market subjects 244
5.1.7 Physical education 246
5.1.8 Health education 247
5.1.9 Arts and culture 249
5.2 Optional modules 251
5.2.1 Optional additional modules to compulsory core subjects 251
5.2.2 Environmental studies 251
5.2.3 Information and communications technology 253
5.2.4 Ethics 255
5.2.5 Cultural knowledge 257
5.2.6 Psychology 259
5.2.7 Entrepreneurship 261
6 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 264
7 STUDENT ASSESSMENT IN CURRICULUM-BASED VOCATIONAL UPPER SECONDARY
EDUCATION AND TRAINING 265
7.1 Tasks and objectives of assessment 265
7.2 Informing about assessment 265
7.3 Recognition and validation of a student’s prior learning 266
7.4 Assessment of learning and competence 268
7.5 Deciding on the grade 270
7.6 Storing assessment material 271
7.7 Reassessment and improving the grade 271
7.8 Rectification of assessment 271
7.9 Certificates 271
7.10 Assessment in special education 275
7.11 Assessing immigrant students and those representing different languages and cultures 276
8 OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 278
8.1 Guidance and counselling and personal study plan 278
8.2 On-the-job learning and working safety 280
8.3 Vocational special education 281
8.4 Teaching immigrants and representatives of different language and cultural groups 283
8.5 Apprenticeship training 286
8.6 Cooperation between home and educational institution 287
8.7 Student welfare services 287
9 APPENDIX 289
9.1 Description and value premises of the Social and Health Care field 289
9.2 Qualification specific health requirements in vocational upper secondary education and training 291
9.3 Vocational skills requirements, targets of assessment and general assessment criteria 292
6

INTRODUCTION
A vocational qualification can be completed both as a curriculum or competencebased
qualification. The requirements of a vocational qualification include both the
requirements of the upper secondary vocational qualification and the requirements
of a competence-based qualification and therefore their terminology has been made
more uniform. The requirements of a vocational qualification is a regulation and
it guides the providers of both curriculum-based training as well as competencebased
qualifications, and the electronic version of the qualification requirements
document allows one to distinguish, when necessary, the sections that relate to vocational
upper secondary education and training (curriculum-based training) and
competence-based training. Chapters 1 and 4 together with the parts describing the
vocational field and the value basis in Chapter 9 are common. Chapters 2, 5, 6, 7
and 8 only concern vocational qualifications completed in vocational upper secondary
education and training and Chapter 3 those completed as competence-based
qualifications.
The term module of a qualification compares with the term of study entity
used earlier in curriculum-based training. A qualification consists of vocational
study modules and in vocational upper secondary education and training also of
core subjects and free choice modules. Additional modules can be included in a
qualification when that is necessary in view of working life sector specific or local
vocational requirements or the need for in-depth professional skills of the would-be
qualification holder.
The requirements of a vocational qualification state the objectives set for the
qualification and study programme or specialisation, structure of qualification,
module specific skills requirements or objectives, targets of assessment and assessment
criteria for core subjects as well as the ways of demonstrating vocational skills
in the case of vocational study modules. These requirements also include other provisions
concerning vocational upper secondary education and training as well as
competence-based qualifications.
The requirements of vocational qualification modules and the objectives of
core subjects have been defined as learning outcomes (knowledge, skills, competence).
This forms the basis for describing the targets of assessment through mastering
the work process, work method, equipment and material as well as underpinning
knowledge and the key competences for lifelong learning.
An education provider approves a curriculum for upper secondary vocational
education and training based on the qualification requirements. When arranging
preparatory training for competence-based qualifications, the provider decides its
contents and how to arrange it in compliance with the qualification requirements.
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1
OBJECTIVES AND STRUCTURE OF
THE VOCATIONAL QUALIFICATION IN
SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
1.1 Objectives of the Vocational Qualification in
Social and Health Care
Practical nurses who have completed the Vocational Qualification in Social and
Health Care, work with and for people. Practical nurses know how to meet clients
and patients of different ages and promote their health and well-being through their
actions. Practical nurses work with nursing, care, education, and rehabilitation tasks
in the social and health care sector. They can help and guide the client and patient,
based on the client/patient’s resources, individually and equally in everyday situations.
They can guide the client and patient in maintaining his/her functional abilities,
as well as regular lifestyle, e.g. nutrition, physical exercise and life management.
They can guide and support their clients and patients in applying for and using
different welfare services and, when needed, they can refer their clients/patients to
various peer support organisations.
Practical nurses can exploit their extensive social and health care competence
in different settings and in working with clients and patients with different cultural
backgrounds, as well as with their families. The practical nurses’ extensive social and
health care competence enables them to move flexibly between different tasks in
the field. In their work, they exploit more specialised skills in accordance with their
study programme or specialisation. Practical nurses work systematically and flexibly
in changing situations and they can make choices and decisions creatively.
They abide with the values of the field of social and health care. They are able
to recognise, deal with and solve ethical problems in their work and comply with vocational
ethics. Practical nurses work in a responsible and fair manner, in accordance
with their rights and obligations. They are primarily accountable for their work to
the client, but also to the society. Practical nurses maintain their vocational skills
by remaining updated with vocational developments, improving and consolidating
their vocational competence through further training or seeking admission to further
studies. Practical nurses look after their own ability to function and work, their
occupational well-being and the constant development of their vocational skills.
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Practical nurses encounter their clients holistically, humanely and tolerantly.
They respect the ideology, values and experiences of their clients and patients. An
approach geared towards promoting the client’s health, well-being and rehabilitation
in every respect is emphasised in a practical nurse’s work. They pay close attention
to client and patient safety, prevent accidents and work in a safe and ergonomically
correct manner. They can recognise threats of violence and its different forms (e.g.
domestic violence) and they participate in the prevention of violence and marginalisation.
A practical nurse works in a client-based manner with disabled clients or
patients (incl. people with impaired vision and/or sense of hearing), promote their
functional abilities and guide them in the use of aid-devices and in the rehabilitation
service system of the social and health care field. They participate in the promotion
of health and in preventive mental health and substance abuse welfare work, as well
as in the prevention of common diseases, both in the case of individuals and communities.
Practical nurses are able to work in multi-disciplinary and multi-cultural teams
and projects. They can cooperate constructively with different vocational groups
and communicate appropriately in different situations. They exploit their vocational,
interactive, human relations and negotiation skills, as well as their language
proficiency at work. They utilise peer support between client and patient groups
and members of the work community. Practical nurses pay attention to the aesthetic
aspects of their working and living environment, as a factor which promotes wellbeing.
Practical nurses master the core knowledge of their profession, dealing with
connections between man and his psychosocial and physical environment and the
society. They can exploit technology in their own field, including information
technology. They are capable of embarking on entrepreneurship and working in
networks and multicultural settings. They are capable of paying attention to the
environmental and economical impact of their actions, and work in an economical
and effective manner, not forgetting high quality. They comply with the principles
of sustainable development in their work. They possess the skills of lifelong learning
and are able to acquire and apply new information in their work and justify their
decisions.
Practical nurses who have completed the study programme or specialisation in Customer Service
and Information Management are able to work responsibly in a multi-disciplinary team
in the social and health care field. They support the client and patient individually
and in a client-based manner in promoting and maintaining the health and ability
to function. They have to determine the client or patient’s need for treatment
and be capable of independent decision-making. They can schedule appointments,
write documents and deal with tasks related to patient documents. They are able to
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OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
exploit data and communications technology in a variety of ways and work in reception
and outpatient care. Practical nurses who have completed the study programme
or specialisation in Customer Service and Information Management are able to prepare
and carry out treatments or assist in them. They can guide the patient or client
through the examinations and treatments and monitor them afterwards. They can
exploit the knowledge related to customer service and information management
in their work. The typical workplaces for practical nurses who have completed this
study programme or specialisation include health care centres, hospital departments
and wards, medical and occupational health clinics and social welfare units.
Practical nurses who have completed the study programme or specialisation in Emergency Care
are able to work safely in different emergency care settings and tend to patients in
ambulances or emergency departments. They can work in the patient’s care process
at outpatient departments or perioperative nursing units. Practical nurses are able
to use the knowledge required in emergency care, the treatment of emergency patients
and perioperative nursing and engage in multi-disciplinary cooperation with
authorities. They can take account of the impact of different diseases and injuries on
the vital functions and behaviour. Practical nurses are able to arrange psychosocial
support for the emergency patient and his/her family and other involved parties.
They can use nursing equipment and health care devices and look after the daily
servicing and working order of the equipment, devices and the ambulance. They
can also drive the ambulance. They can perform different repositioning and immobilisation
procedures, as well as the most common plaster casting of fractures of
lower and upper extremities, as well as the related guidance of the patient. The typical
workplaces for practical nurses who have completed this study programme or
specialisation include patient transportation companies or the emergency care units
of the rescue departments, hospital or health centre emergency departments, as well
as surgical wards at university or central hospitals.
Practical nurses who have completed the study programme or specialisation in Rehabilitation are
able to guide and support, in a resource-based manner, the rehabilitation of clients
of different ages and descriptions, and promote their functional abilities, health and
well-being through a rehabilitative approach as a member in a multi-disciplinary
team. In their work, they can exploit their knowledge related to rehabilitation. Practical
nurses guide the clients in daily activities and exploit different methods of
communication in interaction and communication. Practical nurses who have completed
the study programme or specialisation in Rehabilitation are able to advise the
clients to take up physical exercise which promotes health. They can apply various
ability measurements carried out by rehabilitation professionals, arrange functional
ability and performance tests within a practical nurse’s area of responsibility and
guide the clients in acquiring and using different mobility, dressing and gripping
10

aids. They are able to utilise the clients’ social network and employ networking
methods and support clients in participating in activities outside the home, e.g. in
work, hobbies or leisure activities. The typical workplaces for practical nurses who
have completed this study programme or specialisation include the client’s home,
intermediary forms of accommodation after home care, activity and work centres,
workshops, service centres, spas, health centre wards and rehabilitation units, as well
as different third sector jobs in rehabilitation.
Practical nurses who have completed the study programme or specialisation in Children’s and Youth
Care and Education are able to plan, implement and assess the care and education of
children and adolescents of different ages, in multi-disciplinary cooperation in different
settings. Practical nurses are also conversant in the care and education of
children and adolescents, who are sick and require special support. They can guide
an individual child and adolescent as well as different groups and support interaction
between children and adolescents. They can work in a responsible, child-based
and family-focused manner. In their work, practical nurses exploit their knowledge
related to the care and education of children and adolescents. Practical nurses who
have completed the study programme or specialisation in Children’s and Youth Care
and Education can guide families in exploiting the different services and benefits
offered by the society. They can promote the health, well-being and safety of children
and adolescents and recognise threats related to them, as well as prevent such
threats. Typical workplaces for practical nurses who have completed this study programme
or specialisation include different early education settings, e.g. day care
centres, schools, child welfare units, paediatric hospitals and family work.
Practical nurses who have completed the study programme or specialisation in Mental Health and
Substance Abuse Welfare Work are able to promote, through their actions, mental health
and abstinence, contribute to the prevention of problems and consolidate the position
of mental health and substance abuse clients. They can plan, implement and assess
the care and rehabilitation process of mental health and substance abuse clients
of different ages. Practical nurses assess the functional abilities, the ability to cope
with daily activities and the need for security and assistance of mental health and
substance abuse clients They exploit the knowledge related to mental health and
substance abuse welfare work, as well as care and rehabilitation methods in mental
health and substance abuse welfare work in different settings. Practical nurses who
have completed the study programme or specialisation in Mental Health and Substance
Abuse Welfare Work engage in human relations work, in cooperation with
the client and patient, his/her family and the multi-disciplinary team and other
experts. Nurses have to dip into their own personalities, constantly develop themselves
and their self-knowledge and ability to take care of their own occupational
well-being. Typical workplaces for practical nurses who have completed this study
11

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OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
programme or specialisation include mental health and substance abuse units, either
in the public or private sector.
Practical nurses who have completed the study programme or specialisation in Nursing and Care
are able to plan, implement and assess the client or patient’s nursing, care and rehabilitation,
independently and as a member of a multi-disciplinary team, in different
settings. In their work, they exploit the multi-disciplinary knowledge related to
nursing and care. The work focuses on promoting the health, functional abilities,
safety and well-being of clients or patients, and prevent and remove threats. Practical
nurses who have completed this programme or specialisation are able to guide the
patient or client in nutritional issues, regular lifestyle and physical exercise, which
promotes health, and provide pharmacotherapy. They can promote the client or patient’s
interaction with his/her environment and daily coping and guide and support
them in tackling different social problems. Nursing and care requires independent
decision-making and the constant development of vocational skills. Typical workplaces
for practical nurses who have completed this study programme or specialisation
include health care centres, hospitals, private health care, old people’s home,
service centres or the client’s own home.
Practical nurses who have completed the study programme or specialisation in Oral and Dental
Care are able to work in the oral health care service system, as members of multidisciplinary
teams, and guide clients and patients in the use of services. They can
observe aseptics and take care of the working order of the care environment and
service the equipment. They are able to assess the status of the client or patients’ oral
health and guide clients or patients in promoting oral health. Practical nurses work
as members of multi-disciplinary teams in oral and dental examination, filling and
root treatment, the extraction of teeth and in the treatment of periodontal diseases.
In addition, they master the pharmacotherapy in their own field. They can use the
basic instruments, methods and materials in their field, work ergonomically and
recognise health hazards related to their work. They also participate in orthodontic,
oral surgery, prosthetic and occlusive physiology procedures, supported by their
teams. They exploit the knowledge related to oral and dental health care. Typical
workplaces include public and private oral and dental care units.
Practical nurses who have completed the study programme or specialisation in Care for the Disabled
are capable of planning, implementing and assessing the care, education and
rehabilitation of clients of different ages and types of disabilities and from different
cultures, in a client-based manner and as members of multi-disciplinary teams.
In their work, they exploit the knowledge related to care for the disabled. They
respect the disabled client’s right to decide on his/her own matters, support his/
her participation and recognise their own way of exercising their powers. Practical
nurses can communicate with different clients and, when needed, use communica-
12

tion methods which support and compensate for speech. They can exploit different
aid-devices and guide the clients in their safe use. They are able to support and
guide the disabled client in promoting his/her health and encounter clients who
behave in a challenging way. Practical nurses who have completed the programme
or specialisation in Care for the Disabled can plan a pleasant and safe residential
and living environment for the disabled client, together with the client. The work
focuses on human relations, together with the disabled client, his/her family and a
multi-disciplinary team. It requires creative problem-solving skills and the constant
development of one’s own performance. Typical workplaces include different settings
for the care for the disabled.
Practical nurses who have completed the study programme or specialisation in Care for the Elderly
are able to plan, implement and assess the care, services and social interaction
which maintain the functional abilities and promote the rehabilitation of elders or
patients with dementia, in different settings. They can guide and support elders
or people with dementia in daily activities and decision-making procedures concerning
their lives, and support their participation together with their families and
cooperation networks. In their work, they can take the client’s life history, resources
and individual situation in life into account. They are able to promote the client’s
good, meaningful and safe life through their actions. Practical nurses who have
completed this study programme or specialisation can guide the elderly and their
families in promoting physical and mental health, adopting a healthy lifestyle, and
exploit methods which promote rehabilitation and functional abilities and pay attention
to occupational safety. They can develop their vocational skills and care for
the elderly and exploit the multi-disciplinary knowledge in their own field. Typical
workplaces in this study programme or specialisation in the public, private and third
sector, include home care, day activities, service homes and centres, dementia units,
old people’s homes and hospitals.
In addition vocational upper secondary education and training is to support students’
development into good and balanced persons and members of society as well
as to provide the students with the knowledge and skills needed in view of versatile
development of further studies, hobbies and his/her personality as well as to support
lifelong learning (Act 630/98, section 5).
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OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
1.2 The structure of the Vocational Qualification in
Social and Health Care
The Vocational Qualification in Social and Health Care, Practical Nurse, 120 credits
In vocational upper secondary education
In competence-based qualification
4. Vocational modules, 90 credits 4. Vocational modules
The modules include a minimum of 29 credits of
on-the-job-learning, a minimum of 5 credits of
entrepreneurship and a final project (2 credits).
4.1 Compulsory modules for all
4.1.1 Support and guidance of growth, 15 cr
4.1.2 Nursing and care, 20 cr
4.1.3 Rehabilitation support, 15 cr
The qualification comprises one compulsory study programme.
4.2 Study Programme in Customer Services and Information
Management
4.2.1 Customer service and information
management, 30 cr
4.3 Study Programme in Emergency Care
4.3.1 Working in an emergency care service,
20 cr
and
4.3.2 Accident and emergency nursing, 10 cr or
4.3.3 Perioperative nursing, 10 cr
4.4 Study Programme in Rehabilitation
4.4.1 Rehabilitation, 30 credits
4.5 Study Programme in Children’s and Youth Care and Education
4.5.1 Children’s and youth care and education,
30 cr
4.6 Study Programme in Mental Health and Substance Abuse
Welfare Work
4.6.1 Mental health and substance abuse welfare
work, 30 cr
4.7 Study Programme in Nursing and Care
4.7.1 Clinical nursing and care, 30 cr
4.8 Study Programme in Oral and Dental Care
4.8.1 Oral and dental care, 30 cr
4.9 Study Programme in Care for the Disabled
4.9.1 Care for the disabled, 30 cr
4.10 Study Programme in Care for the Elderly
4.10.1 Care for the elderly, 30 cr
4.1 Compulsory modules for all
4.1.1 Support and guidance of growth
4.1.2 Nursing and care
4.1.3 Rehabilitation support
The qualification comprises one compulsory specialisation.
4.2 Specialisation in Customer Services and Information
Management
4.2.1 Customer service and information
management
4.3 Specialisation in Emergency Care
4.3.1 Working in an emergency care service
and
4.3.2 Accident and emergency nursing or
4.3.3 Perioperative nursing
4.4 Specialisation in Rehabilitation
4.4.1 Rehabilitation
4.5 Specialisation in Children’s and Youth Care and Education
4.5.1 Children’s and youth care and education
4.6 Specialisation in Mental Health and Substance Abuse
Welfare Work
4.6.1 Mental health and substance abuse welfare
work
4.7 Specialisation in Nursing and Care
4.7.1 Clinical nursing and care
4.8 Specialisation in Oral and Dental Care
4.8.1 Oral and dental care
4.9 Specialisation in Care for the Disabled
4.9.1 Care for the disabled
4.10 Specialisation in Care for the Elderly
4.10.1 Care for the elderly
14

4.11 Optional modules for all
The student is to choose 10 credits from modules
4.11.1–4.12.5.
4.11.1 Module from Vocational Qualification in
Social and Health Care, 10 cr
4.11.2 Modules from vocational upper secondary
qualifications, 5–10 cr
4.11.3 Module from further vocational
qualifications
4.11.4 Module from specialist vocational
qualifications
4.11.5 Module from polytechnic degrees
4.11.6 Locally offered modules, 5–10 cr
4.12 Other optional modules in vocational upper secondary
education and training, 0–10 cr
4.12.1 Entrepreneurship, 10 cr
4.12.2 Workplace instructor training, 2 cr
4.12.3 In-depth and enhancing vocational modules,
5–10 cr
4.12.4 Core subjects, 0–10 cr
4.12.5 General upper secondary studies, 0–10 cr
4.13 Modules providing individual in-depth vocational
competence (modules that expand the scope of
a vocational upper secondary qualification)
4.13.1 Business operations, 10 cr
4.13.2 Modules from vocational qualifications
(vocational upper secondary qualifications,
further vocational qualifications and
specialist vocational qualifications)
4.13.3 Locally offered modules providing in-depth
vocational competence in curriculum-based
vocational education and training
4.13.4 Another study programme from the Vocational
Qualification in Social and Health
Care, 30 cr
4.13.5 Plaster casts and different support techniques
in immobilisation, 10 cr
4.11 Optional modules for all
The examinee is to choose one module from
modules 4.11.1–4.11.4.
4.11.1 Module from Vocational Qualification in
Social and Health Care
4.11.2 Modules from vocational upper secondary
qualifications
4.11.3 Module from further vocational
qualifications
4.11.4 Module from specialist vocational
qualifications
4.13 Modules providing individual in-depth vocational
competence (modules that expand the scope of
a vocational upper secondary qualification)
4.13.1 Business operations
4.13.2 Modules from vocational qualifications
(vocational upper secondary
qualifications, further vocational
qualifications and specialist vocational
qualifications)
4.13.4 Another specialisation from the Vocational
Qualification in Social and Health Care
4.13.5 Plaster casts and different support techniques
in immobilisation
15

1
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
In vocational upper secondary education
5. Core subjects in curriculum-based vocational education and training, 20 credits
5.1 Compulsory modules for all Compulsory Optional
5.1.1 Mother tongue
5.1.2 Second national language
5.1.2.1 Second national language, Swedish
5.1.2.2 Second national language, Finnish
5.1.3 Foreign language
5.1.4 Mathematics
5.1.5 Physics and chemistry
5.1.6 Social, business and labour-market subjects
5.1.7 Physical education
5.1.8 Health education
5.1.9 Arts and culture
5.2 Optional modules
5.2.1 Optional additional modules to compulsory core subjects,
see Chapters 5.1.1–5.1.9 above
5.2.2 Environmental studies
5.2.3 Information and communications technology
5.2.4 Ethics
5.2.5 Cultural knowledge
5.2.6 Psychology
5.2.7 Entrepreneurship
4 credits
1 credit
1 credit
2 credits
2 credits
3 credits
2 credits
1 credit
1 credit
1 credit
1 credit
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0–4 credits
0-4 credits
0-4 credits
0-4 credits
0-4 credits
0-4 credits
0-4 credits
16 credits 4 credits
In education provided in Swedish, the scope of studies in the second national language is 2 credits,
and the scope of the compulsory core subjects in vocational qualification is 17 credits and the scope of
optional modules is 3 credits.
The scope of compulsory studies in both physical education and health education is 1 credit. Education
provider can divide the compulsory studies in physical education and health education differently, but
yet in such a way that their overall scope totals two credits.
6. Free-choice modules in vocational upper secondary education, 10 credits
The qualification modules comprise a minimum of 1.5 credits of student counselling
Principles of a vocational qualification
Vocational qualifications are made up of vocational modules, which are either compulsory
or optional. Curriculum-based qualifications also include compulsory and
optional core subjects as well as free choice modules. Furthermore, a qualification
can be personalised by including more modules, which expand the qualification,
when that is necessary from to meet sector specific working life requirements or
local vocational needs and to enrich the candidate’s vocational skills. Qualification
specific rules on optional modules are presented above in the table introducing the
Vocational Qualification in Social and Health Care..
16

Student (curriculum-based training) or candidate (competence-based qualifications)
can also include modules from other vocational qualifications in the vocational
upper secondary qualification.
To improve his/her eligibility to pursue further studies a student can choose
general upper secondary studies, even take the matriculation examination. These
studies can compensate for core subjects, other optional qualification modules and
free choice studies.
To facilitate making choices and validation of prior learning easier, the compensation
principles for studies completed or to be completed in a general upper
secondary school have been described in Section 5 Core subjects. Defining the principles
of compensation also promotes cooperation between education providers and
the use of common training provision.
Completing the whole qualification is the primary goal in education and training
leading to a qualification provided in accordance with the Act on Vocational
Education and Training. A student can also take a vocational qualification one or
more modules at a time to give a more profession specific result when it is appropriate
considering the individual’s learning abilities, life situation or employability. The
student must have flexible opportunities to complete the qualification at a later date.
In these kinds of situations the education provider draws up a plan, preferably in
cooperation with the employer, for completing the qualification.
1.3 Key competences for lifelong learning
These key competences for lifelong learning are taken to mean such competence as
is needed in continuous learning, in seizing future and new situations as well as in
coping with the changing working life environment. They are an important part of
vocational skills and reflect an individual’s intellectual flexibility and ability to manage
different situations. They increase the vocational civilisation and civic readiness
needed in all fields and help the students or candidates to keep up with the changes
in society and working life as well as to act under changing conditions. They also
play a major part in one’s quality of life and development of personality.
In addition to common emphases of the previous core curriculum of vocational
upper secondary education, the Requirements of competence-based qualifications
and key competences common to all vocational fields, the key competences for
lifelong learning are considered to include cross-curricular themes from basic and
general upper secondary education together with the recommendations for the key
competences for lifelong learning 2005/0221 (COD) made by the European Union
Parliament and the Commission.
17

1
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
The key competences for lifelong learning are included in the objectives of the
requirements of vocational qualification modules and their assessment criteria. The
key competences for lifelong learning to be assessed separately consist of the following:
learning and problem solving, interaction and cooperation, vocational ethics
and health, safety and ability to function.
Key competences for lifelong learning are
1. Learning and problem solving
2. Interaction and cooperation
3. Vocational ethics
4. Health, safety and ability to function
5. Initiative and entrepreneurship
6. Sustainable development
7. Aesthetics
8. Communication and media skills
9. Mathematics and natural sciences
10. Technology and information technology
11. Active citizenship and different cultures
Description of the key competences for lifelong learning
Learning and problem solving
The student or candidate plans his/her activities and develops himself/herself and
the work. He/she assesses his/her own competence, solves problems and makes decisions
and choices in his/her work. Student/candidate is adaptive, innovative and
creative in his/her line of work, acquires information and analyses, assesses and applies
it.
Interaction and cooperation
The student or candidate acts appropriately in different interactive situations and
also expresses different views clearly, constructively and in a way that creates confidence.
He/she works cooperatively with different people and as a member of a team
and also treats all people equally. He/she observes common rules of behaviour and
regulations. He/she makes use of the feedback given.
18
Vocational ethics
The student or candidate observes the value basis of the profession. He/she is committed
to his/her work and acts responsibly following the contracts made and Vocational
ethics.

Health, safety and ability to function
The student or candidate acts safely and responsibly at work and leisure as well as
in traffic and also leads a healthy life and maintains his/her ability to function and
work. He/she works ergonomically and takes physical exercise needed in the profession
and also acts in a manner that prevents the dangers and health hazards in the
working environment.
Initiative and entrepreneurship
The student or candidate works towards completing the objectives set. He/she takes
initiative and acts in a customer-oriented way as an employer and/or entrepreneur.
He/she plans activities and works to reach the objectives set. He/she acts economically
and is result-orientated. He/she sets personal goals in line with the overall
objectives.
Sustainable development
The student or candidate acts according to ecological, economical, social and cultural
principles sustainable development in the profession. He/She observes the
rules, regulations and contracts of sustainable development prevailing in the sector.
Aesthetics
The student or candidate takes into consideration the aesthetic factors in his/her
line of work. He/she contributes to and maintains the niceness and aesthetics of the
working environment.
Communications and media skills
The student or candidate uses his/her language skills in a way that is appropriate,
varied and interactive considering the situation. Student/candidate observes, interprets
and assesses different media products critically. He/she uses the media and
information technology as well as produces media material.
Mathematics and natural sciences
The student or candidate uses basic mathematics to solve mathematic equations at
work and in everyday life. He/she uses for example formulas, graphs, patterns and
statistics to help solve work related assignments and problems. Student/candidate
applies methods and practices that are based on the laws of physics and chemistry
at work.
19

1
OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE (PRACTICAL NURSE)
Technology and information technology
The student or candidate makes versatile use of technologies used in his/her profession.
He/she considers the technological benefits, limitations and risks. He/she
makes versatile use of computer technology as a professional and a citizen.
Active citizenship and different cultures
The student or candidate participates constructively in the activities and decision
making of the community. He/she acts according to his/her rights and responsibilities
both at work and in everyday life. He observes the acts on equality. He/she acts
appropriately and considering the requirements of working life with people from
different cultural backgrounds both at home and in international operations.
1.4 Eligibility for further studies
According to Paragraph 4 of the Vocational Education and Training Act, vocational
upper secondary studies grant the student eligibility to further his/her studies in
universities or universities of applied sciences.
20

2
IMPLEMENTATION OF NATIONAL REQUIREMENTS IN
CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING
2.1 Design and contents of the curriculum
According to the Vocational Education and Training Act (630/1998, section 14)
the education provider must endorse for its training a curriculum that is based on
the qualification requirements mentioned in this document. It must contain the
procedures that ensure that the education reaches the tasks and objectives (Act
630/1998, section 5). A curriculum must be approved separately for education provided
in Finnish, Swedish and Saami and also for education in any other language
when necessary. The curriculum of an education provider is a public document.
The curriculum regulates and directs the education offered by the provider and all
other activities closely related to it. To give the student protection under the law,
the curriculum must provide adequate information about the modules and studies
included in the qualification, assessment and arrangements concerning completion
of the studies. The curriculum must be compiled so that it enables the students to
individually select vocational studies as well as to complete general upper secondary
studies and the matriculation examination. The curriculum also acts as a basis for
internal and external evaluation and also allows evaluating the effectiveness of the
education offered by the education provider.
The education provider reserves the recourses needed for the education. The
education provider also sees that the curriculum allows the student to achieve the
objectives set for the qualification, to receive enough teaching and counselling he/
she needs regardless of the way the education is organized on each workday, also
during on-the-job learning and skills demonstrations.
The curriculum consists of the common part for all the fields of vocational
education and training and qualification specific part of the curriculum.
21

2
IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
2.1.1 Common part of the curriculum
The common principles and procedures for all the upper secondary qualifications
and core values of the education provider are defined in the common part of the
curriculum.
The common part of the curriculum consists of at least
• providing education and training as curriculum-based vocational education
and training, as training arranged at a workplace in connection with practical
work assignments and as apprenticeship training (Act 630/1998, sections 3,
15 and 17)
• arranging education and training as contact teaching, distance, multi-modal
(Act 630/1998, sections15) and e-learning
• plans and methods for completing a module or modules as well as students’
opportunities to add on to their studies and complete the whole qualification
• providing education in cooperation with other education providers and working
life (Act 630/1998, sections 14 and 10)
• teaching related measures promoting community spirit, which provides an opportunity
for reflecting values and getting to know our cultural heritage (Decree
811/1998, sections 9)
• common practices on performing student assessment (Act 601/2005, section
25a) in accordance with Chapter 7
• compliance with the regulations of Chapter 8
• staff development plan.
The education provider must include plans on how to promote equality, non-discrimination
and sustainable development in the curriculum. When organising the
education the education provider must also take into account the obligations in
other statutes concerning education and training.
2.1.2 Qualification specific part of the curriculum
The qualification specific part of the curriculum determines the organisation of the
vocational qualification modules and the core subjects, in cooperation with other
education providers and working life. It also determines the timing of the education,
learning environments and teaching methods, with the help of which the student
can achieve the vocational skills requirements and objectives of the qualification.
22

The qualification specific part also lists the studies the training provider offers
from other qualifications as well as the student’s opportunities to complete more
than one qualification. It includes the decision on the assessment plan for the vocational
modules and core subjects, which is to include skills demonstrations and other
assessment of competence.
Qualification specific part of the curriculum is to cover at least
• structure of the qualification of compulsory and optional vocational modules
and core subjects
• progression, timing and sequence of studies
• provision of free choice modules
• a plan on the provision of individual in-depth vocational modules (modules
enhancing a vocational upper secondary qualification)
• a plan on assessment of the modules and methods used for assessment of competence
• a plan on assessing vocational modules in a way that it includes a plan on
implementation and assessment of skills demonstrations approved by the local
board for vocational skills demonstrations
• locally offered modules, their skills requirements, targets of assessment and
criteria as well as the objectives, targets of assessment and assessment criteria
for the additional optional modules of compulsory core subjects.
2.1.3 Individual study plan
Vocational Education and Training Act (Act 630/1998, section 14) contains the
provision of a student’s right to make individual choices in his/her studies. Vocational
Education and Training Decree (Decree 811/1998, sections 3, 4 and 12a)
contains the provision of how to inform students of the training offered, of student
counselling and recognition and validation of prior skills. In order that a student’s
right to make individual choices is possible, the education provider must prepare
the student an individual study plan based on his/her individual starting point and
update it throughout the training offered.
23

3
COMPLETING A VOCATIONAL QUALIFICATION AS
A COMPETENCE-BASED QUALIFICATION
3.1 General on competence-based qualification system
The competence-based qualification system offers adults a flexible way of demonstrating,
renewing and maintaining their vocational competence, or when duties
change, qualifying for a new profession. In a competence-based qualification a person’s
vocational competence can be nationally and quality-wise acknowledged despite
whether the skills have been acquired through working experience, studies or
other activities. In the competence-based qualification system the employer side,
employee side and the training sector work in close cooperation when developing
the qualification structure, drawing up qualification requirements, planning and arranging
competence tests as well as when assessing test performances.
Vocational qualifications, further and specialist vocational qualifications can be
completed as competence-based qualifications. The Requirements of competencebased
qualifications describe vocational skills as working life competence requirements.
The qualifications are made up of modules, which are independent work
entities.
3.2 Arranging competence-based qualifications
The qualification committees appointed by the National Board of Education and
comprising the representatives of employers, employees, teachers and when necessary
self-employed persons, are responsible for arranging and controlling competence-based
qualifications and they award qualification certificates. The qualification
committees sign contracts on arranging competence-based qualifications
with education providers and when necessary other communities and foundations.
Competence-based qualifications must not be arranged without a valid contract
with the qualification committee concerned.
24

3.3 Completing a competence-based qualification
A competence-based qualification is completed by successfully demonstrating the
skills required in practical work assignments and activities in a competence test.
Each module must be assessed separately. Assessment is jointly carried out by representatives
of employers, employees and the training sector. In vocational fields
where self-employment is typical, this party is also to be considered when appointing
assessors. The qualification committee passes the final decision on assessment. A
qualification certificate can be awarded when all the modules required to make up
the qualification have been completed successfully.
3.4 Requirements of competence-based qualifications
The Requirements of competence-based qualifications define the modules to be included
in the qualification and possibly the structure of specialisation, qualification
contents, vocational skills required in each module, bases of assessment (targets and
criteria of assessment) as well as ways of demonstrating vocational competence.
A module is a vocational sub-entity, which can be discerned as a separately assessed
entity in a natural work process. The vocational skills requirements defined
in modules focus on profession specific key activities, control of processes and vocational
practices relevant in the field concerned. They include the skills commonly
required in working life, social skills for example.
Targets of assessment and criteria are derived from the vocational skills requirements.
Targets of assessment define the sectors of competence that special attention
will be paid to. Defining the targets of assessment also make it easier to assess vocational
competence in the work activity concerned. Assessment must cover all the
targets listed in the Requirements of competence-based qualifications. Assessment
criteria determine the quality and quantity levels for a successful performance.
The ways of demonstrating vocational skills include further instructions on
how to complete a qualification. The vocational skills are, in the main, demonstrated
in actual work assignments or tasks. The ways of demonstrating vocational
skills may also include, for example, instructions on how a test performance can be
supplemented, if necessary, in order for all the skills requirements to have been successfully
met.
25

3
COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
3.5 Individualisation in competence-based qualifications
Education provider is responsible for individualising the enrolment for a competence-based
qualification and for preparatory training, completing the qualification
as well as the acquisition of the vocational skills required. The National Board of
Education has issued a separate regulation on individualisation.
3.6 Assessment of vocational skills in a competence-based
qualification
The assessment of vocational skills must profoundly and carefully look into how the
qualification candidate has shown that he/she masters what the skills requirements
of the module concerned prescribe. The assessment criteria defined in the requirements
for the competence-based qualification are to be used. In assessment, a variety
of different and primarily qualitative assessment methods should be used. Using one
method only does not necessarily yield a reliable result. Vocational field and qualification
specific special features are taken into consideration in the assessment process
in accordance with the qualification requirements.
If a person completing a qualification has reliable evidence of competence
demonstrated earlier, the assessors assess its correspondence with the skills requirements
described in the requirements for the competence-based qualification. The
assessors suggest the document to the qualification committee for recognition as
part of a competence-based qualification. If the candidate has earlier demonstrated
his/her skills in one of the modules of this qualification either in curriculum-based
education or in a competence-based qualification, the earlier completed qualification
or its module must be presented for recognition as part of the competencebased
qualification to be completed. There is no general time limit to be set for
the skills acquired and demonstrated earlier but the validity of such skills can be
verified. The qualification committee makes the final decision on the recognition
of earlier demonstrated and reliably documented skills. If necessary, the candidate
must demonstrate the correspondence of his/her skills with the skills requirements
of the qualification in question.
Assessing vocational skills is a process where collecting assessment material and
documenting the assessment process are of key importance. The representatives of
working life and teachers carry out a careful and comprehensive tri-partite assessment.
Every person completing a qualification must learn the assessment criteria.
The candidate must be given an opportunity to self-assess his/her performance. The
provider of a competence-based qualification must draw up minutes of the assess-
26

ment of the module, which must be signed by the assessors. The candidate is given
feedback as part of a good assessment process. The qualification committee makes
the final decision on assessment.
Assessors
The persons assessing the qualification candidate’s vocational skills are to have good
vocational skills themselves in the area of the competence-based qualification in
question. The qualification committee and the provider of the competence-based
qualification agree on the assessors in the contract for arranging competence-based
qualifications.
Rectification of assessment
A person completing a qualification can, within the time limit specified by law, request
rectification of assessment from the qualification committee whose sector the
qualification in question falls in. A written request of rectification is addressed to
the qualification committee. Having heard the assessors, the committee can oblige
them to carry out a reassessment. A qualification committee decision on a claim for
rectification of assessment cannot be appealed.
3.7 Certificates
Qualification committee awards a qualification certificate or a certificate on completion
of a module or modules. A representative of the education provider issues a
certificate on completed preparatory training respectively. ¨The National Board of
Education has issued a regulation on the information to be included in the certificates.
A certificate on the completion of a qualification module or modules is awarded
at the request of a person completing a competence-based qualification. The
representatives of the qualification committee and the education provider sign the
qualification certificate or a certificate given after the completion of a module or
modules.
An entry in the Certificate of Vocational Skills approved by the National
Board of Education in proof of completion of a competence-based qualification
is comparable to a qualification certificate. The provider of the competence-based
qualification acquires and signs the Certificate of Vocational Skills. A Certificate of
Vocational Skills is subject to a fee.
27

3
COMPLETING A VOCATIONAL QUALIFICATION AS A COMPETENCE-BASED QUALIFICATION
3.8 Preparatory training for competence-based qualifications
In the case of a competence-based qualification no preconditions to attend preparatory
training can be set. However, these qualifications are primarily taken in connection
with such preparatory training. The education provider decides on the contents
and arrangement of preparatory training for competence-based qualifications
in compliance with the qualification requirements. The training and tests must be
structured according to the qualification modules to be completed. A person attending
such preparatory training must be provided an opportunity to participate in
competence tests and complete the qualification as part of the training.
In the registered professions within social and health care, the candidate is required
to participate in preparatory training or apprenticeship training and on-thejob
training in accordance with the document specifying his/her individual study
plan.
In the Vocational Qualifications in Social and Health Care, the education provider
shall in the preparatory training pay attention to the ambition of Act 812/2000
on the Status and Rights of Social Welfare Customers, to promote customer-orientation,
confidentiality of the customer relationship and the customer’s right to good
service and treatment in social welfare as well as the ambition of Act 559/1994 on
Health Care Professionals, to promote the safety of patients and the quality of health
care services by ensuring that the practical nurse has the education and training necessary
for the practice of the profession, other adequate professional qualifications
and other knowledge and skills necessary for the practice of the profession.
The extent of preparatory training leading to a Vocational Qualification in
Social and Health Care (120 credits) is determined on the basis of the candidate’s
prior studies, work experience and know-how in a manner which makes it possible
to attain the required vocational skills requirements. If the candidate does not have a
previous qualification in social and/or health care, his/her preparatory training must
include compulsory vocational study modules of at least 80 credits.
The core subjects which are compulsory in curriculum-based vocational education
and training are not compulsory in training which prepares for a competence-based
qualification. The objectives of core subjects shall, however, be taken
into account when applicable in the curriculum and arrangements for preparatory
training.
28

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS
AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN
SOCIAL AND HEALTH CARE
4.1 Compulsory modules for all
4.1.1 Support and guidance of growth
Vocational skills requirements
The student or candidate
• respects the client’s values and cultural background
• recognizes the strengths and needs, related to the growth and development of
clients of different ages and backgrounds
• sets goals that support growth and development
• acts on the basis of a plan which supports the client’s growth and development
• assesses his/her actions and the implementation of a plan which supports the
client’s growth and development
• promotes and supports the client’s growth and development, health, security
and well-being
• guides and supports the client in daily activities
• guides different client groups
• abides with the principles, regulations and provisions concerning the field of
social and health care
• abides with the principles and recommendations concerning different client
groups
• assumes responsibility for his/her own learning and assesses his/her vocational
development
• searches for information and exploits information technology and different
means of documentation
• complies with the rules of a working group and abides with the occupational
health and safety instructions of his/her workplace.
29

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
In all vocational skills requirements and assessment criteria, ‘client’ refers to people
of different ages and backgrounds. Consequently, students or candidates may train
in different on-the-job learning environments. As a rule, however, the vocational
skills requirements in this module shall be attained in various settings involving
both children and the youth.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Systematic work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
recognizes the strengths recognizes the strengths widely recognizes the
and needs related to the and needs related to the strengths and needs related
growth and development of growth and development of to the growth and development
clients of different ages and clients of different ages and
of clients of different
backgrounds.
backgrounds, exploiting ages and backgrounds,
different data acquisition exploiting many different
methods.
data acquisition methods.
sets goals that support
growth and development,
together with the client and
team.
pursues goals in his/her
work, on the basis of a
written plan which supports
the client’s growth
and development.
assesses his/her own actions
and the implementation of
a written client-oriented
plan.
sets goals that support
growth and development,
together with the client and
team, paying attention to
the client’s age and phase of
development.
pursues goals in his/her
work, on the basis of a written
plan which supports the
client’s growth and development,
in cooperation
with his/her team.
realistically assesses his/her
own actions and the implementation
of a written
client-oriented plan.
sets goals that support
growth and development,
together with the client,
his/her family and team,
paying attention to the client’s
age, phase of development
and situation in life.
consistently pursues goals
in his/her work, on the basis
of a written plan which
supports the client’s growth
and development, in cooperation
with the client, his/
her family and the team.
realistically and diversely
assesses his/her own actions
and the implementation of
a written client-oriented
plan.
30

Targets of
assessment
2. Mastering the
work method,
equipment and
material
The support and
guidance of growth
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
listens to and observes the
client and discusses his/her
needs with him/her.
provides the client with
opportunities for activities
and uses different materials,
equipment and facilities in
his/her work.
exploits methods which are
appropriate for the setting,
in promoting and supporting
the client’s growth and
development.
exploits creative methods
and approaches, as instruments
in supporting the
client’s growth.
guides and instructs the client
in daily activities.
supports the client’s acceptable
behaviour and sets the
limits.
guides different groups of
clients and supports interaction
between the clients.
listens to and observes the
client and discusses his/her
needs with him/her. Takes
the client’s situation in life
into account.
provides the client with
opportunities for activities
and uses materials, equipment
and facilities appropriately
in his/her work.
diversely exploits different
methods which are appropriate
for the setting,
in promoting and supporting
the client’s growth and
development.
diversely exploits creative
methods and approaches, as
instruments in supporting
the client’s growth.
guides and instructs the client
in daily activities, and
pays attention to him/her
as an active participant.
supports the client’s acceptable
behaviour and sets the
limits appropriately, providing
motivations.
guides different groups of
clients and actively supports
interaction between
the clients.
listens to and observes the
client and discusses his/her
needs with him/her without
undue restraint. Takes
the client’s situation in life
into account in many ways.
provides the client with opportunities
for activities in
an inspiring and motivating
manner, and uses materials,
equipment and facilities
appropriately and creatively
in his/her work.
diversely and creatively
exploits methods which are
appropriate for the setting,
in promoting and supporting
the client’s growth and
development.
diversely and naturally exploits
creative methods and
approaches, as instruments
in supporting the client’s
growth.
guides and instructs the
client in daily activities, in
an independent and responsible
manner, and pays
attention to him/her as an
active participant.
supports the client’s acceptable
behaviour and sets the
limits appropriately, providing
motivations, and finds
positive solutions.
guides different groups
of clients, without undue
restraint, and actively supports
interaction between
the clients.
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4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Paying attention to
health, safety and
ability to function
Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge, related
to the support of the
client’s growth and
development
takes the pleasantness of
the client’s setting into
account and maintains its
aesthetic aspects.
abides, with the support of
his/her team, with the principles
and recommendations
concerning the client
group (e.g. the principles
of early education and preventive
child welfare work,
quality recommendations
concerning services for
the elderly, a development
plan for mental health and
drug abuse work, recommendations
for exercise and
fitness).
as a team member, supports
the clients’ health and wellbeing
by guiding them to
use the necessary services.
prepares basic meals and
pastry, in accordance with
food hygiene requirements.
Takes the client’s needs into
account.
Assessment criteria
makes the client’s setting
pleasant and maintains its
aesthetic aspects.
abides with the principles
and recommendations
concerning different client
groups.
supports the clients’ health
and well-being by guiding
them to use the necessary
services.
plans and prepares nutritious
basic meals and
pastry, in accordance with
food hygiene requirements.
Takes the client’s needs into
account.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits
his/her knowledge of the
client’s mental, physical
and social development at
different ages.
justifies his/her actions with
his/her knowledge of the
client’s mental, physical
and social development at
different ages and on the
factors influencing such
development.
makes the client’s setting
pleasant, together with the
client, and maintains its
aesthetic aspects. Takes the
aesthetic aspects of his/her
own branch into account.
abides with the principles
and recommendations
concerning different client
groups and cites these as
the justification for his/her
actions.
promotes, in his/her actions,
the clients’ health
and well-being and guides
them to use the necessary
services in many ways.
plans and prepares nutritious
basic meals and
pastry, in accordance with
food hygiene requirements.
Takes the client’s needs into
account in many ways.
justifies his/her actions, in
many ways, with his/her
knowledge of the client’s
mental, physical and social
development at different
ages and on the factors
influencing such development.
32

Mastering the
knowledge related to
health and well-being
is familiar with the principles
of the process of
care and education, as well
as systematic and targetoriented
activity, and takes
them into account in his/
her work.
exploits, in his/her work,
his/her familiarity with the
data acquisition methods
used in the client’s care and
education.
in his/her work, exploits
his/her knowledge of the
opportunities for activities
which support the client’s
growth and development,
as well as those on creating
a supportive environment.
in his/her work, exploits
methods of creative expression
which support growth
and development.
in his/her work, exploits
his/her knowledge of the
workings of group dynamics.
in his/her work, exploits
his/her knowledge of the
significance of culture in
human activities.
in his/her work, takes factors
which advance and
harm the clients’ well-being
into account.
in his/her work, exploits
his/her knowledge of the
client’s recommended diet
and the principles of preparing
basic meals and food
hygiene requirements.
is familiar with the process
of care and education and
justifies his/her actions with
the principles of systematic
and target-oriented activity.
exploits, in many ways
in his/her work, his/her
familiarity with the most
important data acquisition
methods used in the client’s
care and education.
justifies his/her actions in
many ways with his/her
knowledge of the opportunities
for activities which
support the client’s growth
and development, as well
as those on creating a supportive
environment.
is familiar with the process
of care and education and
justifies his/her actions,
in many ways, with the
principles of systematic and
target-oriented activity.
exploits justifiably, and in
many ways in his/her work,
his/her familiarity with the
most important data acquisition
methods used in the
client’s care and education.
justifies his/her actions in
many ways with his/her
knowledge of the opportunities
for activities which
support the client’s growth
and development, as well
as those on creating a supportive
environment.
in his/her work, exploits, in in his/her work, exploits, in
a justified manner, methods a diverse and justified manner,
methods of creative
of creative expression which
support growth and development.
growth and
expression which support
development.
justifies his/her actions with
his/her knowledge of the
workings of group dynamics.
justifies his/her actions with
his/her knowledge of the
significance of culture in
human activities.
in his/her work, takes factors
which advance and
harm the clients’ well-being
into account, and justifies
his/her actions with such
factors.
justifies his/her actions with
the client’s recommended
diet and the principles of
preparing basic meals and
food hygiene requirements.
justifies his/her actions, in
many ways, with his/her
knowledge of the workings
of group dynamics.
justifies his/her actions in
many ways with his/her
knowledge of the significance
of culture in human
activities.
in his/her work, takes factors
which advance and
harm the clients’ well-being
into account, and justifies
his/her actions in many
ways with such factors.
justifies his/her actions, in
many ways, with the client’s
recommended diet and the
principles of preparing basic
meals and food hygiene
requirements.
33

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the field
of social and health
care, its history and
organisation
Mastering the knowledge
related to statutes,
regulations and
operating principles
Mastering the
knowledge related to
learning to learn
tells about the structure
and central vocational
skills requirements in the
Vocational Qualification in
Social and Health Care.
tells about the history of
social and health care and
about the current system
of social and health care
services.
in his/her work, exploits
his/her familiarity with
the principles and recommendations
concerning
different client groups
(e.g. the principles of early
education and preventive
child welfare work, quality
recommendations concerning
services to the elderly, a
development plan for mental
health and drug abuse
work, recommendations for
exercise and fitness).
in his/her work, abides with
the statutes, regulations
and operating principles of
social and health care work,
related to the support and
guidance of growth.
exploits, in his/her actions,
the basic principles of
learning to learn.
exploits in his/her actions,
his/her familiarity with the
phases of vocational growth
and development.
tells about the structure and
vocational skills requirements
in the Vocational
Qualification in Social and
Health Care.
tells about the history and
current situation of social
and health care and in his/
her work, exploits his/her
familiarity with social and
health care services.
justifies his/her actions
with the principles and
recommendations concerning
different client groups
(e.g. the principles of early
education and preventive
child welfare work, quality
recommendations concerning
services to the elderly, a
development plan for mental
health and drug abuse
work, recommendations for
exercise and fitness).
in his/her work, abides with
the statutes, regulations
and operating principles of
social and health care work,
related to the support and
guidance of growth, and
justifies his/her actions with
such statutes, regulations
and principles.
justifies his/her actions
with the basic principles of
learning to learn.
justifies in his/her actions
with his/her familiarity
with the phases of vocational
growth and development.
tells about the historical
and social background of
the vocation of a practical
nurse, as well as the qualification
structure and vocational
skills requirements.
tells about the history, current
situation and central
visions of social and health
care and in his/her work,
exploits his/her familiarity
with social and health care
services.
justifies his/her actions, in
many ways, with the principles
and recommendations
concerning different client
groups (e.g. the principles
of early education and preventive
child welfare work,
quality recommendations
concerning services to the
elderly, a development plan
for mental health and drug
abuse work, recommendations
for exercise and fitness).
in his/her work, abides with
the statutes, regulations
and operating principles of
social and health care work,
related to the support and
guidance of growth, and
justifies his/her actions
in many ways with such
statutes, regulations and
principles.
justifies his/her actions, in
many ways, with the basic
principles of learning to
learn.
justifies in his/her actions,
in many ways, with his/her
familiarity with the phases
of vocational growth and
development.
34

in his/her actions, exploits
some tools for data acquisition,
communication and
documentation.
in his/her actions, exploits
the most important tools
for data acquisition, communication
and documentation.
in his/her actions, exploits
the tools for data acquisition,
communication and
documentation in many
ways.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
takes responsibility for his/ takes responsibility for his/
her learning and advances her learning and advances
his/her vocational skills. his/her vocational skills.
recognises his/her own
strengths and areas for development,
and assesses his/
her own vocational development.
Readjusts his/
her actions on the basis of
feedback.
according to given instructions,
searches for information
and exploits information
technology and means
of documentation.
seeks guidance, unprompted,
in problem situations.
expresses him-/herself understandably,
both orally
and in writing. Understands
the client’s messages
and responds to them.
behaves in a service-spirited
and client-oriented manner.
works as a team member
and abides with the team’s
rules and principles.
recognises the phase of his/
her own vocational development
and sets objectives
for his/her vocational development.
Assesses his/her
actions and readjusts his/
her conduct on the basis of
feedback.
searches for information
in many ways and fluently
exploits information technology
and different means
of documentation.
justifies, in a professional
manner, the decisions taken
by him-/herself in problem
situations.
expresses him-/herself understandably
and clearly,
both orally and in writing.
Understands the client’s
and his/her family’s messages
and responds to them
in a client-oriented manner.
behaves naturally, in a
service-spirited and clientoriented
manner.
works naturally as a team
member and abides the
team’s rules and principles.
takes active responsibility
for his/her learning and
advances his/her vocational
skills in many ways.
recognises the phase of his/
her own vocational growth
and development and takes
the responsibility for it. Assesses
his/her actions realistically
and readjusts his/
her conduct on the basis of
feedback.
searches for information
in many ways and fluently
exploits information technology
and different means
of documentation, related
to his/her own work.
justifies, in a professional
manner, the decisions taken
by him-/herself in problem
situations and presents
realistic and constructive
options to solve them.
expresses him-/herself understandably
and clearly,
both orally and in writing,
understand the client’s and
his/her family’s messages
and responds to them in a
client-oriented and professional
manner.
behaves naturally, in a service-spirited,
client-oriented
and appropriate manner
in different situations.
works independently and
flexibly as a team member,
abiding with common
principles.
35

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Vocational ethics
Health, safety and
ability to function
appreciates clients and
respects their values and
cultural background.
abides with the regulations
and principles of occupational
health and safety
in familiar situations and
work environments.
attends to clients’ safety,
according to given instructions.
appreciates clients and
respects and understands
their values and cultural
background.
abides with the regulations
and principles of occupational
health and safety.
attends to clients’ safety
and anticipates potential
security risks and hazards.
appreciates clients individually
and respects and understands
their values and
cultural background.
abides with the instructions
and regulations of occupational
safety and health,
in an unprompted manner,
and manages new and
changing situations.
attends to clients’ safety
in every respect and anticipates
potential security
risks and hazards.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in the support and
guidance of growth by working in an early education setting, e.g. at a day care centre
(primarily) and in other day care settings; home help service; or in occupational
therapy, sheltered accommodation or a nursing home for the elderly. Vocational
skills are to be demonstrated in the following domains: systematic work, paying
attention to health, safety and ability to function, and the support and guidance of
growth. In addition, the student or candidate shall master the knowledge related
to the support and guidance of growth, as well as the key competences for lifelong
learning.
The work is carried out to an extent that makes it possible to establish that the
vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge, excluding mastering the knowledge related to the
support of the client’s development, the tools for data acquisition, communication
and documentation; as well as the composition of the Vocational
Qualification in Social and Health Care; the history of social and health care
services; and the requirements of food hygiene
• key competences for lifelong learning in its entirety.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
36

4.1.2 Nursing and care
Vocational skills requirements
The student or candidate
• sets objectives for his/her own actions in nursing and care
• draws up a needs- and resource-based plan, promoting the client or patient’s
nursing and care, and implements and assesses such a plan
• helps and supports clients or patients to manage their daily activities
• observes the client or patient’s vital functions and their ability to function,
documents his/her observations and passes the information to others
• carries out client- and patient-based nursing and care work, exploiting his/her
knowledge of nursing and care
• carries out the basic nursing of patients with memory impairment, chronic
or common diseases (e.g. diabetes, epilepsy, Parkinson’s disease, Alzheimer’s
disease, rheumatism, cerebral haemorrhage, mental health and drug abuse diseases,
arthritis and osteoporosis, sensory system diseases and handicaps) and
promotes their rehabilitation
• promotes the client or patient’s physical and mental health, security and wellbeing
• meets the client or patient professionally
• exploits opportunities provided by aid-devices and technology in nursing and
care
• instructs clients or patients to use social and health care services and relief
benefits
• abides with the principles of sustainable development in his/her actions and
carries out his/her work according to the recommendations of qualify work
• implements pharmacotherapy, rations and administers pharmaceuticals and
monitors their effect
• assesses his/her own actions and vocational development and utilises given
feedback
• assesses his/her possibilities to work as a private entrepreneur in the future
• complies with occupational health and safety instructions and provisions
• abides with the statutes, regulations and ethical principles of the social and
health care sector.
In all vocational skills requirements and assessment criteria, ‘client’ refers to people
of different ages and backgrounds.
37

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Systematic work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
sets objectives for his/her sets objectives for his/her sets objectives for his/her
own actions, supported by own actions and justifies own actions and presents
his/her team. Tells about his/her plan to the team. alternative ways to implement
his/her objectives to the Implements his/her plan.
the plan to the team
team and implements his/
and assesses his/her own
her plan.
actions.
recognizes physical, mental,
social, intellectual and spiritual
needs and the resources
of clients of different ages
and backgrounds, exploiting
some data acquisition
methods.
according to the instructions
of his/her team, draws
up a resource-based plan,
promoting the client’s nursing
and care, as part of the
nursing and care process.
acts in accordance with the
plan in familiar situations,
in cooperation with the
client or patient and his/her
network. Assesses his/her
actions and the implementation
of the plan.
recognizes physical, mental,
social, intellectual and
spiritual needs and the resources
of clients of different
ages and backgrounds,
exploiting different data
acquisition methods in
many ways.
draws up a plan promoting
the client’s nursing and
care, as part of the nursing
and care process, utilising
the National Nursing Classification
or a client- or
patient-based plan used in
each setting. Utilises the
client or patient’s resources
and network.
acts in accordance with
the plan in cooperation
with the client or patient
and his/her network. Assesses
his/her actions and
the implementation of the
plan.
recognizes widely physical,
mental, social, intellectual
and spiritual needs and
the resources of clients of
different ages and backgrounds,
creatively exploiting
different data acquisition
methods in many
ways.
draws up a plan promoting
the client’s nursing and
care, as part of the nursing
and care process, utilising
the National Nursing Classification
or a client- or
patient-based plan used in
each setting. Utilises the
client or patient’s resources
and network. Justifies the
significance of the plan in
dealing with the client in
all respects.
acts flexibly in accordance
with the plan in cooperation
with the client or patient
and his/her network.
Assesses his/her actions and
the implementation of the
plan realistically. Justifies
his/her own actions.
38

Quality work
under instruction, complies
with the quality recommendations
of the workplace.
complies with the quality
recommendations of the
workplace.
complies with the quality
recommendations of the
workplace and makes development
suggestions.
Targets of
assessment
2. Mastering working
methods, tools,
and materials
Nursing and Care
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
supported by his/her team,
helps and supports clients
or patients manage their
daily activities (washing
and getting dressed/undressed,
eating and drinking,
excretion, mobility,
sleep and rest, and running
errands).
observes the client or
patient’s vital functions
(blood circulation and
breathing), sensory functions
and ability to function,
with the support of
his/her team.
measures the client or patient’s
body temperature,
respiratory frequency,
pulse, blood pressure and
blood sugar correctly.
observes the client or patient’s
pain and relieves it,
with the support of his/her
team.
helps and supports clients
or patients to manage their
daily activities.
observes the client or
patient’s vital functions,
sensory functions, ability
to function and well-being.
Recognises changes in the
client or patient’s condition.
measures the client or patient’s
body temperature,
respiratory frequency, pulse,
blood pressure and blood
sugar correctly and recognises
changes in the client or
patient’s condition.
recognises the client or
patient’s pain and uses different
methods to relieve
it, with the support of his/
her team.
helps and supports clients
or patients to manage their
daily activities on the basis
of their resources.
observes the client or
patient’s vital functions,
sensory functions, ability
to function and well-being.
Recognises changes in the
client or patient’s condition
and acts appropriately in a
changing situation.
measures the client or patient’s
body temperature,
respiratory frequency, pulse,
blood pressure and blood
sugar correctly. Recognises
changes in the client or
patient’s condition and acts
appropriately in a changing
situation.
recognises the patient’s pain
and uses different methods
for pain-relief.
39

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Assessing the possibility
of working as a
private entrepreneur
Paying attention to
health, safety and
ability to function
writes down his/her observations
in the client- or servations in the client- or
writes down his/her ob-
patient-specific plan, with patient-specific plan. Informs
others about his/
the support of his/her team.
Informs others about his/ her observations orally, in
her observations orally, in writing, and using tele-informatic
means. Takes data
writing, and using tele-informatic
means. Takes data protection into account.
protection into account.
provides basic daily health
care in a client- or patientbased
manner and in accordance
with his/her team’s
instruction, for patients
suffering from memory
loss or chronic or common
diseases (e.g. oral care, skin
care, exercise to promote
mobility, as well as hand
and foot care) and promotes
rehabilitation.
meets the client or patient
professionally.
as a team member, uses
presence as a tool.
under instruction, assesses
the strengths of his/her
actions and work, as well as
his/her needs for development.
promotes the client or patient’s
physical and mental
health, security and wellbeing,
in a resource-based
manner.
provides basic daily health
care, in an unprompted
and client- or patient-based
manner, for patients suffering
from memory loss or
chronic or common diseases.
Supports the clients
or patients’ independence
and promotes rehabilitation
in accordance with valid
nursing practices.
meets the client or patient
professionally and promotes
the client or patient’s
well-being through interaction.
uses presence as a tool.
assesses the strengths of his/
her actions and work, as
well as his/her possibility to
work as a private entrepreneur
in his/her professional
field in the future.
promotes the client or patient’s
physical and mental
health, security and wellbeing,
in a resource-based
and unprompted manner.
writes down his/her observations
independently in
the client- or patient-specific
plan. Informs others
about his/her observations
orally, in writing, and using
tele-informatic means.
Takes data protection into
account.
provides basic daily health
care, unprompted and in
a client- or patient-based
manner, for patients suffering
from memory loss or
chronic or common diseases.
Supports the clients or
patients’ independence and
promotes rehabilitation and
assesses the methods of basic
care in accordance with
valid nursing practices.
meets the client or patient
professionally and promotes
the client or patient’s
well-being through interaction,
unprompted and
individually.
uses presence as a tool, also
in demanding situations in
the client or patient’s life.
assesses the strengths of his/
her actions and work, as
well as his/her possibility to
work as a private entrepreneur
in his/her professional
field in the future and sets
development objectives for
his/her entrepreneurship
skills.
promotes the client or patient’s
physical and mental
health, security and wellbeing,
in a resource-based,
unprompted and versatile
manner.
40

guides clients or patients
towards stimulating and
social activities, with functional
methods.
recognises the need for support
and some social problems
of the client or patient
(e.g. loneliness, problems
in life control, neglect and
abuse, domestic violence,
mental health and drug
abuse problems).
recognises the client’s or
patient’s public health risks.
guides the client or patient
to choose or chooses him-/
herself, for the client, a
wholesome meal, in accordance
with nutrition
recommendations, taking
special dietary requirements
into account.
takes care of the safety and
tidiness of the client’s or patient’s
environment, as well
as his/her clothing.
guides and encourages
clients or patients towards
stimulating and social
activities, with functional
methods, which helps
maintain and build up their
networks.
recognises the client’s or
patient’s social problems
and takes them into account
in nursing and care,
in accordance with his/her
team’s instructions.
recognises the client’s or
patient’s public health risks
and takes them into account
in nursing and care,
in accordance with his/her
team’s instructions.
motivates the client or patient
to choose or chooses
him-/herself, for the client,
a wholesome meal, in accordance
with nutrition
recommendations, taking
special dietary requirements
into account.
guides the patient to take
care or takes independently
care of the safety, pleasantness
and tidiness of the
client’s or patient’s environment,
as well as his/her
clothing.
guides and encourages
clients or patients towards
stimulating and social activities,
creatively and with
functional methods, which
helps maintain and build
up their networks. Also
safeguards Also safeguards
the opportunity for social
participation.
recognises the client’s or patient’s
social problems and
takes them into account in
nursing and care, in accordance
with his/her team’s
instructions. Discusses the
client or patient’s situation
with him/her and instructs
him/her to seek help.
recognises the client’s or
patient’s public health risks
and takes them into account
in nursing and care,
in accordance with his/
her team’s instructions,
and discusses the client’s
or patient’s situation with
him/her.
motivates and guides the
client or patient, giving
him/her reasons, to choose
or chooses him-/herself,
for the client, a wholesome
meal, in accordance with
nutrition recommendations,
taking special dietary
requirements into account.
guides and motivates the
patient to take care or takes
independently care of the
safety, pleasantness and
tidiness of the client’s or patient’s
environment, as well
as his/her clothing.
41

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Nursing and care
Carrying out pharmacotherapy
exploits opportunities provided
by aid-devices and
technology in nursing and
care, according to the instructions
of his/her team.
chooses nature-friendly
materials, tools and methods
and energy-saving work
procedures, in accordance
with the instructions of his/
her team.
recognises the client or
patient’s need for social and
health care services and
relief benefits.
sets the pharmaceuticals in
client- or patient-specific
dosages without mistakes
and administers the pharmaceuticals
appropriately
(via oral, rectal, topical,
eye, nose, ear, vaginal intake),
by subcutaneous or
intramuscular injection
(s.c. or i.m.) and through
inhalation (inh.), according
to instructions. Complies
with aseptics and the instructions
for occupational
health and safety as well as
environmental protection.
exploits the opportunities
provided by aid-devices and
technology in nursing and
care, in an unprompted
manner.
chooses nature-friendly
materials, tools and methods
and energy-saving work
procedures.
recognises the client or
patient’s need for social
and health care services
and relief benefits and tells
the client or patient about
these services.
sets the pharmaceuticals in
client- or patient-specific
dosages without mistakes
and administers the pharmaceuticals
appropriately
(via oral, rectal, topical,
eye, nose, ear, vaginal intake),
by subcutaneous or
intramuscular injection
(s.c. or i.m.) and through
inhalation (inh.), according
to instructions. Complies
with aseptics and the instructions
for occupational
health and safety as well as
environmental protection.
exploits opportunities provided
by aid-devices and
technology in nursing and
care, in a creative and varied
manner.
encourages and guides clients
or patients to choose
nature-friendly materials,
tools and methods, according
to the principles of
sustainable development
and applies energy-saving
work procedures.
recognises, in many ways,
the client or patient’s need
for social and health care
services and relief benefits.
Instructs clients or patients
to use social and health care
services and relief benefits.
sets the pharmaceuticals in
client- or patient-specific
dosages without mistakes
and administers the pharmaceuticals
appropriately
(via oral, rectal, topical, eye,
nose, ear, vaginal intake),
by subcutaneous or intramuscular
injection (s.c. or
i.m.) and through inhalation
(inh.), according to
instructions and considering
the situation. Complies
with aseptics and the instructions
for occupational
health and safety as well as
environmental protection.
42

searches for information
about the effects and sideeffects
of pharmaceuticals
in reliable sources, e.g.
Pharmaca Fennica or
pharmaceutical databases.
Observes the effects and
side-effects of the pharmaceuticals
used by the
client or patient, as well as
the possible abuse of pharmaceuticals,
according to
instructions, and informs
about his/her observations
orally and in writing whilst
occasionally needs guidance.
helps the client or patients
decipher and renew prescriptions.
Recognises the
risks related to a client’s
pharmacotherapy and drug
abuse and informs the others
in his/her team about
them.
uses reliable sources of information,
e.g. Pharmaca
Fennica or pharmaceutical
databases, in observing the
effects and side-effects of
the pharmaceuticals used
by the client or patient, as
well as the possible abuse of
pharmaceuticals. Informs
about his/her observations
orally and in writing.
helps the client or patients
decipher and renew prescriptions
and guides the
client in the intake, storage
and disposal of pharmaceuticals
within the limits
of the practical nurse’s responsibilities.
Informs the
client or patient about the
influence of intoxicants in
combination with pharmacotherapy.
uses reliable sources of information,
e.g. Pharmaca
Fennica or pharmaceutical
databases, and observes the
effects and side-effects of
pharmaceuticals, as well
as the possible abuse of
pharmaceuticals, as part
of the client’s or patient’s
overall treatment. Informs,
unprompted, about his/her
observations orally and in
writing.
guides and advises the client
or patient in deciphering
and renewing prescriptions,
guides the client
or patient in the intake,
storage and disposal of
pharmaceuticals in different
situations, within the limits
of regulations and the practical
nurse’s responsibilities.
Informs the client or patient
about the influence of
intoxicants in combination
with pharmacotherapy.
Targets of
assessment
3. Underpinning
knowledge
Mastering the concepts
and know-how
in basic nursing and
care
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits
his/her knowledge of:
human needs and resources.
preconditions for health
and well-being, as well as
daily activities (e.g. oral
care, skin care, exercise to
promote mobility, hand
and foot care) and health
care.
justifies his/her ways and
practices at work, with his/
her knowledge of:
human needs and resources.
preconditions for health
and well-being and daily
activities, basic care and
health care.
justifies, in many ways, his/
her ways and practices at
work, with his/her knowledge
of:
human needs and resources.
preconditions for health
and well-being and daily
activities, basic care and
health care.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
the normal structure and
functioning of the human
body.
public health risks, memory
disorders, chronic or common
diseases (e.g. diabetes,
epilepsy, Parkinson’s disease,
Alzheimer’s disease,
rheumatism, cerebral haemorrhage,
mental health
and drug abuse diseases,
arthritis and osteoporosis,
sensory system diseases and
handicaps).
social problems and the
need for support (e.g.
loneliness, problems in life
control, neglect and abuse,
domestic violence, mental
health and drug abuse
problems).
the normal structure and
functioning of the human
body.
public health risks, memory
disorders, chronic and common
diseases.
social problems and the
need for support.
the normal structure and
functioning of the human
body.
public health risks, memory
disorders, chronic and common
diseases.
social problems and the
need for support.
terminal care. terminal care. terminal care.
is aware of social and health in his/her work, exploits in his/her work, widely
care legislation, basic services
and service providers
as well as of relief benefits.
Tells about the services and
benefits in familiar customer-service
situations and
acts in compliance with
regulations.
his/her familiarity with
social and health care legislation,
services and service
providers as well as of relief
benefits.
exploits his/her familiarity
with social and health care
legislation, services and
service providers as well as
of relief benefits, according
to the client’s or patient’s
needs.
is familiar with ethical
principles in the social and
health care sector, and uses
central nursing and care
concepts in his/her work.
is aware of the concept and
principles of sustainable
development and takes
them into account in his/
her work.
in his/her work, exploits
his/her knowledge of special
diets, cleaning, and
laundry.
justifies his/her actions with
ethical principles in the social
and health care sector,
and uses central nursing
and care concepts in his/
her work.
takes the principles of sustainable
development into
account in his/her work
and uses them to justify
his/her actions.
justifies his/her actions at
work with his/her knowledge
of special diets, cleaning
and laundry.
justifies his/her actions, in
many ways, with ethical
principles in the social and
health care sector, and uses
central nursing and care
concepts fluently in his/her
work.
takes the principles of sustainable
development and
their feasibility into account
in his/her work and
uses them in many ways to
justify his/her actions.
justifies his/her actions
at work, in many ways,
with his/her knowledge of
special diets, cleaning and
laundry.
44

Mastering the
knowledge related to
pharmacotherapy
Mastering the
knowledge related
to health, safety and
ability to function
exploits his/her knowledge
of the most common
pharmaceuticals and their
administration, as well as
related occupational health
and safety and environmental
protection. Is aware of
the signs of the abuse of
pharmaceuticals. Is aware
of his/her own rights and
obligations in administering
pharmaceuticals.
completes unit conversions
and dosage calculations
without mistakes.
in his/her work, exploits
his/her knowledge of the
significance of psychosocial
factors, the environment
and aesthetic aspects in
promoting health, wellbeing
and security.
is aware of the principles
of ergonomically correct
work practices and takes
them into account in his/
her work.
justifies his/her actions
with his/her knowledge
of the most common
pharmaceuticals and their
administration, as well as
related occupational health
and safety and environmental
protection. Is aware of
the signs of the abuse of
pharmaceuticals. Is aware
of his/her own rights and
obligations in administering
pharmaceuticals.
completes unit conversions
and dosage calculations
without mistakes.
justifies his/her actions with
his/her knowledge of the
significance of psychosocial
factors, the environment
and aesthetic aspects in
promoting health, wellbeing
and security.
takes the principles of ergonomically
correct work
practices into account in
his/her work and uses them
to justify his/her actions.
justifies his/her actions in
many ways with his/her
knowledge of:
• different pharmaceuticals,
• the side-effects of the
most common pharmaceuticals
and the signs of
abuse of pharmaceuticals,
• regulations and provisi-
ons concerning pharmacotherapy
and the limitations
and requirements
set by them (legislation,
compliance monitoring,
sickness insurance policies),
different types of phar-
•
maceuticals,
• different methods of
administration, and
• occupational health and
safety as well as environmental
protection related
to pharmacotherapy.
completes unit conversions
and dosage calculations
without mistakes.
justifies his/her actions, in
many ways, with his/her
knowledge of the significance
of psychosocial factors,
the environment and
aesthetic aspects in promoting
health, well-being and
security.
takes the principles of ergonomically
correct work
practices into account in
his/her work and uses them
to justify his/her actions in
many ways.
45

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related to
entrepreneurship
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
is aware of the principles of
aseptic work practices and
the regulations concerning
the prevention of infectious
diseases and takes them
into account in his/her
work.
under instruction, seeks
information about the
general preconditions for
working as a private entrepreneur.
Assessment criteria
in his/her work, takes
the principles of aseptic
work practices and the
regulations concerning the
prevention of infectious
diseases into account and
uses them to justify his/her
actions.
seeks information about the
general preconditions for
working as a private entrepreneur.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
recognises his/her own recognises the phase of his/
strengths and areas for development,
her own vocational growth
and assesses his/ and development and
her own vocational development.
sets objectives for his/her
Readjusts his/ vocational development.
her actions on the basis of Assesses his/her actions and
feedback.
readjusts his/her conduct
seeks guidance for his/her
decisions and actions in
nursing and care.
on the basis of feedback.
justifies his/ her decisions
and actions in nursing and
care by means of vocational
know-how.
acts responsibly in his/her acts in a responsible and
work community and copes cooperative manner as a
with familiar interactive team member.
situations.
abides with the statutes,
regulations and ethical
principles of the social and
health care sector in recurrent
situations at work.
abides with the statutes,
regulations and ethical
principles of the social and
health care sector in changing
situations at work.
in his/her work, takes
the principles of aseptic
work practices and the
regulations concerning the
prevention of infectious
diseases into account and
uses them in many ways
to justify his/her actions.
In his/her work, takes into
account the most common
causes for infections and
the routes for their spreading.
Understands the economic
impact of infections.
seeks information about the
preconditions for working
as a private entrepreneur in
the social and health care
sector.
recognises the phase of his/
her own vocational growth
and development and takes
the responsibility for it. Assesses
his/her actions realistically
and readjusts his/
her conduct on the basis of
feedback.
justifies, in many ways, the
decisions and actions taken
by him-/herself in nursing
and care and presents realistic
and constructive options
to solve problem situations.
acts in a responsible, cooperative
and flexible manner
in the work community.
abides with the statutes,
regulations and ethical
principles of the social and
health care sector in changing
situations at work and
justifies his/her actions using
such regulations etc.
46

Health, safety and
ability to function
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace.
Wears appropriate
working clothes and required
protective gear.
observes valid hygiene practices
and the aseptic rules
of procedure and takes care
of his/her personal hygiene
(e.g. hand washing and
disinfection) so as not to
transmit infections.
uses ergonomically correct
work practices in nursing
and care and benefits from
workplace gymnastics in
the prevention of locomotor
injuries.
recognises the threat of
violence and protects him-/
herself if needed. Needs
guidance in order to bring
up and inform about neglect,
abuse and domestic
violence, which s/he has
detected in his/her work.
provides first aid, according
to the requirements of EA1.
complies with the occupational
health and
safety regulations, as well
as with the electric and fire
safety regulations of his/
her workplace. Prevents
occupational health hazards
and maintains, for his/her
own part, a good workplace
atmosphere.
observes valid hygiene practices
and the aseptic rules
of procedure and is familiar
with valid regulations.
uses ergonomically correct
work practices and aiddevices
in nursing and care
and benefits from workplace
gymnastics in the
prevention of locomotor
injuries.
as a team member, encounters
a client or patient
whose behaviour seems
threatening, and acts according
to the instructions
of his/her working community.
Brings up neglect,
abuse and domestic violence
which s/he has detected
in his/her work, and
informs the others in his/
her team thereof.
provides first aid, according
to the requirements of EA1.
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace.
Prevents occupational
health hazards. Prevents
occupational risk factors
and maintains, for his/her
own part, a good workplace
atmosphere.
observes valid hygiene practices
and the aseptic rules of
procedure and gives justifications
for his/her actions.
Takes valid regulations into
account in his/her work.
works in an ergonomically
correct way and uses the
clients or patient’s resources
and aid-devices in nursing
and care and prevents occupational
accidents and
injuries and benefits from
workplace gymnastics in
the prevention of locomotor
injuries.
prevents and recognises the
threat of violence and, as a
team member, encounters
a client or patient whose
behaviour seems threatening.
Abides with the instructions
of his/her working
community and, when
needed, protects him-/herself.
Brings up, in a natural
manner, neglect, abuse and
domestic violence which
s/he has detected in his/
her work, and guides the
parties to seek help and
informs the others in his/
her team of the matter.
provides first aid, according
to the requirements of EA1.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in nursing and care,
by working at a ward, home care unit, sheltered accommodation, service centre,
rest-home or nursing home for the elderly. Vocational skills are to be demonstrated
in the following domains: systematic high-quality work; acting in nursing and care
assignments; and carrying out pharmacotherapy. In addition, the student or candidate
shall master the knowledge related to nursing and care, as well as the key
competences for lifelong learning. The work is carried out to an extent that makes it
possible to establish that the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge, excluding
–– nursing and care concepts
–– the normal structure and functioning of the human body
–– public health risks, memory disorders, chronic and common diseases
–– knowledge regarding social problems, neglect and abuse, and domestic
violence
–– terminal care
–– basic social and health care services, service providers, as well as relief
benefits and legislation
–– special diets
–– occupational health & safety and environmental protection related to
pharmacotherapy, as well as the rights and obligations related to pharmacotherapy
and pharmaceutical calculus
–– the principles of aseptic work and regulations concerning the prevention
of infectious diseases.
• key competences for lifelong learning, excluding first aid and encounters with
a client or patient displaying threatening behaviour or encounters with domestic
violence.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
48

4.1.3 Rehabilitation support
Vocational skills requirements
The student or candidate
• writes, implements and assesses a client- or patient-based plan, promoting rehabilitation,
within the practical nurse’s responsibilities, in cooperation with
the client/patient and the multi-disciplinary team
• guides and supports the rehabilitation of clients/patients of different ages
• observes economic efficiency, principles of sustainable development and the
quality recommendations of his/her setting
• has vocational interaction and communication skills and uses plain language
and utilises methods of communication which support or compensate for
speech
• applies an approach to work which promotes the client or patient’s ability to
function and rehabilitation, and promotes health and well-being
• guides different clients or patients in their daily activities
• prevents risks and hazards to the client or patient’s health and well-being and
motivates them to change
• guides the client or patient to take up exercise, activities and social interaction
which promote health
• guides the client or patient in the use and maintenance of aid-devices and in
the use of technology which supports rehabilitation
• exploits the service system in rehabilitation and complies with regulations
• assesses his/her vocational development and utilises given feedback
• works in multi-disciplinary teams and networks
• complies with occupational health and safety instructions and sees to the prevention
of accidents, the safety and functional ability of the clients/patients
and of him-/herself
• abides with the ethical principles of the social and health care sector in his/
her work.
In all vocational skills requirements and assessment criteria, ‘client’ or ’patient’ refers
to people of different ages and backgrounds.
49

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Systematic work
Economical efficiency
and high-quality work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
recognises the strengths recognises the strengths and recognises the strengths and
and needs for support in needs for support in the needs for support in the
the ability to function of ability to function of clients ability to function of clients
clients of different ages, and of different ages, based on of different ages, in many
uses some data acquisition resources, and uses different ways, based on the clients
methods.
data acquisition methods. and resources, and uses
different data acquisition
methods.
draws up a client-based
plan in support of the client’s
ability to function, in
cooperation with the client
and a multi-disciplinary
team.
supports the client’s rehabilitation
according to the
plan, in cooperation with
the client and the team,
and assesses the success of
the plan.
abides with the instructions
of his/her working
environment in economical
efficiency and the principles
of sustainable development
and observes the quality
criteria of his/her working
community.
draws up a client-based
plan in support of the client’s
ability to function, in
cooperation with the client
and a multi-disciplinary
team, utilising the client’s
family and different authorities.
supports the client’s rehabilitation
according to the
plan flexibly, in cooperation
with the client and the
team, and assesses the success
of the plan.
observes economical efficiency
and the principles of
sustainable development, as
well as the quality criteria
of his/her working community.
draws up a client-based
plan in support of the client’s
ability to function, in
cooperation with the client
and a multi-disciplinary
team, utilising the client’s
family and different authorities
in many ways.
supports the client’s rehabilitation
according to
the plan flexibly and in a
client-based manner, in
cooperation with the client
and the team, and assesses
the success of the plan.
observes economical efficiency,
entrepreneurship
and the principles of sustainable
development as
well as the quality criteria
of his/her working community.
50

Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
and communication
Applying an approach
which promotes the
client’s rehabilitation
and ability to function
Guiding daily activities
and promoting
health and well-being
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works with the clients in
a responsible manner and
promotes their rehabilitation
through vocational
interaction skills.
uses plain language and
exploits the most common
communication methods
which support and compensate
for speech, in ordinary
client situations.
supports the client’s ability
to function systematically
and applies a rehabilitative
approach in his/her work.
motivates the client and
supports the client’s will to
rehabilitate and finds out
about factors in the client’s
physical and psychosocial
environment which promote
rehabilitation.
applies a rehabilitative approach
in guiding the client
to manage daily activities
and helps in matters which
the client can no longer
manage.
works with the clients in a
service-spirited and responsible
manner and promotes
their rehabilitation through
vocational interaction skills.
Takes the client’s individual
situation into account.
uses plain language and
exploits the most common
communication methods
which support and compensate
for speech, in client
situations.
supports the client’s ability
to function systematically
through a rehabilitative
approach in his/her work,
and takes the perspective of
prevention into account.
motivates the client and
supports the client’s will to
rehabilitate, exploiting the
possibilities provided by
the psychosocial and physical
living environment to
promote rehabilitation and
community spirit. Guides
clients to grasp the possibilities
provided in their
environment.
applies a rehabilitative approach
in guiding the client
to manage daily activities.
works with the clients in a
service-spirited and responsible
manner and promotes
their rehabilitation through
vocational interaction skills
in a creative and varied
manner. Takes the client’s
individual situation into
account.
uses plain language actively
and exploits communication
methods which support
and compensate for
speech, in different client
situations.
supports the client’s ability
to function flexibly and
systematically through a
rehabilitative approach in
his/her work, and takes the
perspective of prevention
into account.
motivates the client and
supports the client’s will to
rehabilitate, exploiting creatively
the possibilities provided
by the psychosocial
and physical living environment
and the client’s network
to promote rehabilitation
and community spirit.
Guides clients to grasp the
possibilities provided in
their environment.
applies a client-based and
rehabilitative approach in
guiding the client to manage
daily activities.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
recognises accident risks at
home and in leisure time
and takes action.
promotes clients’ health
and well-being in guiding
them.
guides the client to obtain
food supplies and make
ordinary meals with the
help of recipes.
guides the client towards
a regular lifestyle and to
avoid risky behaviour (e.g.
intoxicants).
assisted by his/her team,
uses functional methods in
guiding an individual client
or a group.
pays attention to the possibilities
offered by art or
culture in supporting the
clients’ ability to function.
pays attention to aesthetics
in supporting rehabilitation
(e.g. tidiness, pleasantness
and beauty).
guides the client, in a client-based
manner, to take
up exercise, activities and
social interaction which
promote health.
recognises accident risks at
home and in leisure time,
in many ways, and takes
action.
promotes clients’ health
and well-being in guiding
them and acts in a preventive
manner.
guides the client to obtain
food supplies and make
nutritious ordinary meals
and guides the client to
maintain good nutrition.
guides and motivates the
client towards a regular
lifestyle and to avoid risky
behaviour.
uses functional methods
and creative expression in
guiding an individual client
or a group.
pays attention to and exploits,
in a client-based
manner, the possibilities
offered by art or culture in
supporting the clients’ ability
to function.
pays attention to aesthetics,
in a client-based manner, in
supporting rehabilitation,
and applies it is his/her
actions.
guides the client, in a client-based
and many-sided
manner, to take up exercise,
activities and social interaction
which promote health.
recognises accident risks at
home and in leisure time,
in many ways, and takes
action and takes the perspective
of prevention into
account in his/her work.
promotes clients’ health
and well-being, in a
resource-based and motivating
manner, in guiding
them and acts in a preventive
manner.
guides the client to obtain
food supplies and make
nutritious and many-sided
meals and guides the client
to maintain good nutrition.
guides and motivates the
client, using different approaches
in many ways, towards
a regular lifestyle and
to avoid risky behaviour.
uses functional methods
and creative expression, in a
client-based manner, as well
as his/her own strengths in
guiding an individual client
or a group.
pays attention to and
exploits, in a client- and
resource-based and creative
manner, the possibilities
offered by art or culture in
supporting the clients’ ability
to function.
pays attention to aesthetics,
in a client-based manner, in
supporting rehabilitation,
and applies it in a manysided
and creative manner
is his/her actions.
guides the client, in a
client-based, many-sided
and motivational manner,
to take up exercise, activities
and social interaction
which promote health.
52

Guiding towards the
use of aid-devices
and technology
guides clients, in a clientbased
manner, in the use
and maintenance of aid-devices
(e.g. orthopaedic appliances,
aid-devices related
to mobility, hygiene, getting
dressed or undressed,
communication, housework,
accommodation,
eating and leisure time).
guides the client to use
technology which helps the
client manage on his/her
own, and exploits technology
in his/her work.
guides the clients, in a client-
and resource-based
manner, to use aid-devices
and guides the patients in
the use and maintenance
of such devices. Knows the
distribution channels of
aid-devices.
guides the client, in a
client-based manner, to use
technology which helps the
client manage on his/her
own and exploits technology
in his/her work.
guides the clients, in a client-
and resource-based
manner, to use aid-devices
and guides the patients
actively in the use and
maintenance of such devices.
Knows the distribution
channels of aid-devices.
guides the client, in a
client-based manner, to use
technology which helps the
client manage on his/her
own and exploits technology
in many ways in his/
her work.
Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge related to
rehabilitation
Mastering the
knowledge related to
networking
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits justifies his/her actions
his/her knowledge of with his/her knowledge of
rehabilitation, ability to rehabilitation, ability to
function and rehabilitative function and rehabilitative
approach.
approach.
in his/her work, exploits
his/her knowledge of networking
as a work practice.
in his/her work, exploits
his/her knowledge of resource-based
approach.
exploits networking as a
work practice and is aware
of its different uses and
justifies his/her actions with
such practices.
justifies his/her actions with
resource-based approach
and its significance in supporting
rehabilitation.
justifies his/her actions in
many ways with his/her
knowledge of rehabilitation,
ability to function and
rehabilitative approach.
exploits networking as a
work practice and is widely
aware of its different uses
and justifies his/her actions
in many ways with such
practices.
justifies his/her actions in
many ways with resourcebased
approach and its
significance in supporting
rehabilitation.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the knowledge
related to the
service system
Mastering the
knowledge related to
different client groups
Mastering the knowledge
related to the
promotion of health
and well-being
Mastering the knowledge
related to the
guidance process
in his/her work, exploits
his/her knowledge of the
statutes, regulations, instructions
and operating
principles concerning rehabilitation.
in his/her work, exploits
his/her familiarity with the
most common services in
medical, social, educational
and vocational rehabilitation.
in his/her work, exploits
his/her knowledge of mental,
physical and sensory
disability, developmental
disorders and learning difficulties,
mental health and
drug abuse problems and
drug addiction.
in his/her work, exploits
his/her knowledge of
physical, mental and social
ageing and the support of
rehabilitation of the elderly.
in his/her work, exploits
some methods of promoting
the health and well-being
of some different client
groups, and recognises
some areas for preventive
work.
in his/her work, exploits
his/her knowledge of the
guidance process and on
the significance of guidance
in the support of rehabilitation
of individual clients
and client groups.
justifies his/her actions
in the support of rehabilitation
with the central
statutes, regulations, instructions
and operating
principles concerning rehabilitation.
in his/her work, exploits
his/her familiarity with
services in medical, social,
educational and vocational
rehabilitation.
justifies his/her actions with
his/her knowledge of mental,
physical and sensory
disability, developmental
disorders and learning difficulties,
mental health and
drug abuse problems and
drug addiction.
justifies his/her actions
with his/her knowledge of
physical, mental and social
ageing and the support of
rehabilitation of the elderly.
justifies his/her actions
with his/her knowledge
on the promotion of the
health and well-being of
different client groups of
various ages, as well as on
the methods of preventive
work.
justifies his/her actions with
his/her knowledge of the
client-based guidance process
and on the significance
of guidance in the support
of rehabilitation of individual
clients and client
groups.
justifies his/her actions in
many ways in the support
of rehabilitation with the
central statutes, regulations,
instructions and operating
principles concerning rehabilitation.
in his/her work, exploits
his/her familiarity with
services in medical, social,
educational and vocational
rehabilitation, in many
ways and based on the client’s
needs.
justifies his/her actions, in
many ways, with his/her
knowledge of mental, physical
and sensory disability,
developmental disorders
and learning difficulties,
mental health and drug
abuse problems and drug
addiction.
justifies his/her actions in
many ways with his/her
knowledge of physical,
mental and social ageing
and the support of rehabilitation
of the elderly.
justifies his/her actions in
many ways with his/her
knowledge on the promotion
of the health and wellbeing
of different client
groups of various ages, as
well as on the methods of
preventive work.
justifies his/her actions in
many ways with his/her
knowledge of the clientbased
guidance process
and on the significance of
guidance in the support of
rehabilitation of individual
clients and client groups.
54

in his/her work, exploits
his/her knowledge of the
methods for supporting
the clients’ daily activities,
in guiding different clients
and client groups.
justifies his/her actions with
his/her knowledge of the
methods for supporting
the clients’ daily activities,
in guiding different clients
and client groups.
justifies his/her actions in
many ways with his/her
knowledge of the methods
for supporting the clients’
daily activities, in guiding
different clients and client
groups.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
recognises his/her own recognises the stage of his/
strengths and areas for development,
her own vocational growth
and assesses his/ and development and
her own vocational development.
sets objectives for his/her
Readjusts his/her vocational development.
conduct on the basis of Assesses his/her actions and
feedback.
readjusts his/her conduct
acts responsibly in a multidisciplinary
group and
copes with familiar interactive
situations.
abides with the ethical
principles in his/her vocation
(e.g. respect for life
and human dignity, discretion,
legal incompetence
due to the likelihood of
bias, the client’s right to
decide on his/her matters,
support for participation,
justice & fairness and
equality) and statutes.
in familiar situations at
work, abides with the legislation,
instructions and
operational principles concerning
occupational health
and safety (e.g. ergonomics
and aseptics), and sees to
the security and ability to
function of the clients and
of him-/herself.
on the basis of feedback.
is an active and responsible
member of a multi-disciplinary
team and exploits
his/her cooperation skills.
abides with the ethical
principles and statutes in
his/her vocation and uses
them to justify his/her actions.
in different situations at
work, abides with the legislation,
instructions and
operational principles concerning
occupational health
and safety and sees to the
security and ability to function
of the clients and of
him-/herself.
recognises the stage of his/
her own vocational growth
and development and takes
the responsibility for it. Assesses
his/her actions realistically
and readjusts his/
her conduct on the basis of
feedback.
is an active and responsible
member of a multi-disciplinary
team, exploits his/
her cooperation skills and
brings forth his/her own
views in order to advance
the team’s activities.
abides with the ethical
principles in his/her vocation
and uses them in many
ways to justify his/her actions.
in different situations at
work, abides with the legislation,
instructions and
operational principles concerning
occupational health
and safety and sees to the
security and ability to function
of the clients and of
him-/herself. Justifies his/
her own actions.
55

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Ways of demonstrating vocational skills
A student or candidate demonstrates his/her vocational skills in the support of rehabilitation,
by working in a multi-disciplinary out-patient unit or institutional care
unit, caring for clients of different ages: a hospital rehabilitation ward, old people’s
home, nursing home, sheltered accommodation, service centre for the handicapped
(e.g. sheltered accommodation, family home or sheltered work unit), mental health
or drug unit (e.g. rehabilitation or activity centre, sheltered accommodation, rehabilitation
home or rehabilitation at home), home care, child welfare unit, special
education kindergarten or school.
The student or candidate demonstrates his/her vocational skills in the following
domains: systematic work; economical efficiency and high-quality work; vocational
interaction and communication; applying an approach which promotes rehabilitation
and the ability to function; the guidance of daily activities and promotion
of health and well-being; and guidance to the use of aid-devices and technology. In
addition, the student or candidate shall master the knowledge related to the support
of rehabilitation as well as the key competences for lifelong learning. The work is
carried out to an extent that makes it possible to establish that the vocational skills
meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge, excluding mastering the knowledge related to rehabilitation;
networking, service system and different client groups
• key competences for lifelong learning in its entirety.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
56

4.2 Study Programme or Specialisation in
Customer Services and Information Management
The student shall have completed and passed all the compulsory qualification modules
(Support and Guidance of Growth, Nursing and Care, and Support of Rehabilitation)
before embarking on this study programme. The candidate shall have
completed and passed all the compulsory qualification modules (Support and Guidance
of Growth, Nursing and Care, and Support of Rehabilitation) before entering
the skills demonstration test in this specialisation module.
4.2.1 Customer Service and Information Management
Vocational skills requirements
The student or candidate
assesses the urgency of a client or a patient’s treatment and support, and guide
•
him/her in seeking access to treatment or services
schedules appointments, charges the fees applicable in the social and health
•
care sector, and writes social and health care documents
supports the client or patient in promoting and maintaining their health, well-
•
being and ability to function, in a multi-disciplinary team
takes into account, economical efficiency, quality recommendations at his/her
•
workplace and the principles of sustainable development in his/her work
prepares and carries out treatment and examinations, and assists in them
•
exploits data and communications technology in his/her work
•
carries out pharmacotherapy and guides the client or patient in matters related
•
to pharmacotherapy
observes the central operational principles in reception and outpatient treat-
•
ment in his/her work
exploits his/her language skills in customer service
•
plans the productization of his/her competence
•
develops his/her action on the basis of given feedback and assesses his/her
•
know-how
abides with the values, principles, regulations and instructions concerning the
•
field of social and health care
takes into account occupational health and safety, as well as client and patient
•
safety, and works for their improvement.
57

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Planning and organising
one’s work
Assessing the urgency
of treatment or need
for support
Paying attention to
health, safety and
ability to function
and multi-disciplinary
cooperation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
plans and organises his/her plans and organises his/ plans and organises his/her
work in a client- or patientoriented
her work in a client- or work in a client- or patient-
manner, to fit the patient-oriented manner, oriented manner, taking
setting.
and perceives his/her work into account the special
as a unified whole. characteristics of his/her
setting. Readjusts his/her
actions without problems.
assesses the urgency of a
client or patient’s treatment
or need for support, and
guides him/her in seeking
access to treatment or services,
as part of a team.
schedules appointments in
familiar situations, using
patient and client management
software, taking into
account the scaling of care
arrangements and the urgency
for support, as well
as the need for the client or
patient’s further treatment
and support.
supports clients or patients
of different ages and backgrounds
and suffering from
different health or social
problems in promoting and
maintaining their health
and ability to function.
When needed, also approaches
the other team
members for help.
assesses the urgency of a
client or patient’s treatment
or need for support, and
guides him/her in seeking
access to treatment or
services.
schedules appointments using
patient and client management
software, taking
into account the scaling of
care arrangements and the
urgency for support, as well
as the need for the client or
patient’s further treatment
and support.
supports, in a systematic
and client-based manner,
clients or patients of different
ages and backgrounds
and suffering from different
health or social problems in
promoting and maintaining
their health and ability
to function. Treats clients
or patients with different
backgrounds in an equal
manner.
determines the urgency
and need for treatment and
support and independently
guides and instructs the
client or patient and his/her
family in seeking access to
treatment or services.
Independently schedules
appointments, using patient
and client management
software, taking into
account the scaling of care
arrangements and the urgency
for support, as well
as the need for the client or
patient’s further treatment
and support.
supports, in a systematic,
individual and client-based
manner, clients or patients
of different ages and backgrounds
and suffering from
different health or social
problems in promoting and
maintaining their health
and ability to function.
Treats clients or patients
with different backgrounds,
as well as their family in an
equal and understanding
manner.
58

Economical efficiency
and high-quality work
Planning the productization
of competence
Working with
treatment and examinations
works as a member of a
multi-disciplinary team.
acts economically, cost-efficiently
and in accordance
with the workplace quality
recommendations, as a
team member, taking into
account the principles of
sustainable development.
charges social and health
care service fees and writes
certificates and statements,
according to given instructions.
under instruction, plans the
productization of his/her
competence.
prepares the client or patient
for the most common
treatments and reserves and
services the required equipment.
monitors and attends to
the client or patient during
and after the examination
or treatment and recognises
the client or patient’s
needs. Documents his/her
observations and informs
the team about the client
or patient’s condition and,
when needed, gets help.
as a team member, supports
the client or patient and
his/her family in different
nursing and care situations,
as well as a dying patient’s
family in their grief work.
works cooperatively and as
a member of a multi-disciplinary
team and shows an
interest in developing his/
her performance.
acts economically, cost-efficiently
and in accordance
with the workplace quality
recommendations, taking
into account the principles
of sustainable development.
charges social and health
care service fees and writes
certificates and statements
and instructs the client or
patient as to how to use
them.
plans and finds out in his/
her work about the possibilities
to productise his/her
competence.
prepares the client or patient
for treatments and
reserves and services the
required equipment and
assists in the treatment.
monitors and attends to
the client or patient during
and after the examination
or treatment and recognises
the client or patient’s individual
needs. Documents
his/her observations and
informs the team about the
client or patient’s condition
orally and in writing.
supports the client or patient
and his/her family in
different nursing and care
situations. Supports a dying
patient’s family in their
grief work.
works creatively and enthusiastically
as a member of
a multi-disciplinary team
and develops his/her performance.
acts economically, cost-efficiently
and in accordance
with the workplace quality
recommendations, taking
into account the principles
of sustainable development
and improves the activities
by suggesting development
measures.
charges social and health
care service fees and writes
certificates and statements
and instructs the client or
patient individually as to
how to use them.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to realistically productise
one’s competence.
prepares the client or patient,
individually and in
a client-based manner, for
treatments and reserves and
services the required equipment
and assists in the
treatment.
monitors and attends to the
client or patient during and
after the examination or
treatment individually and
in a client-based manner.
Documents his/her observations
and informs the
team about essential matters
of the client or patient’s
condition orally and in
writing.
responds to the needs of
the client or patient and
his/her family in different
nursing and care situations.
Supports a dying patient’s
family in their grief work.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Working with
treatment and examinations
Customer service and
communication
Paying attention to
health, safety and
ability to function
Exploiting appliances,
equipment and software
in information
management
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
carries out the most common
laboratory examinations
in his/her work, and
guides the client or patient
to take them.
guides and helps the client
or patient to prepare for the
most common radiological
examinations and treatments.
attends to clients or patients
in a responsible manner
at the reception and on
the telephone.
expresses him-/herself
understandably in different
situations and writes
electronic documents for
the needs of the social and
health care sector, as a team
member.
takes care, in a team, of
the tidiness, healthiness
and safety of a client’s or
patient’s immediate surroundings.
uses communications media
and data networks in
the social and health care
sector in work assignments
related to his/her own vocational
field.
uses patient and client
management software in
his/her work community.
carries out the in his/her
work, and guides the client
or patient to take them.
guides and helps the client
or patient to prepare for
radiological examinations
and treatments.
attends to clients or patients
in an individual and
responsible manner at the
reception and on the telephone.
expresses him-/herself clearly
and understandably and
writes electronic documents
for the needs of the social
and health care sector.
takes care of the tidiness,
healthiness, safety and
pleasantness of a client’s or
patient’s immediate surroundings.
uses communications media
and data networks in
the social and health care
sector fluently in work assignments
related to his/her
own vocational field.
uses patient and client
management software fluently
in his/her work community.
carries out the in his/her
work, and guides the client
or patient, in a client-based
and responsible manner, to
take them.
guides and helps the client
or patient to prepare for
radiological examinations
and treatments and works
in a client-based and responsible
manner.
carries out his/her work in
a client-based, independent
and responsible manner in
individual client service at
the reception and on the
telephone.
expresses him-/herself
clearly and to the point
in different situations and
writes electronic documents
for the needs of the social
and health care sector.
takes care of the tidiness,
healthiness, safety and
pleasantness of client’s or
patient’s immediate surroundings
and pays attention
to aesthetics.
applies communications
media and data networks in
the social and health care
sector in different situations
in work assignments related
to his/her own vocational
field.
applies patient and client
management software in
different situations in his/
her work community.
60

Pharmacotherapy
knows touch typing and
takes dictation using the
basic vocational terminology
in his/her setting.
uses computers, toolkits
and peripheral devices.
handles, dispenses and administers
pharmaceuticals
correctly and safely, with
the support of his/her team,
guides the client or patient
and his/her family in matters
related to medication,
in the storing and disposing
of medicines and in renewing
prescriptions.
with the support of his/her
team, monitors the effects
and combined effect of
pharmaceuticals and signs
of abuse of medication, and
informs thereof in his/her
multi-disciplinary team.
knows touch typing and
takes dictation, virtually
without errors, and uses the
vocational terminology in
his/her setting.
uses computers, toolkits
and peripheral devices and
helps others in their usage.
handles, dispenses and administers
pharmaceuticals
correctly and safely, guides
the client or patient and
his/her family in matters
related to medication, in
the storing and disposing of
medicines and in renewing
prescriptions.
monitors the effects and
combined effect of pharmaceuticals
and recognises the
most common side-effects
and adverse effects and
signs of abuse of medication,
and informs thereof in
his/her multi-disciplinary
team.
knows touch typing and
takes dictation, without
errors, and uses the vocational
terminology in his/
her setting.
uses computers, toolkits
and peripheral devices in
many ways and guides others
in their usage and in
problem situations.
handles, dispenses and
administers pharmaceuticals
correctly and safely,
guides the client or patient
and his/her family actively
in matters related to medication,
in the storing and
disposing of medicines and
in renewing prescriptions.
monitors the effects and
combined effect of pharmaceuticals
and recognises
the most common
side-effects and adverse
effects and signs of abuse
of medication. Informs
independently about his/
her observations orally and
in writing in his/her multidisciplinary
team.
Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
social and health care
service system, client
guidance and data
protection
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
exploits the social and exploits the social and
health care service and health care service and
payment system and utilises
payment system in his/her
his/her knowledge as work and utilises his/her
a team member in a client knowledge in a client guidance
guidance situation.
situation.
exploits the social and
health care service and
payment system in his/her
work and utilises his/her
knowledge individually in a
client guidance situation.
61

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to health, well-being,
body structure and
functioning, vital
functions, diseases
and social problems
Mastering the
knowledge related to
pharmacotherapy
Mastering the
knowledge related
to changes in the
social and health care
sector
in his/her work, pays attention
to legislation concerning
discretion, privacy protection
and administrative
procedure, and abides data
protection requirements.
observes the central operational
principles in reception
and outpatient treatment
in his/her work.
in his/her work, exploits
information about the
promotion of health and
well-being, body structure
and functioning, vital functions,
diseases (incl. somatic,
mental health and drug
addiction diseases) and
social problems (incl. neglect
and abuse, and threat
of domestic violence).
exploits, in the different
pharmacotherapeutic assignments,
information
about diseases, groups and
types of pharmaceuticals,
ways of administering the
pharmaceuticals, signs of
the abuse of medication, as
well as regulations on pharmacotherapy.
acquires information about
changes in the social and
health care sector and is
aware of their impact on
his/her own work.
in his/her work, pays attention
to legislation concerning
discretion, privacy
protection and administrative
procedure, and uses the
most common methods for
data protection.
observes the central operational
principles in reception
and outpatient treatment
in his/her work and
uses them to justify his/her
actions.
justifies his/her actions
with information about the
promotion of health and
well-being, body structure
and functioning, vital functions,
diseases and social
problems.
justifies his/her actions in
the different pharmacotherapeutic
assignments
with information about
diseases, groups and types
of pharmaceuticals, ways of
administering the pharmaceuticals,
signs of the abuse
of medication, as well as
regulations on pharmacotherapy.
acquires information about
changes in the social and
health care sector and is
aware of their impact on
the social and health care
system and his/her own
work.
in his/her work, pays attention
to legislation concerning
discretion, privacy protection
and administrative
procedure, and abides data
protection requirements
in the manner prescribed
by legislation. Assesses and
develops data protection
issues and practices.
observes the central operational
principles in reception
and outpatient treatment
in his/her work and
uses them in many ways to
justify his/her actions.
justifies his/her actions in
many ways with information
about the promotion
of health and well-being,
body structure and functioning,
vital functions, diseases
and social problems.
justifies his/her actions in
the different pharmacotherapeutic
assignments in
many ways with information
about diseases, groups
and types of pharmaceuticals,
ways of administering
the pharmaceuticals, signs
of the abuse of medication,
as well as regulations on
pharmacotherapy.
acquires extensive information
about changes in the
social and health care sector
and is aware of their impact
on the social and health
care system and his/her
own work.
62

Mastering the
knowledge related to
entrepreneurship and
the productising of
one’s own know-how
Mastering the knowledge
related to data
management
Mastering the knowledge
related to a
collective bargaining
agreement, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Mastering sectorspecific
language
skills for Finnishspeakers
Making use of language
skills in customer
service
Mastering sectorspecific
language
skills for Swedishspeakers
Making use of language
skills in customer
service
Mastering
sector-specific
language skills for
speakers of other
languages
Making use of language
skills in customer
service
Mastering sectorspecific
language
skills in foreign
language training
under instruction, exploits
information about entrepreneurship
in his/her own
field, the productization
of one’s competence and
the significance of internal
entrepreneurship.
exploits central issues of
data management in his/
her work.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
of the collective bargaining
agreement concerning practical
nurses, as well as on
job application documents
and employment contracts.
attends to clients and patients
in Finnish and manages
tolerably well in service
situations in Swedish
and one foreign language.
attends to clients or patients
in Swedish and
manages service situations
in Finnish and manages
service situations tolerably
well in one foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one other
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and can further
help the customer proceed
in a service situation in one
other language.
in his/her work, exploits
information about entrepreneurship
in his/her own
field, the productization of
one’s competence and acts
according to the principles
of internal entrepreneurship.
exploits information of
data management in his/
her work.
justifies his/her actions with
the rights and obligations
of the collective bargaining
agreement concerning
practical nurses. In his/her
work, demonstrates his/
her knowledge on job application
documents and
employment contracts.
attends to clients and patients
in Finnish and manages
service situations in
Swedish and one foreign
language.
attends to clients or patients
in Swedish, manages
service situations fluently
in Finnish hand manages
service situations in one
foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
in his/her work, exploits
in many ways information
about entrepreneurship in
his/her own field, the productization
of one’s competence
and acts according
to the principles of internal
entrepreneurship.
applies information of data
management in his/her
work.
justifies his/her actions
in many ways with the
rights and obligations of
the collective bargaining
agreement concerning
practical nurses. In his/her
work, demonstrates his/
her knowledge on job application
documents and
employment contracts.
attends to clients or patients
in Finnish and
manages service situations
fluently in Swedish and one
foreign language.
attends to clients or patients
in Swedish and Finnish
and manages service
situations fluently in one
foreign language.
attends to clients or patients
in Finnish or Swedish,
manages service situations
fluently in the other
domestic language and in
one foreign language.
in addition to the training
language, serves the customers
in Finnish or Swedish
and manages service
situations fluently in one
other language.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
64
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
makes choices and decisions,
related to his/her
work and solves problems.
meets the client or patient
in a matter-of-fact manner
and acts responsibly in a
team.
abides with the values,
principles and regulations
concerning the field of
social and health care.
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace.
complies with the basic
principles of occupational
welfare at his/her workplace.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
Asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems
and acquires more information
to back up his/her
decisions.
meets the client or patient
professionally and
promotes the client or patient’s
well-being through
interaction and acts in a
responsible and cooperative
manner.
abides with the values,
principles and regulations
concerning the field of
social and health care and
uses them to justify his/her
actions.
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace.
Prevents occupational
health hazards.
acts, so as to participate
in maintaining the overall
occupational welfare at his/
her workplace.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
meets the client or patient
professionally and promotes
the client or patient’s
well-being through interaction,
unprompted and individually.
Receives positive
feedback on his/her work
from clients or patients and
their family.
abides with the values,
principles and regulations
concerning the field of
social and health care and
uses them in many ways to
justify his/her actions.
complies with the occupational
health and
safety regulations, as well
as with the electric and fire
safety regulations of his/her
workplace. Prevents occupational
health hazards and
potential accident risks.
participates in maintaining,
assessing and promoting
occupational welfare at his/
her workplace and recognises
threats to well-being.

complies with hygiene
practices and aseptic procedures
at work and takes
care of his/her personal
hygiene.
works ergonomically in
common situations and
prevents work-related accidents
and injuries.
gives first aid and acts as a
team member in resuscitation.
complies with the principles
of aseptics in different
settings.
works ergonomically in
different situations and
prevents work-related accidents
and injuries.
gives first aid and acts as a
team member in resuscitation.
applies the principles of
aseptic work in different
settings and gives reasons
for his/her actions.
works in an ergonomically
correct way in different situations,
utilising the client’s
resources and aid-devices,
and prevents work-related
accidents and injuries.
gives first aid and acts as a
team member in resuscitation
and in other emergency
care situations.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills by working at a health
centre, hospital outpatient or inpatient wards, medical clinics, occupational health
centres or in a social welfare unit. The student or candidate demonstrates his/her
vocational skills in the following domains: planning and organising one’s own work;
assessing the urgency of treatment or support; taking into account health, safety
and ability to function; multi-disciplinary cooperation; economical efficiency and
high-quality work; planning the productization of competence; working with examinations
and treatment; client service and communication; the use of appliances,
equipment and instructions in information management; and pharmacotherapy.
In addition, the student or candidate shall master the knowledge related to the client
service, information management and language skills, according to one of the
targets for assessment in the above table as well as the key competences for lifelong
learning. The work is carried out to an extent that makes it possible to establish that
the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material, excluding support for a
dying person and his/her family
• underpinning knowledge in its entirety
• key competences for lifelong learning, excluding first aid and resuscitation.
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If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
4.3 Study Programme or Specialisation in Emergency Care
The admission of students to the Emergency Care programme shall comply with
decree A 167/2002 by the Ministry of Education (plus amendment 1248/2003), on
the principles of student admission in vocational education and training.
The student shall have completed and passed all the compulsory qualification
modules (Support and guidance of growth, Nursing and care, and Rehabilitation
support) prior to embarking on this study programme.
The candidate shall have completed and passed all the compulsory qualification
modules (Support and guidance of growth, Nursing and care, and Rehabilitation
support) prior to entering the skills demonstration test in this specialisation.
Requirement for admission: A Class B driving licence before embanking the
courses or preparatory training for transportation of a patient and driving an ambulance.
Regulations by other authorities shall also be taken into account when arranging
this training.
4.3.1 Working in an Emergency Care Service
Vocational skills requirements
The student or candidate
assesses the patient’s condition, and plans and carries out the required basic
•
care and emergency care
guides the client in situations related to emergency care service and emergency
•
care
works in a multi-disciplinary team and cooperates with the authorities
•
drives an emergency vehicle and an ambulance
•
examines the patient and uses instruments and appliances
•
administers pharmaceuticals and carries out pharmacotherapy within the re-
•
sponsibilities of a practical nurse (Ministry of Social Affairs and Health, manual
2005:32, appendix 8 on Safe administration of pharmaceuticals) (published
in Finnish and Swedish)
66

•
•
•
•
•
•
•
applies, in his/her work, the knowledge required in the emergency care service
exploits his/her language skills in customer service
plans the productization of his/her competence
complies with the values and ethical principles and instructions which guide
emergency care
develops his/her action on the basis of given feedback and assesses his/her
know-how
complies with the occupational health and safety regulations, related to emergency
care
protects him-/herself from infections passed by the client, and prevents the
spreading of infections.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Basic care of the
patient and emergency
care process
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
assesses the patient’s condition
assesses the patient’s condi-
and determines, within tion and determines, within
his/her area of responsibility,
his/her area of responsibil-
the patient’s care, asking ity, the patient’s care and
for care instructions, transport
calling for extra help if
and calling for extra required and justifies his/
help if required.
her actions.
manages the assessment of
the patient’s condition on
the basis of symptoms and
findings and the information
available on site, independently,
systematically
and appropriately within
his/her area of responsibility.
Draws justified conclusions
on the patient’s care
and asking for extra help in
the manner required in the
situation.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Basic care and emergency
care process
plans and carries out basic
and emergency care
procedures as required by
the patient’s condition
and within his/her area of
responsibility and in accordance
with the instructions
at his/her operational unit
(e.g. patients who display
changes and disorders in
breathing, circulation and
consciousness; bleeding
patients; patients with pain
caused by different reasons;
mental health patients and/
or intoxicated and aggressive
patients; resuscitated
patients; mechanical and
non-mechanical injuries;
and deliveries outside hospital
settings).
as a team member, guides
patients of different ages
in various emergency care
situations.
works with patients and
family members in a
friendly, matter-of-fact and
respectful manner.
as a team member, services
the equipment and the care
environment.
plans and carries out, independently,
basic care
procedures required by the
patient, as well as emergency
care procedures within
his/her area of responsibility.
Assesses the success of
such treatment and informs
about the patient’s condition.
guides patients of different
ages in various emergency
care situations and gives instructions
for care at home
in situations where there is
no need for transport.
works with patients and
family members individually,
genuinely and in an
understanding manner,
establishing a sense of security.
checks, fills in, cleans and
services the equipment and
the care environment independently.
utilises, in the basic care of
the patient, suitable care
procedures and plans and
carries out the emergency
care procedures required
by the patient, within his/
her area of responsibility.
Assesses the success of such
treatment and acts appropriately
according to the
demands of the situation.
guides patients of different
ages flexibly in various
emergency care situations
and gives instructions for
care at home in situations
where there is no need for
transport and guides the
patient in preventing accidents
and diseases.
works with patients and
family members individually,
compassionately and in
a respectful manner, establishing
a sense of security.
takes care of filling in,
cleaning and services the
equipment and the care
unit in a responsible manner,
consistent with the
demands of the situation.
Assesses the need for cleaning
after special situations.
68

Planning the productization
of competence
as a team member, documents
and reports the
emergency care procedures
carried out on the patient,
as well as the belongings s/
he had with him/her.
as a team member, works
effectively and costefficiently
and takes into
account the available resources.
under instruction, plans the
productization of his/her
competence.
documents and reports,
in a responsible manner,
the patient’s background
information, data about
the incident, the patient’s
condition, emergency care
procedures and the patient’s
response, as well as the
belongings s/he had with
him/her.
works effectively and costefficiently
in his/her work
and takes into account the
available resources.
plans and finds out, in his/
her work, about the possibilities
to productize one’s
competence.
documents and reports, in
a responsible and clientbased
manner, the patient’s
background information,
data about the incident, the
patient’s condition, emergency
care procedures and
the patient’s response, as
well as the belongings s/he
had with him/her, clearly,
systematically and precisely.
works effectively, independently
and cost-efficiently
in his/her work and work
environment and takes
into account the available
resources.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productize one’s
competence realistically.
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Cooperation with
authorities
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
as a team member, uses the
emergency classification
and task codes in emergency
care situations.
uses the VIRVE communication
equipment and
communicates with the
emergency response centre
using the VIRVE network
and accepts emergency care
assignments.
uses the emergency classification
and task codes in
emergency care situations.
uses the VIRVE communication
equipment and
communicates with the
emergency response centre
and social and health
care institutions using the
VIRVE network and accepts
emergency care assignments.
uses the emergency classification
and task codes
fluently in emergency care
situations.
uses the VIRVE communication
equipment and
communicates with the
emergency response centre
and social and health
care institutions and other
rescue authorities using
the VIRVE network and
accepts emergency care assignments.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Emergency transports
and the use of an
ambulance in the
emergency care
service
Examining the
patient and using
instruments, appliances
and the means of
moving the patient
in his/her work, exploits
his/her knowledge on how
to drive an emergency vehicle
and uses the technical
appliances in the vehicle
(e.g. the stretcher mechanism)
in a controlled way.
Maintains the vehicle in
working order. As a team
member, takes care of the
safety of the patient during
the transport. Drives the
ambulance on a training
track (minimum requirement).
examines the patient, using
different methods, as well
as emergency and health
care equipment and means
of transportation safely and
within his/her area of responsibility
(e.g. interview,
observation, palpation,
auscultation, blood sample,
pulse oximeter, 3-lead ECG
monitor, 12- (13-)lead
ECG device, blood glucose
meter, thermometer,
breathalyser, sphygmomanometer,
respirator, CPAP
device, suction apparatus,
semi-automatic defibrillator,
cervical collar, vacuum
splint and mattress, stretcher,
scoop stretcher, evacuation
chair and wheelchair).
Is familiar with his/her area
of responsibility.
in his/her work, exploits
his/her knowledge on how
to drive an emergency
vehicle under normal and
special conditions and uses
the technical appliances in
the vehicle in a controlled
way. Maintains the vehicle
in working order. As a
responsible team member,
takes care of the safety
of the patient during the
transport. Drives the ambulance
on a training track
(minimum requirement).
examines the patient, using
different methods as well as
emergency care equipment
appropriately and within
his/her area of responsibility,
and understands the
significance of the findings.
Uses health care equipment
and means of transportation,
appropriately and
safely.
in his/her work, exploits
his/her knowledge on how
to drive an emergency
vehicle under normal and
special conditions and uses
the technical appliances in
the vehicle in a controlled
way. Maintains the vehicle
in working order. As a
responsible team member,
takes care of the safety
of the patient during the
transport. Displays a professional
attitude towards
emergency transports.
Drives the ambulance on a
training track (minimum
requirement).
examines the patient using
different and justified
methods, as well as
emergency and health care
equipment and means of
transportation, appropriately,
safely and within his/
her area of responsibility.
Draws conclusion on the
basis of the findings and
the patient’s response to
treatment.
70

ecognises a normal sinus
rhythm, the frequency and
regularity of the rhythm,
atrial fibrillation and extrasystolic
arrhythmia on
ECG monitor, and reports
them.
assesses the sufficiency of
the patient’s oxygen intake
and ventilation, assists the
patient’s breathing with
a set of bellows, in resuscitation,
safeguards open
airways with the help of a
laryngeal mask or tube, and
assists in intubation.
auscultates the patient’s
breath and heart sounds,
recognises deviations and
reports them.
recognises a normal sinus
rhythm, the frequency and
regularity of the rhythm,
atrial fibrillation and extrasystolic
arrhythmia on
ECG monitor, and reports
them.
assesses the sufficiency of
the patient’s oxygen intake
and ventilation, assists the
patient’s breathing with
a set of bellows, in resuscitation,
safeguards open
airways with the help of a
laryngeal mask or tube, and
assists in intubation.
auscultates the patient’s
breath and heart sounds,
recognises deviations and
reports them.
recognises a normal sinus
rhythm, the frequency and
regularity of the rhythm,
atrial fibrillation and extrasystolic
arrhythmia on
ECG monitor, and reports
them.
assesses the sufficiency of
the patient’s oxygen intake
and ventilation, assists the
patient’s breathing with
a set of bellows, in resuscitation,
safeguards open
airways with the help of a
laryngeal mask or tube, and
assists in intubation.
auscultates the patient’s
breath and heart sounds,
recognises deviations and
reports them.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Pharmacotherapy,
its follow-up and
assessment
administers emergency care
pharmaceuticals through
normal routes, within his/
her area of responsibility
(sublingual nitroglycerin,
ISDN spray, ASA, rectal
diazepam, antipyretics for
children (rect), medicinal
oxygen, inhalation preparations,
autoinjectors and
adrenalin (iv) in resuscitation),
according to the
instructions of his/her
operational unit. In his/
her work, exploits his/her
knowledge on the indications
and contraindications
of pharmaceuticals, the
signs of abuse of medicine,
and when needed, obtains
additional information in
reliable sources, e.g. Pharmaca
Fennica.
Monitors the effect of pharmaceuticals.
In his/her work, exploits
his/her knowledge on
resuscitation drugs (iv)
and Natrosteril, Ringersteril
and glucose solutions
(G10) (iv) and glucagon
(im).Performs cannulation
of peripheral vein and intravenous
infusion within
the responsibilities of a
practical nurse (Ministry of
Social Affairs and Health,
manual 2005:32, appendix
8 on Safe administration
of pharmaceuticals)
(Published in Finnish and
Swedish).
carries out pharmacotherapy
reliably and within his/
her area of responsibility,
monitors the patient and
recognises potential side
effects and acts, according
to the demands of the situation.
carries out pharmacotherapy
reliably, thoroughly
and within his/her area of
responsibility, monitors the
patient and draws the right
conclusions on the side effects
and acts, according to
the demands of the situation.
Takes into account the
effects of pharmaceuticals
generally used by patients.
72

Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to work
in emergency care
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits abides with the instructions
his/her knowledge on the of his/her operational unit
statutes and regulations in the different stages of the
governing work in emergency
emergency care process and
care (legislation and consistently justifies his/her
instructions governing actions with the statutes
emergency care, emergency and regulations governing
care system and services, work in emergency care.
legislation on emergency
transportation, operations
model at the work community,
ambulance classification,
reports on the causes
for accidents which involved
emergency vehicles).
is familiar with some aspects
of a rescue plan of an
institution and recognises
his/her own area of responsibility
in it.
in his/her work, exploits
his/her knowledge on the
emergency care system and
the provision of emergency
care services.
tells how activities shall be
organised in catastrophes.
in the most common
emergency care situations,
exploits his/her knowledge
on the promotion of health
and well-being, vital functions,
diseases, signs of
substance abuse and addiction,
different injuries,
aseptics, and normal bodily
structure and functioning.
is familiar with the rescue
plan of an institution and
describes his/her own area
of responsibility according
to it.
in his/her work, exploits
his/her knowledge on the
emergency care system and
the provision of emergency
care services and uses the
basic concepts related to
the quality of services.
extensively tells how activities
shall be organised in
catastrophes.
justifies his/her actions in
emergency care situations
with his/her knowledge on
the promotion of health
and well-being, vital functions,
diseases, signs of
substance abuse and addiction,
different injuries,
aseptics, and normal bodily
structure and functioning.
acts independently in
the different stages of the
emergency care process
and in changing situations
consistently justifies his/
her actions consistently
and in many ways with the
statutes and regulations
governing work in emergency
care. Guides clients,
utilising his/her knowledge
in emergency care.
is familiar with the rescue
plan of an institution and
describes his/her own area
of responsibility according
to it. Justifies his/her
description with facts in
many ways.
in his/her work, exploits
his/her knowledge on the
emergency care system and
the provision of emergency
care services and is familiar
with quality parameters in
emergency care.
extensively tells how activities
shall be organised and
how authorities shall cooperate
in catastrophes.
justifies his/her actions
in emergency care situations
in many ways with
his/her knowledge on the
promotion of health and
well-being, vital functions,
diseases, signs of substance
abuse and addiction, different
injuries, aseptics, and
normal bodily structure
and functioning.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to entrepreneurship
and the productising
of one’s own competence
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Sector-specific
language skills for
Finnish-speakers
Making use of language
skills in customer
service
Sector-specific
language skills for
Swedish-speakers
in his/her work, exploits justifies his/her actions with
his/her knowledge on the his/her knowledge on the
most common diseases most common diseases and
(somatic, mental health and their risk factors and the
intoxican abuse diseases) potential acute situations
and their risk factors and related to these diseases.
treatment.
in his/her work, abides
with the central values and
ethical principles governing
work in emergency
care (values and ethical
principles in emergency
care): human dignity, security,
the right to decide
on one’s own affairs, justice
and fairness, integrity and
responsibility).
under instruction, exploits
knowledge about entrepreneurship
in emergency
care, the productization
of one’s competence and
the significance of internal
entrepreneurship.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages tolerably
well in service situations in
Swedish and one foreign
language.
attends to clients in Swedish
and manages service
situations in Finnish and
manages service situations
tolerably well in one foreign
language.
justifies his/her actions in
different emergency care
situations with the values
and ethical principles
which govern work in
emergency care.
in his/her work, exploits
knowledge about entrepreneurship
in emergency care
and the productization of
one’s competence and acts
according to the principles
of internal entrepreneurship.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
attends to clients in Finnish
and manages service situations
in Swedish and in one
foreign language.
attends to clients in Swedish
and manages service
situations fluently in Finnish
and manages service
situations in one foreign
language.
justifies his/her actions in
many ways with his/her
knowledge on the most
common diseases and their
risk factors and the potential
acute situations related
to these diseases.
justifies his/her actions and
analyses different emergency
care situations on the
basis of the ethical values.
in his/her work, exploits
knowledge about entrepreneurship
in emergency care
and the productization of
one’s competence in many
ways and acts according to
the principles of internal
entrepreneurship.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages service situations
fluently in Swedish
and in one foreign language.
attends to customers in
Swedish and Finnish and
manages service situations
fluently in one foreign language.
74

Making use of language
skills in customer
service
Sector-specific
language skills for
speakers of other
languages
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and can further
help the client proceed in a
foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language, and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
attends to customers in
Finnish or Swedish, manages
service situations fluently
in the other domestic
language and in one foreign
language.
in addition to the training
language, attendnds to clients
in Finnish or Swedish
and manages service situations
fluently in one other
language.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and know-how.
makes choices and decision
related to his/her work and
solves problems.
works according to given
care instructions, as a team
member and knows his/her
area of responsibility.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and know-how
and, when needed, asks for
guidance.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
perceives his/her work as a
whole and acts flexibly in
recurrent daily situations.
Recognises the possibilities
and limits of his/her own
competence.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
perceives his/her work as a
whole and acts appropriately
and flexibly in changing
situations. Recognises the
possibilities and limits of
his/her own competence.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
works as a member of a
multi-disciplinary team
according to the principles
accepted in the work community.
uses the data and communications
equipment of
his/her work unit within
the practical nurse’s area of
responsibility, according to
the instructions of the work
unit. Observes privacy
protection matters in communications.
abides with the ethical
principles, statutes and
regulations concerning the
field of social and health
care.
complies with the occupational
health and safety
regulations related to emergency
care. Wears appropriate
working clothes and
required protective gear
and abides the occupational
health and safety instructions
of his/her workplace
(e.g. gas, electricity and fire
safety regulations).
works actively and responsibly
as a member of
a multi-disciplinary team
and knows some tasks and
areas of responsibility of the
team members.
uses the data and communications
equipment of
his/her work unit within
the practical nurse’s area of
responsibility, appropriately
and according to the instructions
of the work unit.
Observes privacy protection
matters in communications.
in his/her work, takes account
of the values and
aspirations of his/her work
community and abides
with the ethical principles,
statutes and regulations
concerning the field of
social and health care, and
acts in a responsible manner.
complies with the occupational
health and safety
regulations (gas, electricity
and fire safety regulations).
Wears appropriate working
clothes and required
protective gear, prevents
occupational health hazards
and risks (physical, chemical
and biological). Maintains,
for his/her own part,
a good work atmosphere.
works actively and responsibly
as a member of a
multi-disciplinary team and
with interest groups. Acts
in a matter-of-fact manner
in conflict situations and
knows the tasks and areas
of responsibility of the
team members.
understands the significance
of data and communications
equipment
in patient care. Uses the
data and communications
equipment of his/her work
unit within the practical
nurse’s area of responsibility,
appropriately and
according to instructions.
Observes privacy protection
matters in communications.
in his/her work, takes account
of the values and
aspirations of his/her work
community and abides
with the ethical principles,
statutes and regulations
concerning the field of
social and health care. Assumes
his/her share of responsibility
in good patient
care.
complies with the occupational
health and safety
regulations (gas, electricity
and fire safety regulations)
and justifies his/her actions.
Wears appropriate working
clothes and required protective
gear, and prevents
occupational health hazards
and risks (physical, chemical
and biological). Maintains,
for his/her own part,
a good work atmosphere
and recognises the factors
that have a detrimental
effect.
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extinguishes an incipient
stage fire under the supervision
of fire fighters.
maintains his/her own ability
to work, occupational
health and well-being and
prevents health hazards and
risks.
understands the significance
of good physical
fitness as part of good
working ability and vocational
proficiency. Plans
a target-oriented training
programme for him-/herself
(endurance, strength and
flexibility) to maintain and
develop physical fitness and
follows its impact. Demonstrates
development in
physical fitness tests.
provides first aid and basic
resuscitation and early defibrillation.
uses ergonomically correct
and safe techniques in moving
the patients.
knows about the different
routes of infection, protects
him-/herself and the
patient from infections in
emergency care (personal
hygiene, hand hygiene and
the use of protective gloves,
aseptic work process and
dealing with the equipment
used in treatment).
extinguishes an incipient
stage fire under the supervision
of fire fighters.
maintains his/her own ability
to work and promotes
his/her occupational health
and well-being and prevents
health hazards and
risks.
justifies his/her good working
ability and vocational
proficiency with his/her
understanding of the
significance of physical
fitness. Plans an all-round
target-oriented training
programme for him-/herself
to maintain and develop
physical fitness and follows
its impact. Demonstrates
development in physical
fitness tests.
provides first aid and basic
resuscitation and early defibrillation.
uses safe techniques in
moving the patients and
works in an ergonomically
correct manner.
takes into account the risks
of infection in emergency
care, protects him-/herself
and the patient from infections
in an appropriate
manner.
extinguishes an incipient
stage fire under the supervision
of fire fighters.
maintains his/her own ability
to work and promotes
his/her occupational health
and well-being and justifies
their importance, and
prevents accidents in his/
her own actions and guides
others in the prevention of
accidents.
justifies widely his/her
good working ability and
vocational proficiency with
his/her understanding of
the significance of physical
fitness. Plans an all-round
target-oriented training
programme for him-/herself
to maintain and develop
physical fitness and actively
follows its impact. Demonstrates
development in
physical fitness tests.
provides first aid and basic
resuscitation and early defibrillation.
works in an ergonomically
correct manner, exploiting
the patient’s resources and
carries out patient transports
safely, systematically
and appropriately.
protects him-/herself and
the patient from infections
appropriately in emergency
care, instructs and justifies
the importance of protection.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
knows the instructions of
his/her workplace in meeting
a violent client and
protects him-/herself when
needed. Recognises the
threat of domestic violence
in his/her work and guides
the patient to get help, with
the assistance of his/her
team.
acts according to the basic
emergency care procedures
in meeting a violent client.
In his/her work, takes into
account the threat of domestic
violence and guides
the patient to get help
and informs his/her team
thereof.
as a team member, acts
in a manner which deters
violence in threatening
situations, when needed
protects him-/herself and
others, asks for extra forces
when needed. In his/her
work, takes responsibly
into account the threat of
domestic violence, guides
the patient to get help, and
takes the matter forward in
his/her team.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in emergency care by
working in a patient transport company or the patient transport unit of a rescue
department or in an emergency clinic at a hospital or health care centre. The appropriateness
of the workplace as a skills demonstration site shall be ascertained as
to the type of emergency situations and amount of patients. In addition, general
instructions as to legal incompetence due to the possibility of bias (e.g. one’s own
or family business, family connections, marital or similar connection etc.) must be
taken into account, in order to guarantee the reliability of the assessment.
The student or candidate demonstrates his/her vocational skills in the following
domains: basic care of the patient and working in the basic emergency care process
and environment, planning of the productization of competence, cooperation
with authorities, driving and using the ambulance, examining the patient and using
emergency and health care equipment and means of transportation; and pharmacotherapy,
follow-up and assessment of treatment. In addition, the student or candidate
shall master the knowledge related to emergency care service and language skills
according to one of the targets for assessment in the above able as well as the key
competences for lifelong learning. The work is carried out to an extent that makes it
possible to establish that the vocational skills meet the requirements.
78

A skills demonstration is to comprise at least:
• mastering the work process, excluding requesting care instructions; basic emergency
care and the resuscitation of a patient suffering from breathing difficulties
or circulation disorders
• mastering the work method, equipment and material, excluding the interpretation
of ECG (life-threatening arrhythmia); airway blockages (laryngeal tube
and intubation); cooperation with authorities (police and rescue dept.); use
of the national VIRVE system in communications; and working in an ambulance
during emergency transportation; and driving an ambulance in a training
track
• underpinning knowledge, excluding work in catastrophes
• key competences for lifelong learning, excluding first aid and basic resuscitation
and early defibrillation; testing of physical fitness; extinguishing an incipient
stage fire; and encountering a client or patient displaying threatening
behaviour or encountering the threat of domestic violence.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
4.3.2 Accident and emergency nursing
The student must choose either Accident and emergency nursing (cf. 4.3.2) or Perioperative
nursing (cf. 4.3.3) as the elective module in the Programme in Emergency
Care.
The candidate must choose either Accident and emergency nursing (cf. 4.3.2) or
Perioperative nursing (cf. 4.3.3) as the elective module in the specialisation in Emergency
Care.
Vocational skills requirements
The student or candidate
assesses the patient’s condition and participates, as a team member, in the care
•
process of a patient suffering from an acute illness or injury
exploits his/her interaction skills in nursing situations and works as a member
•
of a multi-disciplinary team
examines the patient using the methods and equipment in emergency depart-
•
ment, as well as health care devices
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4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
•
•
•
•
carries out the immobilisation of an patient
applies, in his/her work, the knowledge required in nursing patients in emergency
departments
handles, dispenses and administers pharmaceuticals within the responsibilities
of a practical nurse (Ministry of Social Affairs and Health, manual 2005:32,
appendix 8 on Safe administration of pharmaceuticals) (published in Finnish
and Swedish)
protects him-/herself and the client from infections and prevents the spreading
of infections.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Working in the
nursing process and
environment at an
emergency department
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
is familiar with a practical carries out the tasks of a carries out the tasks of a
nurse’s area of responsibility
practical nurse in a nursing practical nurse appropri-
in a multi-disciplinary team at an emergency deately
in changing situations
nursing team at an emergency
partment. Is familiar with in a nursing team. Is famil-
department and as a the team members’ areas of iar with the team members’
team member, participates responsibility and sees the tasks and division of labour
in the nursing process at an nursing process as a whole. at an emergency department
emergency department.
and sees the nursing
process as a whole.
as a team member, services
the equipment and the
care environment and for
his/her own part, takes
care of the tidiness of the
workplace and fills required
supplies.
checks, fills, cleans and
services the equipment and
the care environment independently.
responsibly takes care of
the working order of the
care environment, as well as
the cleanliness and servicing
of equipment. Assesses
the need for cleaning after
special situations.
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as a team member, admits
a patient suffering from
acute illness or injury upon
the patient’s arrival at the
emergency department and
carries out the initial assessment
and takes required
measures. As a team member,
looks after the patient
during the care process.
in familiar situations, informs
the team about the
patient.
admits a patient (the most
common diseases and accidents)
upon the patient’s
arrival at the emergency
department and carries out
the immediate initial assessment
and takes required
measures. Looks after the
patient during the care
process.
informs the central details
about the patient’s situation
to the rest of the care staff.
in familiar situations, schedules a further appointment
for the patient
schedules a further appointment
for the patient and and instructs the patient in
gives the patients instructions
for care at
home care.
home.
as a team member, documents
and reports the nursing
procedures as well as
the belongings the patient
had with him/her.
as a team member, writes
down the patient’s nursing
data in an electronic patient
data system.
documents and reports,
in a responsible manner,
the patient’s background
information, data about the
incident, the patient’s condition,
nursing procedures
and the patient’s response
as well as the belongings s/
he had with him/her.
writes down the patient’s
nursing data in an electronic
patient data system.
independently admits a
patient upon the patient’s
arrival at the emergency
department and carries out
the immediate initial assessment
and takes required
measures. Looks after the
patient in all respects during
the care process.
independently and extensively
informs about the
patient’s situation to the
rest of the care staff.
schedules a further appointment
for the patient
and instructs the patient
and his/her family in home
care.
documents and reports, in
a responsible and clientbased
manner, the patient’s
background information,
data about the incident, the
patient’s condition, nursing
procedures and the patient’s
response as well as the
belongings s/he had with
him/her, clearly, systematically
and precisely.
independently writes down
the patient’s nursing data in
an electronic patient data
system.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Examining the patient,
using emergency
care methods and
equipment, health
care devices and the
means of moving the
patient
Preparing the patient
for treatment and assisting
in procedures
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
interacts with patients
and family members in a
friendly and matter-of-fact
manner. Respects people of
different ages, ways of communication,
cultural background
and ideologies.
exploits interaction in a
nursing situation.
as a team member, examines
the patient safely, using
the most common methods
and equipment in the
emergency department, as
well as health care devices
and the means of moving
the patient. (e.g. interview,
observation, palpation,
pulse oximeter, 3-lead ECG
monitor, 12- (13-)lead
ECG device, blood glucose
meter, blood sample,
thermometer, breathalyser,
sphygmomanometer/blood
pressure gauge, respirator,
suction apparatus, defibrillator,
cervical collar, vacuum
splint and mattress,
stretcher, and wheelchair).
Is familiar with his/her area
of responsibility.
assists other staff members
in examinations and treatments
and in preparing the
patient for them.
interacts with patients and
family members individually,
genuinely and in an
understanding manner,
establishing a sense of security.
Respects people of
different ages, ways of communication,
cultural background
and ideologies.
exploits interaction in a
nursing situation, improving
the patient’s condition.
examines the patient safely,
using the methods and
equipment in the emergency
care as well as health care
devices and understands
what the findings mean.
Uses the means of moving
the patient safely.
prepares the patient, within
his/her area of responsibility
for examinations and
treatments at the emergency
department, carries
them out under instruction
or assists in them.
interacts with patients and
family members of different
ages, ways of communication,
cultural background
and ideologies individually,
compassionately and in a
respectful manner, establishing
a sense of security.
exploits interaction naturally
in a nursing situation,
improving the patient’s
condition.
examines the patient safely,
appropriately and in a responsible
manner, using the
methods and equipment
in emergency care as well
as health care devices and
justifies the significance of
findings. Uses the means of
moving the patient safely,
systematically and giving
justified reasons.
prepares the patient, within
his/her area of responsibility,
for examinations and
treatments at the emergency
department, carries them
out independently or assists
in them.
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Pharmacotherapy
assists in the most common
laboratory tests and samples
taken at an emergency department.
works aseptically in different
treatments.
monitors the patient , during
and after an examination
or treatment.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Guides
the client or patient and
his/her family, according
to the instructions of the
work unit, in medication,
in storing and disposing of
medicines and in renewing
prescriptions, and knows
the correct pharmacotherapy
in the most common
acute situations.
is aware of the effects and
combined effect of the
most common pharmaceuticals
and recognises the
most common side or adverse
effect and masters the
different routes of administration
(p.o., rect., inh., s.c.
& i.m.). In his/her work,
takes into account abuse of
medicine and reports on it.
prepares the patient for
the most common laboratory
tests at an emergency
department and takes the
samples.
works aseptically in different
treatments and justifies
his/her actions.
monitors the client, during
and after an examination
or treatment and recognises
the client’s individual
needs.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Guides
the client or patient and
his/her family in pharmacotherapy.
exploits his/her knowledge
about the effects and combined
effect of the most
common pharmaceuticals
and recognises the most
common side or adverse
effect and masters the different
routes of administration
(p.o., rect., inh., s.c.
& i.m.). Acts appropriately
when detecting abuse of
medicine.
carries out the most common
laboratory tests at
an emergency department
and takes the samples and
knows how to deal with
the samples, schedule examinations
and instruct the
patient.
works aseptically in different
treatments and justifies
his/her actions in many
ways.
monitors the client, during
and after an examination or
treatment and takes the client’s
needs into account.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Independently
guides the client
or patient and his/her family
in pharmacotherapy.
exploits his/her knowledge
about the effects and combined
effect of the most
common pharmaceuticals
and monitors and recognises
the most common
side or adverse effect and
acts on the basis of this
knowledge and masters the
different routes of administration
(p.o., rect., inh., s.c.
& i.m.). Acts appropriately
when detecting abuse of
medicine.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Immobilisation
Target of
assessment
3. Underpinning
knowledge
Treatment of an
emergency care
patient
carries out pharmacotherapy
within the responsibilities
of a practical
nurse (Ministry of Social
Affairs and Health, manual
2005:32, appendix 8 on
Safe administration of
pharmaceuticals) (published
in Finnish and Swedish).
uses immobilisation equipment
and techniques.
as a team member, carries
out immobilisation of the
most common injuries
in the upper and lower
extremities, with different
materials and at health care
centres and at hospitals.
in familiar situations, takes
into account the risks and
complications related to
immobilisation and instructs
the patient in home
care (e.g. instructs how to
use aids in moving around).
Assessment criteria
carries out pharmacotherapy
within the responsibilities
of a practical
nurse (Ministry of Social
Affairs and Health, manual
2005:32, appendix 8 on
Safe administration of
pharmaceuticals) (published
in Finnish and Swedish).
uses immobilisation equipment
and techniques and
justifies his/her actions.
prepares the patient for
repositioning, carries out
immobilisation of the most
common injuries in the upper
and lower extremities,
with different materials and
at health care centres and at
hospitals.
takes the risks and complications
related to immobilisation
into account.
Instructs the patient in
home care after immobilisation
and takes care of
the continuity of care, as a
team member.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
exploits the core foundation
of nursing in the daily
treatment of emergency
care patients (statutes,
regulations and instructions
governing nursing,
organisation and operations
model as part of the social
and health care service
system).
works in the different stages
of the nursing process at
an emergency department,
within a practical nurse’s
area of responsibility, complying
with the instructions
of his/her operational
unit. Justifies his/her own
actions consistently with
the knowledge governing
nursing.
carries out pharmacotherapy
within the responsibilities
of a practical
nurse (Ministry of Social
Affairs and Health, manual
2005:32, appendix 8 on
Safe administration of
pharmaceuticals) (published
in Finnish and Swedish).
uses immobilisation equipment
and techniques flexibly
and appropriately and
justifies his/her actions.
prepares the patient for repositioning,
independently
carries out immobilisation
of the most common injuries
in the upper and lower
extremities, with different
materials and at health care
centres and at hospitals.
takes the risks and complications
related to immobilisation
into account
in his/her actions and in
instructing the patient and
takes independently care of
the continuity of care.
works independently in
the different stages and
changing situations of the
nursing process, within a
practical nurse’s practical
nurse’s area of responsibility
and exploits the knowledge
that the work is based on in
many ways. Guides clients,
utilising knowledge in different
disciplines.
84

Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
is familiar with promoting justifies his/her actions with
health and well-being, body his/her knowledge about
structure and functioning, the promotion of health
vital functions, diseases, and well-being, body structure
and functioning, vital
injuries and aseptics, so
that s/he can work in the functions, diseases, injuries
most common nursing and aseptics.
situations at an emergency
department.
in his/her work, exploits
his/her knowledge about
the most common diseases
(e.g. mental health, substance
abuse, cardiovascular
diseases, etc.), as well as
their risk factors and treatment.
in his/her work, abides
with the central values and
ethical principles governing
nursing (values and ethical
principles in nursing:
human dignity, safety, the
right to decide on one’s
own matters, justice and
fairness, integrity and responsibility).
Assessment criteria
in his/her work, exploits
his/her knowledge on the
most common diseases and
their risk factors and the
potential acute situations
related to these diseases.
justifies his/her actions in
different nursing situations
with the values and ethical
principles which govern
work in nursing.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works according to given perceives his/her work as a
nursing instructions as a whole and acts flexibly in
team member and knows recurrent daily situations.
his/her area of responsibility.
Recognises the possibilities
and limits of his/her
own
works as a member of a
multi-disciplinary team,
according to the principles
accepted in the work community.
competence.
works actively and responsibly
as a member of
a multi-disciplinary team
and knows some tasks and
areas of responsibility of the
team members.
justifies his/her actions
in many ways with his/
her knowledge about the
promotion of health and
well-being, body structure
and functioning, vital functions,
diseases, injuries and
aseptics.
justifies his/her actions with
his/her knowledge on the
most common diseases and
their risk factors and the
potential acute situations
related to these diseases.
justifies his/her actions in
many ways and analyses
different nursing situations
on the basis of ethical
values.
perceives his/her work as a
whole and acts appropriately
and flexibly in changing
situations. Recognises the
possibilities and limits of
his/her own competence.
works actively and responsibly
as a member of a
multi-disciplinary team and
with interest groups. Acts
in a matter-of-fact manner
in conflict situations and
knows the tasks and areas
of responsibility of the
team members.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Vocational ethics
Health, safety and
ability to function
as a team member, uses the
data and communications
equipment of his/her work
unit within the practical
nurse’s area of responsibility,
according to the instructions
of the work unit, and
observes privacy protection
matters in communication.
knows his/her area of
responsibility and works
according to given nursing
instructions as a team
member.
abides with the statutes
and regulations concerning
nursing at emergency
departments. Wears appropriate
working clothes
and required protective
gear and recognises the
risks related to his/her
work unit. Abides with the
occupational health and
safety instructions of his/
her workplace (e.g. gas,
electricity and fire safety)
as well as other instructions
concerning risky situations.
complies with the safety
plan of his/her work unit.
complies with the operational
principles and occupational
health and safety
programme of his/her work
unit.
provides first aid and basic
resuscitation and early defibrillation.
uses the data and communications
equipment of his/
her work unit appropriately
within the practical nurse’s
area of responsibility, according
to the instructions
of the work unit, and observes
privacy protection
matters in communication.
in his/her work, takes account
of the values, aspirations
and ethical principles
of his/her work community,
and acts responsibly
without taking risks.
complies with the occupational
health and safety
regulations (gas, electricity
and fire safety regulations).
Wears appropriate working
clothes and required protective
gear, and prevents
occupational health hazards
and risks (physical, chemical
and biological).
justifies his/her actions with
the safety plan of his/her
work unit.
maintains, for his/her own
part, a good working atmosphere
and occupational
health and safety at his/her
workplace.
provides first aid and basic
resuscitation and early defibrillation.
understands the significance
of data and communications
equipment
in patient care. Uses the
data and communications
equipment of his/her work
unit within the practical
nurse’s area of responsibility,
appropriately and according
to instructions, and
observes privacy protection
matters in communication.
in his/her work, takes the
values, aspirations and ethical
principles of the work
community into account.
Assumes his/her share of responsibility
in good patient
care and avoids risks.
complies with the occupational
health and safety
regulations (gas, electricity
and fire safety regulations)
and justifies his/her actions.
Wears appropriate working
clothes and required
protective gear, prevents
occupational health hazards
and risks (physical, chemical
and biological).
justifies his/her actions
extensively with the safety
plan of his/her work unit.
maintains, for his/her own
part, a good working atmosphere
and occupational
health and safety at his/her
workplace and recognises
the factors that have a detrimental
effect.
provides first aid and basic
resuscitation and early defibrillation.
86

maintains his/her own ability
to work, occupational
health and well-being.
uses medical examination
and treatment tables as
well as aids to assist moving
around and employs
ergonomically correct
working practices. Uses safe
transportation techniques
and equipment, examination
and treatment tables
and aids to assist moving
around. Pays attention to
patient safety and prevents
work-related accidents and
injuries.
takes the risk of infection
into account in a nursing
situation, protects him-/
herself and the patient
from infections (personal
hygiene, hand hygiene and
use of protective gloves,
aseptic work process and
dealing with the equipment
used in treatment).
complies with the safety instructions
of his/her workplace,
in meeting a violent
client and protects him-/
herself when needed.
maintains his/her own ability
to work and promotes
his/her occupational health
and well-being.
uses safe transport techniques
and equipment,
examination and treatment
tables and aids to assist
moving around. Applies
ergonomic work practices.
Pays attention to patient
safety and prevents workrelated
accidents and injuries.
takes into account the risks
of infection in nursing
situations, protects him-/
herself and the patient from
infections in an appropriate
manner.
complies with the safety
instructions of his/her
workplace and the work
unit practices in meeting a
violent client and protects
him-/herself when needed.
maintains his/her own ability
to work and promotes
his/her occupational health
and well-being. Justifies
their importance.
works ergonomically and
carries out patient transports
safely, systematically
and appropriately. Uses
examination and treatment
tables and aids to assist
moving in a controlled
manner. Pays attention to
patient safety and develops
the ergonomic functionality
of the work environment.
protects him-/herself and
the patient from infections
in an appropriate manner.
Guides and justifies the
importance of protection.
as a team member, prevents
the threat of violence. Acts
independently in accordance
with the instructions
and when needed, protects
him-/herself and other and
asks for back-up.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in emergency nursing,
by working at an emergency department of a hospital or health care centre.
The student or candidate demonstrates his/her vocational skills in the following domains:
working in an emergency nursing process and the environment, vocational
interaction, examining the patient using emergency care methods and equipment,
health care appliances and means of moving the patient, preparing the client for
examinations and assisting in treatment, pharmacotherapy and immobilisation. In
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addition, the student or candidate shall master the knowledge related to emergency
nursing, as well as the key competences for lifelong learning. The work is carried
out to an extent that makes it possible to establish that the vocational skills meet the
requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material, excluding immobilisation
• underpinning knowledge in its entirety
• key competences for lifelong learning in its entirety, excluding first aid, basic
resuscitation and early defibrillation and meeting a violent client.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.3.3 Perioperative nursing
The student must choose either Perioperative nursing (cf. 4.3.3) or Accident and
emergency nursing (cf. 4.3.2) as the elective module in the Programme in Emergency
Care.
The candidate must choose either Perioperative nursing (cf. 4.3.3) or Accident
and emergency nursing (cf. 4.3.2) as the elective module in the specialisation in
Emergency Care.
Vocational skills requirements
The student or candidate
• works in a multi-disciplinary perioperative nursing team
• plans and carries out the patient’s basic care procedures
• uses the instruments and devices in perioperative nursing, and services them
• takes into account the importance of the surgical positioning for the patient’s
safety
• takes aseptics into account
• protects him-/herself and the client from infections and prevents the spreading
of infections.
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Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Working in a perioperative
nursing process
and environment
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
know the practical nurse’s carries out the tasks of a
area of responsibility in practical nurse in a perioperative
a multi-disciplinary perioperative
nursing team and
nursing team knows the team members’
and performs, under the areas of responsibility.
instruction of the team, the
tasks of a practical nurse.
under the instruction of
his/her team, finds out
about the patient’s surgical
diagnoses and procedures.
plans and carries out the
basic care procedures
required by the patient,
within his/her area of responsibility
and according
to the instructions of his/
her operational unit.
services the equipment and
the nursing environment.
exploits the information in
the written surgery plan in
his/her work and based on
that, prepares for the procedure
and the tasks belonging
to the practical nurse.
plans, carries out and assesses
the basic care procedures
required by the
patient, independently and
within the limits of his/
her area of responsibility.
Informs about the patient’s
condition.
checks, fills, cleans and
services the equipment and
the nursing environment
independently.
carries out the tasks of a
practical nurse in a perioperative
nursing team appropriately
and knows the
team members’ tasks and
division of labour in perioperative
nursing.
exploits the information
in the written surgery plan
in his/her work, takes into
account the surgery and
anticipates the subsequent
tasks belonging to the practical
nurse.
plans and carries out the
basic care procedures required
by the patient, within
the limits of his/her area
of responsibility. Assesses
the success of treatment
and acts appropriately, according
to the demands of
the situation. Justifies his/
her own actions.
takes care of filling, cleaning
and servicing the
equipment and the nursing
environment during his/
her shift, in a responsible
manner, consistent with the
demands of the situation,
and assesses the need for
cleaning after special situations.
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in familiar situations, informs
the team about the
patient’s treatment within
his/her area of responsibility.
Records the patient’s
perioperative nursing with
respect to his/her area of
responsibility.
informs the team, orally
and in writing, about the
patient’s treatment, as well
as about the related plan,
within his/her area of responsibility.
informs the team actively
and appropriately about
the patient’s treatment and
the related plan. Records
clearly the patient’s treatment
within his/her area of
responsibility.
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Using perioperative
nursing methods and
instruments, health
care appliances and
means of moving the
patient
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
interacts with patients
in perioperative care in a
friendly and matter-of-fact
manner.
acts professionally in interaction.
uses perioperative nursing
instruments, health care devices
and means of moving
the patient safely and know
his/her area of responsibility.
Uses, cleans and services
equipment appropriately
(surgical tables and accessories,
pulse oximeters,
monitors, 12- (13-)wire
ECG, sphygmomanometer/
blood pressure gauge, oxygen
masks, CPAP, respirators,
defibrillator, evaporators,
heating and cooling
blankets, infusion pumps,
syringe pumps, diathermy
machines, traction equipment,
medical imaging
equipment, and digital
photography).
interacts with patients in
perioperative care individually,
genuinely and in an
understanding manner,
establishing a sense of security.
acts professionally in interaction
and recognises the
patient’s different emotions
in facing anaesthesia and
procedures.
is familiar with the operation
of the most common
health care equipment used
in perioperative nursing,
and prepares them ready
for use. In cooperation
with a perioperative team,
uses different techniques
in moving and lifting the
patient as well as appropriate
aid-devices (moving the
patient from the bed to the
surgical table and back).
interacts with patients in
perioperative care individually
and compassionately,
establishing a sense of security.
Guides and soothes the
patient.
acts naturally and professionally
in interaction. Pays
individual attention to the
patient’s emotions in facing
anaesthesia and procedures
and supports the patient’s
coping with them.
understands the operation
of health care equipment
used in perioperative nursing,
and prepares them
ready for use. In cooperation
with a perioperative
team, uses different techniques,
in a controlled
manner, in moving and
lifting the patient as well
as appropriate aid-devices
(moving the patient from
the bed to the surgical table
and back).
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Planning, implementing
and assessing
the patient’s surgical
positioning, as a
team member
assists in putting on sterile
clothing for the surgery.
Opens the sterile package
and hands it to the user
without contaminating the
product. Assists in creating
a sterile environment and
works aseptically during the
surgery.
assists in putting on sterile
clothing for the surgery.
Opens the sterile package
and hands it to the user
without contaminating the
product. Assists in creating
a sterile environment and
works aseptically during
the surgery. Justifies his/her
own actions.
assists in putting on sterile
clothing for the surgery.
Opens the sterile package
and hands it to the user
without contaminating the
product. Assists in creating
a sterile environment and
works aseptically during
the surgery. Justifies his/her
own actions in many ways.
uses C-arm, according to
workplace instructions.
uses C-arm, according to
workplace instructions.
uses C-arm, according to
workplace instructions.
takes into account the sets the patient in an appropriate
sets the patient in an ap-
importance of the surgical
and safe position propriate and safe position
positioning for the patient’s in view of the planned local in view of the planned local
safety.
anaesthesia and surgery, in anaesthesia and surgery, in
cooperation with a perioperative
cooperation with a periop-
team.
erative team. Justifies his/
her own actions.
takes the patient safely to in cooperation with a perioperative
uses the surgical table and
team, prepares the different supports, pads and
the operating room and sets
him/her in a safe supine required surgical table and accessories appropriately for
position, in cooperation accessories. Sets the patient setting the patient in the
with a perioperative nursing
in the planned position for right position. Applies his/
team. Under instruc-
surgery, applying his/her her knowledge of anatomy
tion, assists in setting the knowledge of anatomy and and physiology, in order to
patient in other surgical physiology.
avoid any complications
positionings and reserves
caused by the positioning
the required surgical table
to the patient.
and accessories.
in his/her work, takes into
account the significance of
different cleanliness categories.
in his/her work, takes into
account the significance of
different cleanliness categories
and uses them to justify
his/her actions.
in his/her work, takes into
account the significance of
different cleanliness categories
and uses them in many
ways to justify his/her actions.
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Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
that guides the
work in perioperative
nursing tasks and
environment
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in the most common nursing
situations, applies the
core knowledge of perioperative
nursing.
in his/her work, exploits
knowledge about the effects
and adverse effects of
radiation on people, and
protects him-/herself and
the patient.
abides the instructions of
his/her operational unit
in the different stages of
perioperative nursing and
justifies his/her own actions
consistently with the
knowledge which governs
nursing.
justifies his/her actions with
his/her knowledge on the
adverse effects of radiation,
and protects him-/herself
and the patient.
works independently in
the different stages and
changing situations in the
perioperative nursing process,
within his/her area
of responsibility and as a
team member. Exploits the
knowledge that nursing is
based on, in many ways
when guiding patients.
justifies his/her actions in
many ways with his/her
knowledge on the adverse
effects of radiation, and
makes sure that all those
who are involved in the
nursing situation are protected.
Targets of
assessment
4. Key competences
for lifelong
learning
Learning and problem
solving
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and know-how.
works according to given
nursing instructions as a
member of a perioperative
team and knows a practical
nurse’s area of responsibility.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and know-how
and, when needed, asks for
guidance.
perceives his/her work as a
whole and acts flexibly in
recurrent daily situations
in the perioperative nursing
process. Recognises the
possibilities and limits of
his/her own competence.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations
at work, recognises his/
her own strengths and
development needs. Gives
feedback and presents constructive
alternative solutions
and asks for guidance
when needed.
perceives his/her work
as a whole and acts appropriately
and flexibly in
changing situations in the
different stages of the perioperative
nursing process.
Recognises the possibilities
and limits of his/her own
competence.
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Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
as a team member, uses
the data and communications
equipment of his/
her work unit within the
practical nurse’s area of
responsibility, according
to the instructions of the
working unit, and observes
privacy protection in communication.
works as a member of a
multi-disciplinary team,
according to the principles
accepted in the work community.
abides with the principles
of respect for human dignity
and safety in perioperative
nursing.
complies with statutes
and regulations related to
nursing, as well as with the
occupational health and
safety instructions of his/
her workplace.
takes care of his/her personal
hygiene, wears appropriate
working clothes
and the required protective
gear.
uses the data and communications
equipment
of his/her work unit appropriately
within the
practical nurse’s area of
responsibility, according
to the instructions of the
working unit, and observes
privacy protection in communication.
works actively and responsibly
as a member of
a multi-disciplinary team,
according to the principles
accepted in the work community.
in his/her work, takes account
of the values and aspirations
of his/her working
community and abides
with the ethical principles
and avoids risks.
complies with statutes and
regulations related to nursing,
as well as with occupational
health and safety
regulations (gas, electricity
and fire safety regulations)
and justifies his/her actions.
wears appropriate working
clothes and the required
protective gear. Prevents
occupational health hazards
(physical, chemical
and biological) and maintains,
for his/her own part,
good workplace atmosphere.
understands the significance
of data and communications
equipment
in patient care, uses the
equipment in his/her work
unit appropriately within
the practical nurse’s area of
responsibility, according
to the instructions of the
working unit, and observes
privacy protection in communication.
works actively and responsibly
as a member of
a multi-disciplinary team
and with interest groups.
Acts in a matter-of-fact
manner and according to
the principles accepted in
the work community in
conflict situations.
in his/her work, takes account
of the values and aspirations
of his/her working
community and abides
with the ethical principles,
carries out his/her work in
a responsible manner and
avoids risks.
complies with statutes and
regulations related to nursing,
as well as with occupational
health and safety
regulations and extensively
justifies his/her actions.
wears appropriate working
clothes and the required
protective gear. Prevents
occupational health hazards
(physical, chemical
and biological). Maintains,
for his/her own part, a
good workplace atmosphere
and recognises the
factors that have a detrimental
effect.
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is familiar with the safety
labelling of devices (CE
marking) and uses equipment
in accordance with
their manuals and safety
instructions. As a team
member, takes action in
dangerous situations and
reports on a device failure
and danger.
prevents dangers related to
the safety of equipment.
recognises the markings on
gas cylinders (O2, nitrous
oxide and other specific
gases) and handles the gas
cylinders safely (medical
oxygen).
works in an ergonomically
correct way in moving and
lifting the patient and in
supporting the patients
positioning for local anaesthetics,
in cooperation
with team members. Takes
the safety of the patient
into account.
in his/her work, exploits
his/her knowledge about
the different routes of
infection, protects him-/
herself and the patient
from infections (personal
hygiene, hand hygiene and
use of protective gloves,
aseptic work process and
dealing with the equipment
used in treatment).
provides first aid and basic
resuscitation and early
defibrillation.
is familiar with the safety
labelling of devices (CE
marking) and uses equipment
in accordance with
their manuals and safety
instructions. Takes appropriate
action in dangerous
situations and reports on a
device failure and danger.
prevents dangers related
to the safety of equipment
and justifies his/her actions.
recognises the markings on
gas cylinders (O2, nitrous
oxide and other specific
gases) and handles the gas
cylinders safely (medical
oxygen).
works in an ergonomically
correct manner in
perioperative nursing environment
and takes the
safety of the patient into
account. Justifies his/her
decisions.
takes into account the
risks of infection in perioperative
nursing, protects
him-/herself and the patient
from infections in an
appropriate manner.
provides first aid and basic
resuscitation and early
defibrillation.
is familiar with the safety
labelling of devices (CE
marking) and uses equipment
in accordance with
their manuals and safety
instructions. Takes appropriate
action in dangerous
situations and reports on a
device failure and danger.
Justifies his/her own actions.
prevents dangers related
to the safety of equipment
and justifies his/her actions
in many ways.
recognises the markings on
gas cylinders (O2, nitrous
oxide and other specific
gases) and handles the gas
cylinders safely (medical
oxygen).
works in an ergonomically
correct manner in
perioperative nursing
environment exploiting
the patient’s resources and
aid-devices. Takes into
account the other team
members and the safety
of the patient and justifies
his/her decisions in many
ways.
protects him-/herself and
the patient from infections
in an appropriate manner
in the perioperative nursing
environment. Justifies
the importance of protection.
provides first aid and basic
resuscitation and early
defibrillation.
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maintains his/her own
ability to work, occupational
health and wellbeing.
maintains his/her own
ability to work and promotes
his/her occupational
health and well-being.
maintains his/her own
ability to work and promotes
his/her occupational
health and well-being and
justifies their importance.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in perioperative nursing
by working at the surgical ward of a university hospital or central hospital. The
skills demonstration may also take place at an intensive care unit and recovery room.
The student or candidate demonstrates his/her vocational skills in the following
domains: working in the perioperative nursing process and environment, vocational
interaction, using perioperative nursing methods and instruments, health care appliances
and means of moving the patient as well as planning, implementing and
assessing the patient’s positioning for surgery, as a team member. In addition, the
student or candidate shall master the knowledge related to perioperative nursing,
as well as the key competences for lifelong learning. The work is carried out to an
extent that makes it possible to establish that the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge in its entirety
• key competences for lifelong learning in its entirety.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence as interviews, assignments and other reliable methods.
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4.4 Study Programme or Specialisation in Rehabilitation
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care, and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.4.1 Rehabilitation
Vocational skills requirements
The student or candidate
• writes, implements and assesses a rehabilitation plan for the client, within a
practical nurse’s responsibilities, as a member of a multi-disciplinary team
• plans, implements and assesses different the guidance situations of a group of
rehabilitees
• assesses a client’s ability to function in cooperation with the client and as a
member of a multi-disciplinary team, and applies and uses measurements and
assessments by rehabilitation professionals, within a practical nurse’s area of
responsibility
• supports and promotes a client’s health, well-being, safety and ability to function,
and participates in preventing detrimental habits and reducing the harm
caused by them
• assists, supports and guides a client’s physical, mental and social coping in daily
activities in the client’s different environments, utilising different methods
• supports the client in social relations, understanding the significance of the
client’s social network and environment
• meets a client, whose behaviour is challenging and recognises the threat of
violence
• guides and supports a client in acquiring and using different aid-devices, technical
appliances and security systems
• uses different methods of communication in interaction and communications
• arranges and leads exercise activities, which promote health
• carries out pharmacotherapy
• exploits legislation which governs rehabilitation work and services
• exploits his/her language skills in rehabilitation activities
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•
•
•
•
•
plans the productization of his/her competence
develops his/her action on the basis of given feedback and assesses his/her competence
in rehabilitation
works in multi-disciplinary cooperation for the client’s rehabilitation, recognising
a practical nurse’s responsibility and limitations
complies with the values and ethical principles of rehabilitation
takes care of his/her well-being at work and observes occupational health and
safety instructions and ergonomics.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education, the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Drawing up,
implementing
and assessing a
rehabilitation plan
for a client, within a
practical nurse’s area
of responsibility
Recording client data
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
draws up a rehabilitation
plan for a client, as a team
member and in cooperation
with the client, within
a practical nurse’s area of
responsibility.
carries out his/her work
with a rehabilitative approach
according to the
plan and in cooperation
with the client and multidisciplinary
network.
supported by the team,
answers for his/her part for
recording the client data
in the relevant system so as
not to violate the rights of
the client or the employee.
draws up a rehabilitation
plan for a client, as an active
team member and in
cooperation with the client,
within a practical nurse’s
area of responsibility, and is
aware of the significance of
the plan in the rehabilitation
process.
carries out his/her work
with a rehabilitative approach
according to the
plan. Cooperates with the
client, his/her network
and the multi-disciplinary
network.
as a team member, answers
for his/her part for recording
the client data in the
relevant system so as not
to violate the rights of the
client or the employee.
plays an active role in his/
her team in drawing up an
individual and extensive
rehabilitation plan together
with the client, within a
practical nurse’s area of
responsibility, and is aware
of the significance of the
plan in the rehabilitation
process.
carries out his/her work
independently with a rehabilitative
approach, according
to the plan and assesses
his/her actions. Cooperates
with the client, his/her
network and the multidisciplinary
network.
answers, for his/her part,
for recording the client data
in the relevant system so as
not to violate the rights of
the client or the employee.
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Planning, implementing
and assessing
guidance situations of
groups of rehabilitees
Economical efficiency
and high-quality work
Planning the productization
of competence
plans a guidance situation
for a group of clients
exploiting activating and
creative methods.
guides a group of clients
and assesses the situation
according to plan.
works cost-efficiently in a
team and complies with the
quality recommendations
of the setting.
under instruction, plans the
productization of competence.
plans guidance situations
for different groups of
clients exploiting different
activating or creative
methods.
guides groups of clients
independently and assesses
the situation according to
plans.
works cost-efficiently and
complies with the quality
recommendations of the
setting.
plans and finds out, in his/
her work, about the possibilities
to productise one’s
competence.
plans client-based guidance
situations for different
groups of clients and pays
attention to creative methods.
guides groups of clients independently
and creatively
and assesses the situation
according to plan in many
ways.
works cost-efficiently,
complies with the quality
recommendations of the
setting and assesses and
develops rehabilitation by
making suggestions for
development.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Assessing a client’s
ability to function,
within a practical
nurse’s area of
responsibility
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
supported by his/her team,
finds out about a client’s
physical, mental and social
ability to function. Interviews
the client independently
and assesses his/her
ability to function, using
one assessment scale.
measures the heartbeat,
lung capacity parameters,
blood pressure, respiratory
frequency and peak expiratory
flow (PEF).
finds out about a client’s
physical, mental and social
ability to function, using
more than one assessment
scale. Exploits the information
gained through observations
and interview.
measures the heartbeat,
lung capacity parameters,
blood pressure, respiratory
frequency and peak expiratory
flow (PEF) and recognises
changes in the client’s
condition.
finds out, in many ways,
about a client’s physical,
mental and social ability
to function. Uses several
assessment scales as well as
observations and interview.
measures the heartbeat,
blood pressure, respiratory
frequency and peak expiratory
flow (PEF). Recognises
changes in the client or
patient’s condition and acts
appropriately in the changing
situation.
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Supporting and
promoting a client’s
physical ability to
function
from time to time, reports
and informs team members
about factors related to the
client’s ability to function.
supported by the team,
assists and guides the client
in moving and in different
postures (in resting
and active postures and in
changing postures and in
walking).
guides and supports a client’s
independent coping
with daily activities (PADL
- physical activities in daily
living and IADL - instrumental
activities in daily
living).
supported by a team, exploits
relaxation methods in
the rehabilitation of clients
and groups of clients.
massages the client, using
the strokes of classic Swedish
massage in the right
rhythm, but the performance
is mechanical.
administers simple cryotherapy,
thermotherapy and
hydrotherapy, safely and
according to instructions.
reports and informs team
members about factors
related to the client’s ability
to function.
assists and guides the client
in moving and in different
postures, exploiting different
mobility exercises.
guides and supports a client’s
independent coping
with daily activities (PADL
- physical activities in daily
living; IADL - instrumental
activities in daily living;
and AADL - advanced
activities in daily living).
exploits relaxation methods
in the rehabilitation of clients
and groups of clients.
massages the client, using
the strokes of classic Swedish
massage and enhances
the client’s well-being and
relaxes his/her muscles.
administers simple cryotherapy,
thermotherapy and
hydrotherapy, as well as
TNS therapy safely.
reports and informs team
members about factors
related to the client’s ability
to function, changes and
their impact on the client’s
coping and ability.
assists, guides and activates
the client in moving and in
different postures, exploiting
different client-based
mobility exercises.
actively guides and supports
a client’s independent
coping with daily activities
(PADL - physical activities
in daily living; IADL
- instrumental activities in
daily living; and AADL -
advanced activities in daily
living). Pays attention to
factors which facilitate or
hamper mobility.
exploits relaxation methods
independently and in many
ways in the rehabilitation
of clients and groups of
clients.
massages the client, using
the strokes of classic Swedish
massage and enhances
the client’s well-being,
relaxes his/her muscles and
relieves pain.
relieves the client’s pain
with cryotherapy, thermotherapy
and hydrotherapy,
as well as TNS therapy in a
safe and client-based manner.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Supporting and
promoting a client’s
mental ability to
function
Supporting and
promoting a client’s
social ability to
function
supported by a team,
supports and promotes a
client’s mental ability to
function (mood, learning
ability, positive self-image
and confidence), exploiting
different methods (active
listening, asking and supportive
conversations).
supported by a team,
activates the client’s selfexpression
and memory in
familiar situations through
the use of some methods
(exercise, art, music and
reminiscence therapy).
supported by a team, recognises
the importance
of sleep, exhaustion and
alertness for the client’s
coping with daily activities,
and supports the client in
obtaining a regular daily
schedule and lifestyle.
supported by a team, finds
out about the client’s social
network, as well as his/
her cultural and setting, in
cooperation with the client,
and supports the client’s
social ability to function
together with him/her
and his/her network (e.g.
friends and hobbies).
as a team member, guides
the client to participate in
societal activities.
supported by a team,
guides and supports a client
in coping and meaningful
daily living (e.g. daily
schedule, organised daily
living, running daily affairs,
avoiding substance abuse).
actively supports and promotes
a client’s mental ability
to function, exploiting
different methods.
activates the client’s selfexpression
and memory in
different ways and with his/
her actions, supports the
client’s positive self-image
and confidence.
recognises the importance
of sleep, exhaustion and
alertness for the client’s
coping with daily activities,
and supports the client in
obtaining a regular daily
schedule and lifestyle and,
when needed, forwards the
client to expert help.
finds out about the client’s
social network, as well as
his/her cultural and setting,
in cooperation with the
client, and supports and
guides the client’s social
ability to function together
with him/her and his/her
network (e.g. friends and
hobbies).
guides the client to participate
in societal activities
and, when needed, in different
organised activities
and work as well as sheltered
work.
guides and supports a client
in coping and meaningful
daily living.
actively and creatively supports
and promotes a client’s
mental ability to function,
exploiting different
methods, and helps the client
understand and use his/
her own mental resources
to improve coping.
activates the client’s selfexpression,
memory and
mental impressions in different
ways and with his/
her actions, supports the
client’s positive self-image
and confidence in many
ways.
recognises the importance
of sleep, exhaustion and
alertness for the client’s
coping with daily activities,
and guides and supports
the client in obtaining a
regular daily schedule and
lifestyle and, when needed,
motivates the client to obtain
expert help.
finds out about the client’s
social network, as well as
his/her cultural and setting,
in cooperation with the
client, and supports and
activates the client’s social
ability to function together
with him/her and his/her
network (e.g. friends and
hobbies).
actively guides the client to
participate in societal activities
and, when needed,
in different organised activities
and work as well as
sheltered work.
actively guides and supports
a client in coping and
meaningful daily living.
100

Exploiting aid-devices
in rehabilitation
Exploiting different
communication
methods in rehabilitation
Supporting health,
well-being, security
and the ability to
function
supported by a team, assesses
a client’s need for for aid-devices, exploiting
assesses the client’s need
aid-devices (e.g. for mobility,
communication, help in and informs the other team
the experts in the said field,
coping, sensory perception members thereof. Guides
and daily activities) and the client in obtaining and
informs the other team using such aid-devices.
members thereof. Guides
the client in obtaining and
using such aid-devices.
exploits the experts in the
field in using the supply
network.
communicates with the
client, using, when needed,
an alternative communication
method (e.g. plain language,
large print, deaf-aid
telephone, using objects,
pictures or gestures, and
sign language).
in familiar situations,
guides the client in the
use of domestic appliances
which promote basic security,
and security systems
(alarm and surveillance systems
and danger-detectors).
Prevents accidents.
promotes the client’s health
and guides clients in different
risk groups to some
health-promoting form of
exercise (Nordic walking,
games, workout at home
and hydro gymnastics).
guides clients to forms of
exercise that suit them and
assists clients in exercise for
special-needs groups, according
to instructions.
exploits the experts in the
field in assessing the need
for aid-devices and in using
the supply network. Is
familiar with the various
steps in the procurement
process.
communicates in a clientbased
manner, exploiting
alternative communication
methods.
guides the client in the
use of domestic appliances
which promote basic security,
and security systems.
Prevents accidents.
promotes the client’s health
and guides clients of different
ages and in different
risk groups to some healthpromoting
form of exercise,
individually and in groups.
is familiar with organisations
which arrange exercise
for special-needs groups,
and guides clients to them
and assists clients in exercise
for special-needs
groups, according to instructions.
assesses the client’s need for
aid-devices in many ways,
exploiting the experts in
the said field, and informs
the other team members
thereof. Guides the client
in obtaining and using such
aid-devices.
exploits the experts in the
field in assessing the need
for aid-devices and in using
the procurement and supply
networks.
communicates in a clientbased
manner, exploiting
alternative communication
methods appropriately and
in many ways.
uses basic domestic appliances
and facilitating accessories
and guides the client
and his/her family in their
use, in a client-based manner.
Guides the client in
the use of security systems.
Prevents accidents.
promotes the client’s health
and guides clients of different
ages and in different
risk groups, in a clientbased
manner, to some
health-promoting form of
exercise, individually and in
groups.
exploits organisations
which arrange exercise for
special-needs groups and
guides clients to take an
interest in exercise. Assists
the client in special-needs
exercise groups, in a clientbased
manner.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Recognising a client’s
mental health and
substance abuse
problems and referring
to treatment
Pharmacotherapy
recognises threats to a client’s
well-being and security,
and as a team member,
supports the client in coping
with social problems.
assesses the severity of the
client’s substance abuse and
recognises its damages. Recognises
the client’s mental
health threats and problems
and supports him/her in
coping with them. Cooperates
with other experts.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Supported
by a team, guides
the client and his/her family
in the use of pharmaceuticals,
in their storage and
disposal and in renewing
prescriptions.
with the support of his/her
team, monitors the effects
and combined effects of
pharmaceuticals and recognises
some of the most
common side and adverse
effect and abuse of medication,
and informs thereof in
his/her multi-disciplinary
team.
recognises threats to a client’s
well-being and security,
and as a team member,
supports the client in coping
with social problems
and when needed, guides
him/her to see a specialist.
assesses the severity of the
client’s substance abuse
and recognises its damages
and supports him/her in
reducing them. Recognises
the client’s mental health
threats and problems and
supports him/her in coping
with them. When needed,
guides the client to mental
health, substance abuse or
crisis clinics and exploits
expert help.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Guides
the client and his/her family
in the use of pharmaceuticals,
in their storage and
disposal and in renewing
prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and recognises
some of the most common
side and adverse effect and
abuse of medication, and
informs thereof in his/her
multi-disciplinary team.
recognises threats to a client’s
well-being and security,
and as a team member,
actively supports the client
in coping with social problems
and when needed,
guides and motivates him/
her to see a specialist.
assesses the severity of the
client’s substance abuse
and recognises its damages
and supports him/her in
reducing them. Recognises
the client’s mental health
threats and problems and
supports him/her in coping
with them. When needed,
guides and motivates the
client to use mental health,
substance abuse or crisis
clinics and exploits expert
help in many ways.
handles, dispenses and administers
pharmaceuticals
correctly and safely. Guides
the client and his/her family
actively in the use of
pharmaceuticals, in their
storage and disposal and in
renewing prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common side and
adverse effect and abuse of
medication, and informs
thereof independently and
both orally and in writing
in his/her multi-disciplinary
team.
102

Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
support and promotion
of rehabilitation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits justifies his/her own actions justifies his/her own actions
his/her knowledge on the with his/her knowledge of
widely with his/her
client’s physical, mental, the different subdomains of knowledge of the different
social, intellectual and spiritual
the client’s ability to func-
subdomains of the client’s
ability to function. tion.
ability to
function.
as a team member, exploits
his/her knowledge on the
body structure and functioning
in supporting the
client’s physical ability,
the client’s exercise, and in
guiding the client towards
exercise.
as a team member, exploits
his/her knowledge on the
client’s functional ability,
indications for and contraindications
for massage.
supported by a team, exploits
his/her knowledge on
the stages of a client’s mental
health crisis.
in his/her work, exploits
his/her knowledge on the
impact of interaction and
communication on a person’s
coping.
in his/her work, exploits
his/her knowledge on different
types of accommodation
and in familiar situations,
discusses the different
options with the client.
in his/her work, exploits
his/her knowledge on the
risks of displacement and
on how to avoid them.
exploits his/her knowledge
on the body structure and
functioning in supporting
the client’s physical ability,
the client’s exercise, and in
guiding the client towards
exercise.
exploits his/her knowledge
on the client’s functional
ability, indications for and
contraindications for massage.
in his/her work, exploits
his/her knowledge on the
stages of a mental health
crisis.
justifies his/her actions with
his/her knowledge on the
impact of interaction and
communication on a person’s
coping.
in his/her work, exploits
his/her knowledge on the
different types of accommodation
and guides the
client to use these services.
justifies his/her actions with
his/her knowledge on the
risks of displacement and
on how to avoid them.
exploits his/her knowledge
on the body structure and
functioning in supporting
the client’s physical ability,
the client’s exercise, and in
guiding the client towards
exercise and justifies his/her
decisions.
exploits his/her knowledge
on the client’s functional
ability, indications for
and contraindications for
massage, in a client-based
manner.
justifies his/her own actions
with his/her knowledge of
the stages of a client’s mental
health crisis.
justifies his/her actions
extensively with his/her
knowledge on the impact
of interaction and communication
on a person’s
coping.
in his/her work, widely
exploits his/her knowledge
on the different types of
accommodation and guides
the client to use these
services, in a client-based
manner.
justifies his/her actions
extensively with his/her
knowledge on the risks of
displacement and on how
to avoid them.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related to
pharmacotherapy
Mastering the
knowledge related to
rehabilitation services
and legislation
in his/her work, exploits
his/her knowledge on the
principles of networking in
rehabilitation and in preventing
problems in rehabilitation
(e.g. preventive
work in mental health and
substance abuse issues).
in his/her work, exploits
his/her knowledge on the
different stages in teamingup
and on the factors influencing
group dynamics in
different client groups.
in his/her work, exploits
his/her knowledge of different
cultures and minority
groups.
in the different pharmacotherapeutic
assignments,
exploits his/her knowledge
of diseases, groups and
types of pharmaceuticals,
ways of administering the
pharmaceuticals, signs of
abuse of medication, as well
as regulations on pharmacotherapy.
supported by a team, exploits
in his/her work his/
her knowledge of legislation
on rehabilitation, national
development projects and
rehabilitation services (e.g.
Kaste-programme, Health
2015).
justifies his/her actions with
his/her knowledge on the
principles and methods
of networking in rehabilitation
and in preventing
problems in rehabilitation
(e.g. preventive work in
mental health and substance
abuse issues).
justifies his/her own actions
with his/her knowledge on
the different stages in teaming-up.
Uses his/her knowledge
of group dynamics
when guiding a group and
takes different client groups
into account.
justifies his/her actions with
his/her knowledge of the
different cultures and minority
groups.
justifies his/her actions in
the different pharmacotherapeutic
assignments
with his/her knowledge of
diseases, groups and types
of pharmaceuticals, ways
of administering the pharmaceuticals,
signs of abuse
of medication, as well as
regulations on pharmacotherapy.
in his/her work, exploits
his/her knowledge of legislation
on rehabilitation,
national development
projects and rehabilitation
services.
justifies his/her actions
extensively with his/her
knowledge on the principles
and methods of networking
in rehabilitation
and in preventing problems
in rehabilitation (e.g. preventive
work in mental
health and substance abuse
issues).
justifies his/her actions with
his/her knowledge of group
dynamics when guiding a
group and takes different
client groups into account,
in a client-based manner.
justifies his/her actions with
his/her knowledge of the
different cultures and minority
groups and applies
this knowledge in many
ways in his/her work.
justifies his/her actions in
the different pharmacotherapeutic
assignments extensively
with his/her knowledge
of diseases, groups and
types of pharmaceuticals,
ways of administering the
pharmaceuticals, signs of
abuse of medication and
its prevention, as well as
regulations on pharmacotherapy.
justifies his/her actions
with his/her knowledge of
legislation on rehabilitation,
national development
projects and rehabilitation
services.
104

Mastering the
knowledge related
to entrepreneurship
and productization of
competence
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Sector-specific
language skills for
Finnish-speakers
Making use of language
skills in customer
service
Sector-specific
language skills for
Swedish-speakers
Making use of language
skills in customer
service
Sector-specific
language skills for
speakers of other
languages
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
under instruction, exploits
his/her knowledge about
entrepreneurship in rehabilitation
work, the productization
of one’s competence
and the significance of internal
entrepreneurship.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
attends to customers in
Finnish and tolerably copes
in rehabilitation in Swedish
and in one foreign language.
attends to customers in
Swedish and Finnish and
manages rehabilitation tolerably
well in one foreign
language.
manages rehabilitation in
Finnish or Swedish, and
manages rehabilitation
tolerably well in one other
language.
in addition to the training
language, manages rehabilitation
in Finnish or Swedish,
and can further help
the customer proceed in a
rehabilitation situation in
one other language.
in his/her work, exploits
his/her knowledge about
entrepreneurship in rehabilitation
work, the productization
of one’s competence
and acts according to the
principles of internal entrepreneurship.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
attends to customers in
Finnish and manages rehabilitation
in Swedish and in
one foreign language.
attends to customers in
Swedish and Finnish and
manages rehabilitation in
one foreign language.
manages rehabilitation in
Finnish or Swedish and one
foreign language, and manages
tolerably well in the
other domestic language.
in addition to the training
language, manages
rehabilitation in Finnish or
Swedish and in one other
language.
in his/her work, exploits in
many ways his/her knowledge
about entrepreneurship
in rehabilitation work,
the productization of one’s
competence and acts according
to the principles of
internal entrepreneurship.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
attends to customers in
Finnish and fluently manages
rehabilitation in
Swedish and in one foreign
language.
attends to customers in
Swedish and Finnish and
fluently manages rehabilitation
in one foreign
language.
attends to customers in
Swedish or Finnish and
manages rehabilitation fluently
in the other domestic
language and in one foreign
language.
in addition to the training
language, attends to clients
in rehabilitation in Finnish
or Swedish and fluently
manages rehabilitation in
one other language.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
makes choices and decisions
related to his/her
work and solves problems.
supported by a team, engages
in multi-disciplinary
cooperation within a practical
nurse’s area of responsibility.
complies with the values
of rehabilitation work
(service-spirit, individuality,
independence, activity,
resource-based approach,
networking, systematic
rehabilitation and aesthetics)
and with its operational
principles.
takes a positive stand towards
safe working methods
and avoids risks in his/
her work. Complies with
the occupational health and
safety regulations as well
as with the electric and fire
safety regulations of his/her
workplace and uses tools
and methods according to
instructions.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
Asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
engages in multi-disciplinary
cooperation with other
actors in rehabilitation,
within a practical nurse’s
area of responsibility.
complies with the values
and operational principles
in rehabilitation work and
justifies his/her actions.
independently answers for
the safety of his/her actions
and complies with the
occupational health and
safety regulations as well
as with the electric and fire
safety regulations of his/her
workplace and uses tools
and methods according to
instructions.
acquires, analyses and assesses
information and
applies previous knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
engages widely in multidisciplinary
cooperation
with other actors in rehabilitation,
within a practical
nurse’s area of responsibility.
complies with the values,
operational principles, laws
and regulations in rehabilitation
work and justifies
his/her actions extensively.
develops the safety aspects
of his/her actions and
complies the occupational
health and safety regulations
as well as with the
electric and fire safety
regulations of his/her workplace.
Is familiar with the
workings of the local occupational
health and safety
organisation and uses tools
and methods appropriately
and independently.
106

abides with safety instructions
in a pool and demonstrates
his/her life-saving
skills in a simulated situation
in the pool.
provides first aid and basic
resuscitation.
in his/her work, recognises
factors which cause physical
strain, and works in an
ergonomically correct way.
assists the client’s moving
according to the principles
of ergonomics. Sees ergonomics
as part of rehabilitative
nursing.
takes part in maintaining
good working atmosphere
and takes care of his/her
own well-being at work.
recognises a client, whose
behaviour is challenging
and recognises the threat
of domestic violence. Supported
by a team, assists in
getting help.
abides with safety instructions
in a pool and demonstrates
his/her swimming
and life-saving skills in a
simulated situation in the
pool.
provides first aid and basic
resuscitation.
prevents occupational problems
in his/her locomotor
system and maintains his/
her own ability to work by
decreasing the strain and
working in an ergonomically
correct way.
assists the client’s moving
according to the principles
of ergonomics. Sees ergonomics
as part of rehabilitative
nursing and makes
some suggestions to develop
the ergonomics of the
working environment.
maintains, for his/her own
part, a good working atmosphere.
Deals with workrelated
stress and seeks
support for him-/herself.
in his/her work, takes into
account a client, whose
behaviour is challenging
and the threat of domestic
violence. Assists in getting
help and informs the team.
abides with safety instructions
in a pool and demonstrates
his/her good swimming
and life-saving skills
in a simulated situation in
the pool.
provides first aid and basic
resuscitation.
prevents occupational problems
in his/her locomotor
system and maintains his/
her own ability to work by
decreasing the strain and
working in an ergonomically
correct way. Justifies
his/her own actions.
assists the client’s moving
according to the principles
of ergonomics and recognises
the related risks. Sees
ergonomics as part of rehabilitative
nursing. Makes
suggestions to develop the
ergonomics of the working
environment.
maintains, for his/her own
part, a good working atmosphere
and recognises the
factors that have a detrimental
effect (e.g. burn-out
and bullying). Deals with
work-related stress and
when needed, seeks support
and guidance for him-/herself
and his/her actions.
in his/her work, takes responsibly
into account a
client, whose behaviour is
challenging and the threat
of domestic violence. Assists
in getting help and
forwards the matter in the
team.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in rehabilitation at
school or in a genuine working situation at the client’s home, in home care or a
halfway accommodation, in an activity or work centre or in sheltered work, service
centre, spa, health centre ward or rehabilitation department or at a third sector
workplace related to rehabilitation.
The student or candidate demonstrates his/her vocational skills in the following
domains: drawing up, implementing and assessing a rehabilitation plan for the
client; recording the client’s data; planning, implementing and assessing a guidance
situation for groups of clients; planning productization of competence; assessing
and supporting clients’ physical, mental and social ability to function; using methods
for relaxation and therapies for the locomotor system; guiding the client with
aid-devices and exercise; pharmacotherapy; recognising a client’s mental health and
substance abuse problems and referring him/her to treatment; exploiting different
means of communication methods; and guiding in the use of technical appliances
and security systems. In addition, the student or candidate shall master the knowledge
related to rehabilitation and language skills, according to one of the targets for
assessment in the above table, as well as the key competences for lifelong learning.
The work is carried out to an extent that makes it possible to establish that the vocational
skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge in its entirety
• key competences for lifelong learning in its entirety, excluding swimming and
life-saving skills; first aid and basic resuscitation; as well as threat of domestic
violence.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
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4.5 Study Programme or Specialisation in
Children’s and Youth Care and Education
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care, and Rehabilitation Support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.5.1 Children’s and Youth Care and Education
Vocational skills requirements
The student or candidate
• plans, implements and assesses the care and education of children, before and
during school-age, and of adolescents
• plans, implements and assesses the care, education and rehabilitation of children
and adolescents who are sick and need special support
• promotes children and adolescents’ health and well-being and recognises related
threats
• guides an individual child and adolescent, as well as different groups
• takes the child and adolescent’s growth milieu into account and understands
its significance for the child and adolescent’s growth and development
• complies with social and health care legislation and official instructions, observing
vocational ethics
• acts according to the principles of child- and family-focused therapy
• exploits his/her language skills in customer service
• plans the productization of his/her competence
• develops his/her action on the basis of given feedback and assesses his/her
know-how.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
1. Mastering the
work process
Planning, implementing
and assessing
care and education
Systematic work
Planning the productisation
of competence
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
acquires information about
the child and adolescent’s
development, individual
needs for care and education,
and illness.
sets goals that support
the child and adolescent’s
growth and development
and plans ways to carry out
care and education.
acts as a team member, in
accordance with the plan
which supports care and
education (incl. early childhood
education) and updates
it when needed.
records the plan which supports
care and education,
in accordance with valid
instructions.
assesses the materialisation
of a child or adolescent’s
care and education as to
some objectives.
under instruction, plans the
productisation of competence.
unprompted and using
different data acquisition
methods, acquires information
about the child and
adolescent’s development,
individual needs for care
and education, and illness.
sets goals that support the
child and adolescent’s overall
growth and development
and plans ways to carry out
care and education.
acts as a team member, in
accordance with the plan
which supports care and
education (incl. early childhood
education) and updates
it when needed.
records the plan which
supports care and education
and informs the parties
involved, in accordance
with valid instructions.
assesses the materialisation
of a child or adolescent’s
care and education as to the
set objectives.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
unprompted and using
different data acquisition
methods, acquires manysided
information about
the child and adolescent’s
development, individual
needs for care and education,
and illness, and justifies
the importance of such
information.
sets goals that support
the child and adolescent’s
overall growth and development
and plans diverse
ways to carry out care and
education. Justifies the
significance of the plan in
care and education.
acts consistently as a team
member, in accordance
with the plan which supports
care and education
(incl. early childhood education)
and updates it when
needed.
records the plan which supports
care and education
in a matter-of-fact manner
and informs the parties involved,
in accordance with
valid instructions.
assesses and explains the
materialisation of a child or
adolescent’s care and education
as to the set objectives.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
110

Targets of
assessment
2. Mastering the
work method,
equipment and
material
Supporting the
growth and development
of children
under school-age
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
cares for a newborn baby
and helps the family in caring
for a newborn baby.
as a team member, cares for
and guides a child in their
daily activities (eating and
drinking, sleep and rest,
getting dressed, toilet training,
exercise and outdoor
activities), exploiting methods
which promote health
and well-being.
cares for a newborn baby
and supports and guides
the family.
cares for and guides a child
in their daily activities,
exploiting methods which
promote health and wellbeing.
supports the growth, development
and learning of a velopment and learning
supports the growth, de-
child and a group of children,
by using some early children, by using early
of a child or a group of
education methods (play, education methods and
exercise, artistic experience contextual orientations
and expression, and exploring)
and contextual orienta-
independently.
tions (mathematics, natural
sciences, history and social
studies, aesthetics, ethics
and religion).
guides children’s play. guides children’s play and
exploits the opportunities
provided by play in different
situations.
through his/her actions,
promotes the child’s favourable
growth and learning
environment.
through his/her actions,
promotes the child’s favourable
growth and learning
environment and presents
ideas for development.
cares for a newborn baby
and supports and guides
the family and takes the
other children in the family
into account.
cares for and guides a child
in their daily activities,
exploiting methods which
promote health and wellbeing
in many ways.
supports the growth, development
and learning
of a child or a group of
children, by using early
education methods and
contextual orientations
in many ways, taking the
needs of the child or group
of children into account in
a holistic manner.
guides children’s play in
many ways, exploiting the
opportunities provided by
play creatively in different
situations and supports the
development of play.
through his/her actions,
promotes the child’s favourable
growth and learning
environment and analyses
the appropriateness of the
environment and presents
suggestions for development.
111

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Supporting the
growth and
development of
school-children and
adolescents
guides an individual child
or group of children.
cooperates with a team,
work community and family
in order to promote
the child’s health and wellbeing,
complying with the
principles of partnership in
education.
implements the early childhood
education plan within
the area of responsibility of
a practical nurse.
as a team member, carries
out preschool education.
as a team member, supports
the growth and physical,
mental and social development
of school-children
and adolescents. Takes
into account special aspects
related to age, as well
as family situations (e.g.
domestic violence or substance
abuse).
promotes the health and
well-being of schoolchildren
and adolescents,
exploiting the methods to
promote health and wellbeing.
guides an individual child
or group of children, so as
to support interaction between
children.
cooperates, unprompted,
with a working community
and family in order to promote
the child’s health and
well-being, complying with
the principles of partnership
in education.
plans, implements and
assesses the early childhood
education plan within the
area of responsibility of a
practical nurse.
as a team member, plans,
carries out and assesses
preschool education.
as a team member, supports,
unprompted, the
growth and physical, mental
and social development
of school-children and
adolescents. Takes into account
special aspects related
to age, as well as the family
situation (e.g. domestic violence
or substance abuse).
promotes, unprompted,
the health and well-being
of school-children and
adolescents, exploiting the
methods to promote health
and well-being.
guides an individual child
or group of children, taking
into account factors which
influence group dynamics.
Actively supports interaction
between children.
cooperates, unprompted
and in a goal-oriented manner,
with working community
and family in order to
promote the child’s health
and well-being, complying
with the principles of partnership
in education.
plans, implements and
assesses the early childhood
education plan within the
area of responsibility of a
practical nurse and presents
ideas for development.
as a team member, plans,
carries out and assesses
preschool education and
presents ideas for development.
as a team member, supports,
unprompted and in
a goal-oriented manner, the
growth and physical, mental
and social development
of school-children and
adolescents. Takes into account
special aspects related
to age, as well as the family
situation (e.g. domestic violence
or substance abuse).
promotes, unprompted and
in a goal-oriented manner,
the health and well-being
of school-children and
adolescents, exploiting the
methods to promote health
and well-being in many
ways.
112

The care, education
and rehabilitation
of children and
adolescents, who are
sick and need special
support
through his/her actions,
promotes the favourable
growth and learning environment
of the child or
adolescent.
guides and supports schoolchildren
and adolescents in
self-expression and creative
activities.
guides groups of schoolchildren
and adolescents.
as a team member, supports
school-children and adolescents
in school education
and related difficulties.
recognises threats to the
health and well-being of a
child, adolescent and family,
and supports them as a
team member.
recognises needs related to
growth and development
and special support, and
responds to such needs for
his/her own part.
through his/her actions,
promotes the favourable
growth and learning environment
of the child or
adolescent and presents
ideas for development.
guides and supports schoolchildren
and adolescents in
self-expression and creative
activities in a goal-oriented
manner.
guides groups of schoolchildren
and adolescents,
so as to support interaction
between the group members.
as a team member, supports,
unprompted, schoolchildren
and adolescents
in school education and
related difficulties.
recognises threats to the
health and well-being of a
child, adolescent and family,
and supports them.
recognizes needs related to
growth and development
and special support. Finds
out the means how to support
the child, adolescent
and family.
through his/her actions,
promotes the favourable
growth and learning environment
of the child or
adolescent and presents
many-sided ideas for development.
guides and supports schoolchildren
and adolescents in
self-expression and creative
activities holistically, taking
into account the needs and
aspirations of the individual
and the group.
guides groups of schoolchildren
and adolescents,
paying attention to factors
which influence group
activities. Actively supports
interaction between the
group members.
as a team member, independently
supports schoolchildren
and adolescents
in school education and
related difficulties and cooperates
in a goal-oriented
manner with different
partners.
recognises threats to the
health and well-being of
a child, adolescent and
family, supports them and
assists in getting help and
when needed, refers them
to cooperation partners.
recognizes needs related to
growth and development
and special support. Assesses
the importance of
support for development
and finds out the means
how to support the child,
adolescent and family.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
prepares the child and
adolescent for the most
common examinations,
treatments and different
therapies and supports the
child, adolescent and family
in them.
recognises needs for the
special support and social
problems of the child,
adolescent and family (incl.
domestic violence or substance
abuse) and as a team
member, helps them cope
with them.
responds to the need for
special help of the child,
adolescent and family,
within the area of responsibility
of a practical nurse,
and informs the team.
Tends to the illnesses of
children or adolescents on
the basis of the care and
education plan, as a team
member, in different environments.
tends to the most common
infections, independently
and prevents them from
spreading.
prepares the child and adolescent,
independently and
in a goal-oriented manner,
for the most common examinations,
treatments and
different therapies and supports
the child, adolescent
and family in them.
recognises needs for the
special support and social
problems of the child,
adolescent and family
(incl. domestic violence
or substance abuse) and as
a team member, supports
and helps them cope with
them. Encourages them to
seek help.
in his/her work community,
seeks ways to solve
and support the needs
for special support of the
child, adolescent and family.
Tends to the illnesses
of children or adolescents
on the basis of the care
and education plan, as a
team member, in different
environments and updates
the plan and reports on the
updates.
tends to the most common
infections, independently
and prevents them from
spreading and when needed,
refers the family for
further examinations.
prepares the child and
adolescent, independently
and in a goal-oriented manner,
for the most common
examinations, treatments
and different therapies and
supports the child, adolescent
and family in them
and reports on his/her actions
and reflects on ideas
for development.
recognises needs for the
special support and social
problems of the child, adolescent
and family in many
ways (incl. domestic violence
or substance abuse)
and as a team member,
supports and helps them in
a goal-oriented manner to
cope with them. Encourages
them to seek help.
in his/her work community,
seeks individual and
multi-disciplinary ways to
solve and support the needs
for special support of the
child, adolescent and family.
Tends to the illnesses
of children or adolescents
on the basis of the care
and education plan, as a
team member, in different
environments and updates
the plan and reports on the
updates, controlling the
entity.
tends to the most common
infections, independently,
prevents them from spreading
and when needed,
refers the family for further
examinations and presents
suggestions for improvements
in aseptics.
114

Supporting the family
complies with the dosage
instructions of pharmaceuticals
and provides pharmacotherapy
for children
and adolescents according
to instructions. As a team
member, monitors the
effects and side-effects
of pharmaceuticals, and
reports on them to his/her
team.
applies a rehabilitative approach
in supporting the
child, adolescent and family.
uses and services aiddevices
according to their
instructions and guides
the child and adolescent in
their use.
helps the family cope in
daily activities using some
family-work methods (e.g.
household chores, cooking,
child care, and support for
parenthood).
complies with the dosage
instructions of pharmaceuticals
and provides pharmacotherapy
for children
and adolescents according
to instructions. Monitors
the effects and side-effects
of pharmaceuticals, and
reports on them to his/her
team.
applies a goal-oriented and
rehabilitative approach in
supporting the child, adolescent
and family.
uses and services aiddevices
according to their
instructions and guides and
motivates the child and
adolescent in their appropriate
use.
supports and helps the
family to cope with daily
activities using family-work
methods.
complies with the dosage
instructions of pharmaceuticals
and provides pharmacotherapy
for children
and adolescents according
to instructions. Monitors
the effects and side-effects
of pharmaceuticals, and
reports on them independently
to his/her team.
applies a goal-oriented and
rehabilitative approach
in supporting the child,
adolescent and family and
assesses its significance for
development.
uses and services aiddevices
according to their
instructions and guides and
motivates the child and
adolescent in their appropriate
use and understands
their significance for promoting
ability to function.
supports and helps the family
in many ways to cope
with daily activities using
family-work methods.
Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge related to
the care, education
and development of
children and adolescents
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits
his/her knowledge on the
history of care and education
of children and adolescents.
in his/her work, exploits
his/her knowledge on the
statutes and official instructions
of care and education
of children and adolescents.
in his/her work, exploits
his/her knowledge on the
history of care and education
of children and adolescents,
and explains - in
general terms - its importance
in the development
of care and education.
justifies his/her actions with
the statutes and official
instructions of care and
education of children and
adolescents.
in his/her work, exploits
his/her knowledge on the
history of care and education
of children and adolescents,
and explains its
importance in the development
of care and education.
justifies his/her actions
in many ways with the
statutes and official instructions
of care and education
of children and adolescents.
115

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related to
the promotion of the
health and well-being
of children and
adolescents
in his/her work, exploits
his/her knowledge of the
principles of child- and
family-focused therapy.
in his/her work, exploits
his/her knowledge on the
physical, mental and social
development of children
and adolescents, and on the
central factors influencing
them.
in his/her work, exploits
his/her knowledge on the
foundations of early education
plan and methods and
contextual orientations.
in his/her work, exploits
his/her knowledge of the
foundations of preschool
and school education.
in his/her work, exploits
his/her knowledge of the
core content of the most
common alternative pedagogic
ideologies.
in his/her work, exploits
his/her knowledge on the
significance of growth
milieu for the care and
education of children and
adolescents.
in his/her work, exploits
the principles of multidisciplinary
team work and
networking.
is familiar with services and
income support related to
children, adolescents and
families. Tells about the services
and benefits in familiar
customer situations.
justifies his/her actions with
the principles of child- and
family-focused therapy.
justifies his/her actions with
his/her knowledge on the
physical, mental and social
development of children
and adolescents, and on the
central factors influencing
them.
justifies his/her actions with
his/her knowledge on the
foundations of early education
plan and methods and
contextual orientations.
justifies his/her actions with
his/her knowledge of the
foundations of preschool
and school education.
exploits and justifies his/her
actions with his/her knowledge
of the possibilities
to use the most common
alternative pedagogic ideologies
in different environments.
justifies his/her actions with
his/her knowledge on the
significance of the physical,
mental and social growth
milieu for the care and
education of children and
adolescents.
justifies his/her actions with
the principles of multidisciplinary
team work and
networking.
exploits and justifies his/her
actions with his/her knowledge
of the service system
and income support related
to children, adolescents and
families.
justifies his/her actions in
many ways with the principles
of child- and familyfocused
therapy.
justifies his/her actions in
many ways with his/her
knowledge on the physical,
mental and social development
of children and adolescents,
and on the central
factors influencing them.
justifies his/her actions in
many ways with his/her
knowledge on the foundations
of early education
plan and methods and contextual
orientations.
justifies his/her actions in
many ways with his/her
knowledge of the foundations
of preschool and
school education.
exploits and justifies his/her
actions in many ways with
his/her knowledge of the
possibilities to use the most
common alternative pedagogic
ideologies in different
environments.
justifies his/her actions in
many ways with his/her
knowledge on the significance
of the physical, mental
and social growth milieu
for the care and education
of children and adolescents.
justifies his/her actions in
many ways with the principles
of multi-disciplinary
team work and networking.
exploits and justifies his/her
actions in many ways with
his/her knowledge of the
service system and income
support related to children,
adolescents and families.
116

in his/her work, exploits
his/her knowledge on the
principles of child welfare
in different work environments.
in his/her work, exploits
his/her knowledge on social
problems of children, adolescents
and families, and
support for coping with
them.
in his/her work, exploits
his/her knowledge on the
content and methods in
promoting children and
adolescents’ health and
well-being and preventing
problems.
in his/her work, exploits
his/her knowledge of aseptics
in care and education.
in his/her work, exploits
his/her knowledge on the
nutritional recommendations
and special diets of
children (incl. the breastfeeding
of infants) and
adolescents.
in his/her work, exploits
his/her knowledge on the
illnesses of children and
adolescents of different
ages, and on their treatment.
in his/her work, exploits
his/her knowledge on the
special aspects of pharmacotherapy
for children and
adolescents.
justifies his/her actions with
his/her knowledge on the
principles and practices of
child welfare in different
work environments.
justifies his/her actions with
his/her knowledge on social
problems of children, adolescents
and families, and
support for coping with
them.
justifies his/her actions with
his/her knowledge on the
content and methods in
promoting children and
adolescents’ health and
well-being and preventing
problems.
justifies his/her actions with
his/her knowledge on the
principles of aseptics and
related regulations.
justifies his/her actions with
his/her knowledge on the
nutritional recommendations
and special diets of
children (incl. the breastfeeding
of infants) and
adolescents.
justifies his/her actions with
his/her knowledge on the
illnesses of children and
adolescents of different
ages, and on their treatment.
justifies his/her actions with
his/her knowledge on the
special aspects of pharmacotherapy
for children and
adolescents.
justifies his/her actions in
many ways with his/her
knowledge on the principles
of child welfare and the
central practices in different
work environments.
justifies his/her actions
in many ways with his/
her knowledge on social
problems of children, adolescents
and families, and
support for coping with
them.
justifies his/her actions in
many ways with his/her
knowledge on the content
and methods in promoting
children and adolescents’
health and well-being and
preventing problems.
justifies his/her actions in
many ways with his/her
knowledge on the principles
of aseptics and related
regulations.
justifies his/her actions in
many ways with his/her
knowledge on the nutritional
recommendations
and special diets of children
(incl. the breast-feeding of
infants) and adolescents.
justifies his/her actions in
many ways with his/her
knowledge on the illnesses
of children and adolescents
of different ages, and on
their treatment based on
official care recommendations.
justifies his/her actions
with his/her knowledge on
the special aspects of pharmacotherapy
for children
and adolescents and on the
various effects and consequences
caused by pharmaceuticals.
117

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related to
entrepreneurship and
the productization of
competence
in his/her work, exploits
his/her knowledge on the
special aspects of tending
to a dying child and adolescent
and supporting their
family.
in his/her work, exploits
his/her knowledge on the
most common needs for
support of children and
adolescents, and on the
methods to help them with
special education and rehabilitation.
In his/her work,
recognises the signs of domestic
violence and guides
in getting help, with the
assistance of his/her team.
in his/her work, exploits
his/her knowledge on the
practices, contents and
methods of family therapy.
in his/her work, exploits
his/her knowledge of different
cultures and multiculturalism.
under instruction, exploits
his/her knowledge on entrepreneurship
in his/her
own field, the productization
of one’s competence
and the significance of internal
entrepreneurship.
justifies his/her actions with
his/her knowledge on the
special aspects of tending
to a dying child and adolescent
and supporting their
family.
justifies his/her actions
with his/her knowledge on
the most common needs
for support of children
and adolescents, and on
the methods to help them
with special education and
rehabilitation. In his/her
work, takes into account
the threat of domestic violence
and substance abuse,
guides in getting help
and informs his/her team
thereof.
justifies his/her actions
with his/her knowledge on
the practices, contents and
methods of family therapy.
justifies his/her actions with
his/her knowledge of different
cultures and multiculturalism.
in his/her work, exploits
his/her knowledge on entrepreneurship
in his/her
own field, the productization
of one’s competence
and acts according to the
principles of internal entrepreneurship.
justifies his/her actions in
many ways with his/her
knowledge on the special
aspects of tending to a dying
child and adolescent
and supporting their family.
Takes the family’s individual
needs and religion
into account.
justifies his/her actions in
many ways with his/her
knowledge on the most
common needs for support
of children and adolescents,
and on the methods to help
them with special education
and rehabilitation.
In his/her work, takes
into account the threat
of domestic violence and
substance abuse, guides
in getting help and deals
with the issue according to
the instructions of his/her
team.
justifies his/her actions in
many ways with his/her
knowledge on the central
practices, contents and
methods of family therapy
in different work environments.
justifies his/her actions
in many ways with his/
her knowledge of different
cultures and multi-culturalism.
in his/her work, exploits in
many ways his/her knowledge
on entrepreneurship
in his/her own field, the
productization of one’s
competence and acts according
to the principles of
internal entrepreneurship.
118

Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Sector-specific
language skills for
Finnish-speakers
Making use of language
skills in customer
service
Sector-specific
language skills for
Swedish-speakers
Making use of language
skills in customer
service
Sector-specific
language skills for
speakers of other
languages
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages tolerably
well in service situations in
Swedish and one foreign
language.
attends to clients in Swedish
and Finnish, and
manages tolerably well in
a service situation in one
foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
attends to clients in Finnish
and manages service situations
in Swedish and in one
foreign language.
attends to clients in Swedish
and Finnish and manages
service situations in
one foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages service situations
fluently in Swedish
and one foreign language.
attends to customers in
Swedish and Finnish and
manages service situations
fluently in one foreign language.
attends to clients in Finnish
or Swedish and manages
service situations fluently
in the other domestic language
and in one foreign
language.
In addition to the training
language, attends to clients
in Finnish or Swedish and
manages service situations
fluently in one other language.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
recognises his/her own recognises his/her own
strengths and development strengths and development
needs and sets objectives needs and sets objectives
for his/her vocational development.
for his/her vocational development.
accepts feedback and readjusts
his/her actions on
the basis of given feedback
and assesses his/her competence.
supported by his/her team,
acts in a friendly, matterof-fact
and goal-oriented
manner in interaction with
children, adolescents and
families and with his/her
team.
abides with the ethical
principles, statutes and
regulations concerning the
field of social and health
care.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
asks for and accepts feedback
and readjusts his/
her actions on the basis of
given feedback and assesses
his/her competence.
acts in a friendly, matterof-fact
and goal-oriented
manner in interaction with
children, adolescents and
families and with his/her
team.
justifies his/her actions with
the ethical principles, statutes
and regulations concerning
the field of social
and health care.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
recognises his/her own
strengths and development
needs and sets objectives
for his/her vocational development
in a diverse and
justifies way.
asks for and accepts feedback
and readjusts his/
her actions on the basis of
given feedback and assesses
his/her competence in a
diverse and justified way.
acts in a friendly, matterof-fact
and goal-oriented
manner in interaction with
children, adolescents and
families and with his/her
team and assesses his/her
own interaction skills.
justifies his/her actions in
many ways with the ethical
principles, statutes and
regulations concerning the
field of social and health
care.
works in an ergonomically
correct way, exploiting the
client’s resources and aiddevices
and develops the
ergonomic functionality of
the work environment.
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Targets of
assessment
4. Key competences
for lifelong learning
Health, safety and
ability to function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
abides with the statutes, justifies his/her actions on
regulations and principles the basis of the statutes,
related to the client’s safety regulations and principles
and his/her own occupational
related to the client’s safety
health and safety. and his/her own occupa-
tional health and safety.
prevents accidents and
other health hazards.
masters first aid and the basic
resuscitation of children
and adolescents.
prevents accidents and
other health hazards, paying
attention to the child
and adolescent’s understanding.
masters first aid and the
basic resuscitation of children
and adolescents, also
in special situations.
justifies his/her actions in
many ways on the basis of
the statutes, regulations and
principles related to the
client’s safety and his/her
own occupational health
and safety.
prevents accidents and other
health hazards, paying
attention to the child and
adolescent’s understanding
and improves the safety of
the environment.
masters first aid and the
basic resuscitation of children
and adolescents, also
in special situations, and
knows how to update his/
her first aid skills.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in the care and education
of children and adolescents, by working in an early childhood education setting
(e.g. kindergarten), school, child welfare unit, in a paediatric ward at hospital or in
family therapy.
The student or candidate demonstrates his/her vocational skills in the following
domains: planning, implementing and assessing care and education; planning
the productization of competence; supporting the growth and development
of children before and during school-age and of adolescents; as well as the care and
education of children and adolescents who are ill or in need of special support. In
addition, the student or candidate shall master the knowledge related to the care and
education of children and adolescents and language skills according to one of the
targets for assessment in the above table as well as the key competences for lifelong
learning. The work is carried out to an extent that makes it possible to establish that
the vocational skills meet the requirements.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material, excluding the care of
newborn infants
• underpinning knowledge, excluding the history of the care and education of
children and adolescents; the foundation of the early education plan as well
as preschool and school education; alternative pedagogic ideologies; children
and adolescents’ pharmacotherapy; care of dying children and adolescents; and
threat of domestic violence
• key competences for lifelong learning, excluding first aid and resuscitation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.6 Study Programme or Specialisation in
Mental Health and Substance Abuse Welfare Work
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care, and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of Growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
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4.6.1 Mental Health and Substance Abuse Welfare Work
Vocational skills requirements
The student or candidate
• abides with the values, principles, legislation and care recommendations concerning
the field of social and health care
• promotes, through his/her actions, mental health and abstinence, contributes
to the prevention of problems and consolidates the position of mental health
and substance abuse clients
• assesses the mental health and substance abuse client’s ability to function, coping
with daily activities and need for assistance
• draws up, implements and assesses a care, service or rehabilitation plan for
mental health and substance abuse clients
• promotes the health and coping of mental health and substance abuse clients,
and prevents factors which pose a threat to safety
• implements care and rehabilitation methods in mental health and substance
abuse welfare for clients of different ages in different settings
• carries out and guides pharmacotherapy to mental health and substance abuse
clients
• looks after his/her own health, occupational safety and well-being
• exploits his/her language skills in customer service
• plans the productization of his/her competence
• develops his/her action on the basis of given feedback and assesses his/her own
competence.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary training, the targets
for assessment also constitute the core content of the module.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
1. Mastering the
work process
Planning, implementing
and assessing
the care or rehabilitation
of a mental
health client or
patient or substance
abuse client
Economical efficiency
and high-quality work
Planning the productization
of competence
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
assesses the functional assesses the functional assesses the functional
ability and coping with ability and coping with ability and coping with
daily activities and need daily activities and need daily activities and need
for support of mental for support of mental for support of mental
health clients or patients health clients or patients health clients or patients
or substance abuse clients or substance abuse clients or substance abuse clients
of different ages and backgrounds,
of different ages and back-
of different ages and back-
together with the grounds, together with grounds, together with the
client or patient and his/ the client and his/her family
client or patient and his/
her family and the working
and the working team. her family and the work-
team.
Takes the client or patient ing team, in many ways
as a biopsychosocial whole and giving reasons. Takes
into account.
the client or patient as a
biopsychosocial whole into
account.
recognises a client or patient’s
needs for care, services
and rehabilitation, and as
a team member, draws up,
implements and assesses a
plan.
contributes, supported by
his/her team, to proper
documentation of client or
patient records so as to materialise
the quality of mental
health and substance
abuse welfare work, as well
as the rights of the client or
patient and the employee.
works cost-efficiently in a
team and complies with the
quality recommendations
of the setting.
under instruction, plans the
productization of competence.
recognises a client or patient’s
needs for care, services
and rehabilitation, and as
a team member, draws up,
implements and assesses a
plan in a responsible manner.
contributes, as a team
member, to proper documentation
of client or patient
records so as to materialise
the quality of mental
health and substance abuse
welfare work, as well as the
rights of the client or patient
and the employee.
works cost-efficiently and
complies with the quality
recommendations of the
setting.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
recognises a client or patient’s
individual needs
for care, services and
rehabilitation, and as a
team member, draws up,
implements and assesses a
plan, unprompted and in a
responsible manner.
contributes to proper and
smooth documentation of
client or patient records so
as to materialise the quality
of mental health and substance
abuse welfare work,
as well as the rights of the
client or patient and the
employee.
works cost-efficiently,
complies with the quality
recommendations of the
setting and assesses and
develops the quality of care
and nursing by making suggestions
for development.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
124

Targets of
assessment
2. Mastering the
work method,
equipment and
material
Exploiting care
and rehabilitation
methods in mental
health and substance
abuse welfare work
in different settings
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
supports a client or patient’s
coping in daily life
and activities in a manner
which promotes health
and well-being (e.g. living
environment, nutrition,
hygiene, hobbies and interests,
physical exercise, rest).
supports a mental health
client or patient or substance
abuse client’s social
skills and relations.
begins, maintains and concludes
a cooperation or care
relationship with a mental
health client or patient or
substance abuse client.
supported by a team, plans
and guides group activities
which aim at care and rehabilitation.
reports on and documents
his/her observations and
actions.
exploits instructions received
in occupational
guidance.
helps and supports a client
or patient’s coping with
daily life and activities,
based on resources and in
a manner which promotes
health and well-being.
supports a mental health
client or patient or substance
abuse client’s social
skills and relations, and
takes into account his/her
network.
begins, maintains and concludes
a cooperation or care
relationship with a mental
health client or patient or
substance abuse client, in a
responsible manner.
plans and guides group
activities which aim at care
and rehabilitation.
actively reports on and
documents his/her observations
and actions.
seeks access to occupational
guidance discussions and
exploits them in his/her
work.
helps and supports a client
or patient’s coping with
daily life and activities,
based on resources and in
a manner which promotes
health and well-being.
Works in an individual and
responsible manner.
supports, in an individual,
creative and active manner,
a mental health client or
patient or substance abuse
client’s social skills and
relations, and takes into account
his/her network.
works actively and responsibly
in beginning, maintaining
and concluding
an individual cooperation
or care relationship with
a mental health client or
patient or substance abuse
client, in a responsible
manner.
plans and guides creative
group activities which aim
at care and rehabilitation.
actively reports on and
documents his/her observations
and actions in many
ways.
actively seeks access to occupational
guidance discussions
and exploits them
for his/her vocational and
personal growth.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
handles, dispenses and administers
pharmaceuticals
correctly and safely, with
the support of his/her team
guides the client or patient
and his/her family in the
use, storage and disposal of
medicines and in renewing
prescriptions.
with the support of his/her
team, monitors the effects
and combined effects of
pharmaceuticals and cooperates
with the client in
order to recognise the most
common side and adverse
effects, and informs thereof
in his/her team.
works in line with the principles
of sustainable development.
handles, dispenses and
administers pharmaceuticals
correctly and safely,
guides the client or patient
and his/her family in the
use, storage and disposal of
medicines and in renewing
prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and cooperates
with the client in order to
recognise the most common
side and adverse effects,
and informs thereof
in his/her team.
abides with the principles
of sustainable development.
handles, dispenses and administers
pharmaceuticals
correctly and safely, guides
the client or patient and
his/her family responsibly
in the use, storage and disposal
of medicines and in
renewing prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and cooperates
with the client in order to
recognise the most common
side and adverse effects,
and independently
informs thereof in his/her
team, both orally and in
writing.
independently abides with
the principles of sustainable
development.
Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
care and rehabilitation
of mental health
clients or substance
abuse clients
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits justifies his/her actions with justifies his/her actions in
his/her knowledge of the his/her knowledge of the many ways with his/her
service system, statutes, service system, statutes, knowledge of the service
regulations and care recommendations
regulations and care rec-
system, statutes, regulations
in mental ommendations in mental and care recommendations
health and substance abuse health and substance abuse in mental health and substance
welfare work.
welfare work.
abuse welfare work.
recognises in his/her own
cooperation or care relationship
some of its special
features and contributing
factors (empathy, transference,
counter transference,
distance, resistance, trust,
listening, personality structure
and functioning).
recognises the central special
features in his/her cooperation
or care relationship,
as well as contributing
factors.
reflects on and justifies
special features in his/her
cooperation or care relationship,
as well as contributing
factors.
126

Mastering the
knowledge related to
entrepreneurship and
the productization of
competence
in his/her work, exploits
his/her knowledge on care
and rehabilitation groups
and methods of creative
activities.
in his/her work, exploits
his/her knowledge of different
cultures and multiculturalism.
in his/her work, exploits
his/her knowledge on
mental disorders, illnesses,
personality disorders, crises,
social problems (incl. marginalisation,
neglect and
abuse, domestic violence)
and substance abuse and
addiction problems of clients
or patients of different
ages.
demonstrates in different
pharmacotherapeutic assignments,
his/her knowledge
of diseases, groups and
types of pharmaceuticals,
ways of administering the
pharmaceuticals, special
aspects of pharmacotherapy
in mental health and substance
abuse welfare work,
as well as of regulations
which govern pharmacotherapy.
under instruction, exploits
knowledge about entrepreneurship
in mental health
and substance abuse welfare
work, the productization
of one’s competence and
the significance of internal
entrepreneurship.
justifies his/her actions with
his/her knowledge on care
and rehabilitation groups,
methods of creative activities
and factors which influence
group dynamics.
justifies his/her actions with
his/her knowledge of different
cultures and multiculturalism.
justifies his/her actions
with his/her knowledge on
mental disorders, illnesses,
personality disorders, crises,
social problems (incl. marginalisation,
neglect and
abuse, domestic violence)
and substance abuse and
addiction problems of clients
or patients of different
ages.
justifies his/her actions in
different pharmacotherapeutic
assignments with
his/her knowledge of diseases,
groups and types of
pharmaceuticals, ways of
administering the pharmaceuticals,
special aspects of
pharmacotherapy and abuse
of medication in mental
health and substance abuse
welfare work, as well as of
regulations which govern
pharmacotherapy.
in his/her work, exploits
his/her knowledge on entrepreneurship
in mental
health and substance abuse
welfare work, the productization
of one’s competence
and acts according to the
principles of internal entrepreneurship.
justifies his/her actions
in many ways with his/
her knowledge on group
dynamics, different care
and rehabilitation groups,
methods of creative activities
and their significance
for care.
justifies his/her actions
in many ways with his/
her knowledge of different
cultures and multi-culturalism.
justifies his/her actions in
many ways with his/her
knowledge on mental disorders,
illnesses, personality
disorders, crises, social
problems (incl. marginalisation,
neglect and abuse,
domestic violence) and
substance abuse and addiction
problems of clients or
patients of different ages.
justifies his/her actions in
different pharmacotherapeutic
assignments widely
and in many ways with
his/her knowledge of diseases,
groups and types of
pharmaceuticals, ways of
administering the pharmaceuticals,
special aspects of
pharmacotherapy and abuse
of medication in mental
health and substance abuse
welfare work, as well as of
regulations which govern
pharmacotherapy.
in his/her work, exploits, in
many ways, his/her knowledge
on entrepreneurship
in mental health and substance
abuse welfare work,
the productization of one’s
competence and acts according
to the principles of
internal entrepreneurship.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Sector-specific
language skills
(for Finnishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for Swedishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for speakers of
other languages)
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
attends to clients and patients
in Finnish and manages
tolerably well in service
situations in Swedish
and one foreign language.
attends to clients or patients
in Swedish and Finnish,
and manages tolerably
well in a service situation in
one foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
attends to clients and patients
in Finnish and manages
service situations in
Swedish and one foreign
language.
attends to clients or patients
in Swedish and Finnish
and manages service
situations in one foreign
language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
attends to clients and
patients in Finnish and
manages service situations
fluently in Swedish and one
foreign language.
attends to clients or patients
in Swedish and Finnish
and manages service
situations fluently in one
foreign language.
attends to customers in
Finnish or Swedish and
manages service situations
fluently in the other domestic
language and in one
foreign language.
in addition to the training
language, serves the customers
in Finnish or Swedish
and flexibly manages
the service situation in one
other language.
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Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback accepts and gives feedback
in a matter-of-fact manner in a matter-of-fact manner
and develops his/her actions
and develops his/her ac-
on the basis of given tions on the basis of given
feedback and assesses his/ feedback and assesses his/
her learning and competencetence.
her learning and compe-
Asks for guidance
when needed.
makes choices and decisions
related to his/her
work and solves problems.
works in a systematic and
goal-oriented manner
and complies with given
instructions, as a team
member.
meets the client or patient
in a matter-of-fact manner
and acts responsibly in a
team.
expresses him-/herself understandably
and in a matter-of-fact
manner, both
orally and in writing.
complies with the principles
of a multi-disciplinary
cooperation team.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
works in a systematic and
goal-oriented manner, applying
his/her skills and
works flexibly in recurrent
daily situations.
meets the client or patient
professionally and
promotes the client or patient’s
well-being through
interaction and acts in a
responsible and cooperative
manner.
expresses him-/herself appropriately
and clearly,
both orally and in writing.
engages in multi-disciplinary
cooperation with other
actors in his/her field and
exploits given feedback in
his/her work.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires further information
when needed.
works in a systematic and
goal-oriented manner, applying
his/her skills and
works flexibly in changing
situations.
meets the client or patient
professionally and promotes
the client or patient’s
well-being through interaction,
unprompted and individually.
Receives Receives
positive feedback on his/
her work from clients or
patients and their family.
expresses him-/herself professionally,
both orally and
in writing.
engages in multi-disciplinary
cooperation and works
in a goal-oriented manner
with people in the client or
patient’s network, exploiting
given feedback.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Vocational ethics
Health, safety and
ability to function
abides with the values,
principles, legislation and
regulations concerning the
field of social and health
care.
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace.
looks after his/her own
health, ability to work,
safety and occupational
well-being.
as a team member, meets
patients or clients whose
behaviour is challenging
(incl. a threat of domestic
violence) and is familiar
with the operational principles
of his/her work community.
provides first aid and basic
resuscitation.
abides with the values,
principles, legislation and
regulations concerning the
field of social and health
care and uses them to justify
his/her actions.
complies with the occupational
health and
safety regulations, as well
as with the electric and fire
safety regulations of his/
her workplace. Prevents
occupational health hazards
and maintains, for his/her
own part, a good workplace
atmosphere.
looks after his/her own
health and promotes his/
her health and occupational
well-being.
meets patients or clients
whose behaviour is challenging
(incl. a threat of
domestic violence) and
applies the operational
principles of his/her work
community.
provides first aid and basic
resuscitation.
abides with the values,
principles, legislation and
regulations concerning the
field of social and health
care and uses them extensively
to justify his/her
actions.
complies with the occupational
health and
safety regulations as well
as with the electric and fire
safety regulations of his/her
workplace. Prevents occupational
health hazards.
Prevents work-related risks
and maintains, for his/her
own part, a good working
atmosphere and recognises
the factors that have a detrimental
effect.
looks after his/her own
health and promotes his/
her health and occupational
well-being and justifies
their importance.
prevents challenging situations
and meets patients or
clients whose behaviour is
challenging (incl. a threat
of domestic violence) and
applies the operational
principles of his/her work
community.
provides first aid and basic
resuscitation.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in mental health
and substance abuse welfare work, as a team member in a public or private mental
health or substance abuse unit,. The student or candidate demonstrates his/her
vocational skills in the following domains: planning, implementing and assessing
the care and rehabilitation of a mental health client or patient or a substance abuse
client; economical efficiency and high-quality work; planning the productization
of competence; and exploiting care and rehabilitation methods in mental health
and substance abuse welfare work in different settings. In addition, the student or
130

candidate shall master the knowledge related to mental health and substance abuse
welfare work and language skills according to one of the targets for assessment in
the above table as well as the key competences for lifelong learning. The work assignment
is dimensioned so that it is possible to ascertain that the vocational skills
meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge in its entirety
• key competences for lifelong learning, excluding first aid and resuscitation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.7 Study Programme or Specialisation in Nursing and Care
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.7.1 Clinical nursing and care
Vocational skills requirements
The student or candidate
abides with the values, principles and regulations concerning the field of social
•
and health care
draws up, as a team member, a client-based written plan, promoting the nurs-
•
ing and care of the client or patient
assesses the client or patient’s resources with him/her and supports him/her in
•
promoting health and well-being
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
•
•
•
•
•
•
•
•
•
•
•
monitors, maintains and promotes a client or patient’s vital functions and
tends to clients or patients who suffer from different diseases
helps and supports clients or patients to manage their daily activities independently
prepares, assists or performs treatments and examinations
carries out pharmacotherapy
guides the client or patient and his/her family in pharmacotherapy and nutrition
promotes the client or patient’s psychosocial coping and supports his/her coping
with social problems
instructs clients and patients in the use of social and health care services
chooses the tools, materials and equipment for his/her work, avoid work-related
health hazards and complies with occupational health and safety instructions
exploits his/her language skills in customer service
plans the productization of his/her competence
develops his/her action on the basis of given feedback and assesses his/her own
competence.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment.
In vocational upper secondary education the targets of assessment also constitute
the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Planning and implementing
one’s work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
plans his/her work in a
client- or patient-oriented
manner, to fit the setting.
plans his/her work in a
client- or patient-oriented
manner, and perceives his/
her work as a whole.
plans his/her work in a
client- or patient-oriented
manner, taking into account
special characteristics
of his/her setting and
flexibly readjusts his/her
actions.
132

Systematic work
Economical efficiency
and high-quality work
Planning the productization
of competence
works in a systematic and
goal-oriented manner
and complies with given
instructions, as a team
member.
recognises the client or
patient’s needs for nursing,
care, services and rehabilitation.
Draws up, as a team
member, a client-based
written plan, promoting
the nursing and care of
the client or patient, and
implements and assesses the
plan.
as a team member, answers
for the documentation of
client or patient records so
as to materialise the quality
of nursing and care work,
as well as the rights of the
client or patient and the
employee.
works cost-efficiently in a
team and complies with the
quality recommendations
of the setting.
under instruction, plans the
productization of competence.
works in a systematic and
goal-oriented manner, and
works flexibly in recurrent
daily situations.
recognises the client or
patient’s needs for nursing,
care, services and rehabilitation,
in a client- and
resource-based manner.
Draws up, as a team member,
a client-based written
plan, promoting the nursing
and care of the client
or patient, according to
the nursing classification
or plan of the relevant
operational unit. Implements
and assesses the plan
according to given instructions.
as a team member, answers
for the documentation of
client or patient records so
as to materialise the quality
of nursing and care work,
as well as the rights of the
client or patient and the
employee.
works cost-efficiently and
complies with the quality
recommendations of the
setting.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
works in a systematic and
goal-oriented manner, and
works appropriately and
flexibly in changing situations.
recognises the client or
patient’s needs for nursing,
care, services and rehabilitation,
in a client- and
resource-based manner
in many ways. Draws
up, as a team member, a
client-based written plan,
promoting the nursing and
care of the client or patient,
according to the nursing
classification or plan of the
relevant operational unit.
Implements and assesses
the plan independently.
as a team member, answers
for the documentation of
client or patient records so
as to materialise the quality
of nursing and care work,
as well as the rights of the
client or patient and the
employee.
works cost-efficiently,
complies with the quality
recommendations of the
setting and assesses and
develops the quality of care
and nursing by making suggestions
for development.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to realistically productise
one’s competence.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Paying attention to
health, safety and
ability to function
Working with nursing
and care in different
settings (tending
to vital functions,
different diseases,
pharmacotherapy,
preparing, assisting
or performing treatments
and examinations,
pain relief,
nutrition, aid-devices,
cleanliness, acting
as primary nurse,
psychosocial support,
support in different
social problems, taking
multi-culturalism
into account, providing
terminal care,
choosing equipment
and materials)
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
as a team member, assesses
the client or patient’s
resources with him/her
and supports him/her in
promoting health and wellbeing.
monitors the client or patient’s
vital functions and
recognises nursing needs,
on the basis of which is
able to tend to the client or
patient, with the support of
his/her team.
supported by his/her team,
carries out nursing and care
of client or patients suffering
from the most common
medical-surgical diseases,
infections, neurological
diseases, cancer and skin
diseases as well as memory
disorders.
as a team member, helps
and supports clients or patients
to manage their daily
activities independently.
handles, dispenses and administers
pharmaceuticals
correctly and safely, with
the support of his/her team,
guides the client or patient
and his/her family in the
use, storage and disposal of
medicines and in renewing
prescriptions.
assesses the client or patient’s
resources with him/
her and supports him/her
in promoting health and
well-being.
monitors the client or patient’s
vital functions and
recognises nursing needs,
on the basis of which is
able to tend to the client or
patient, as a team member.
as a team member, carries
out nursing and care of
client or patients suffering
from the most common
medical-surgical diseases,
infections, neurological
diseases, cancer and skin
diseases as well as memory
disorders.
helps and supports clients
or patients to manage their
daily activities independently,
pursuant to a rehabilitative
approach.
handles, dispenses and
administers pharmaceuticals
correctly and safely,
guides the client or patient
and his/her family in the
use, storage and disposal of
medicines and in renewing
prescriptions.
assesses the client or patient’s
resources with him/
her and supports him/her
in promoting health and
well-being, unprompted
and in many ways.
monitors the client or patient’s
vital functions and
recognises nursing needs,
on the basis of which is
able to tend to the client or
patient holistically.
carries out nursing and care
of client or patients suffering
from the most common
medical-surgical diseases,
infections, neurological
diseases, cancer and skin
diseases as well as memory
disorders.
helps, supports and guides
clients or patients to manage
their daily activities
independently, pursuant to
a rehabilitative approach.
handles, dispenses and administers
pharmaceuticals
correctly and safely, unprompted
guides the client
or patient and his/her family
in the use, storage and
disposal of medicines and
in renewing prescriptions.
134

Working with nursing
and care in different
settings
with the support of his/her
team, monitors the effects
and combined effects of
pharmaceuticals and recognises
the most common
side and adverse effects,
and relays this information
to his/her multi-disciplinary
team.
as a team member, prepares,
assists or performs
treatments (e.g. wound
care, catheter insertion,
tube feeding, intensive oral
and foot care, stoma, and
small surgical procedures)
and examinations (e.g.
ECG and blood sample).
as a team member, prepares
the client or patient for
examination, treatment
or surgery and afterwards
tends to the client or patient’s
basic care.
monitors the client or
patient to detect pain and
recognises and relieves it,
with the support of his/her
team.
as a team member, finds
out about a client or patient’s
eating habits (incl.
the amount of alcohol
intake) and looks after the
client or patient’s nutrition
and guides the client or
patient towards wholesome
nutrition.
as a team member, recognises
some special nutritional
aspects of different clients
or patients (e.g. celiac disease,
diabetes and kidney
diseases), assesses the client
or patient’s nutritional status
and acts accordingly.
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common side and
adverse effects and relays
this information to his/her
multi-disciplinary team.
prepares, assists or performs
treatments (e.g. wound
care, catheter insertion,
tube feeding, intensive oral
and foot care, stoma, and
small surgical procedures)
and examinations (e.g.
ECG and blood sample),
considering the client or
patient’s special characteristics.
prepares the client or patient
for examination, treatment
or surgery, partly on
his/her own, and afterwards
tends to the client or patient’s
basic care.
recognises the client or
patient’s pain and uses different
methods to relieve it.
finds out about a client or
patient’s eating habits (incl.
the amount of alcohol
intake) and looks after the
client or patient’s nutrition
and guides the client or
patient towards wholesome
nutrition.
recognises some special
nutritional aspects of different
clients or patients and
assesses client or patient’s
nutritional status and acts
accordingly.
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common side and
adverse effects and relays
this information independently
and both orally and
in writing to his/her multidisciplinary
team.
independently prepares, assists
or performs treatments
(e.g. wound care, catheter
insertion, tube feeding,
intensive oral and foot care,
stoma, and small surgical
procedures) and examinations
(e.g. ECG and blood
sample), considering the
client or patient’s special
characteristics.
independently prepares the
client or patient for examination,
treatment or surgery,
and afterwards tends
to the client or patient’s
basic care.
independently recognises
and anticipates the client or
patient’s pain and uses different
methods to relieve it.
finds out about a client or
patient’s eating habits (incl.
the amount of alcohol
intake) and looks after the
client or patient’s nutrition
in a holistic manner and
guides the client or patient
towards wholesome nutrition.
recognises the special nutritional
aspects of different
clients or patients, assesses
and anticipates client or patient’s
changing nutritional
status and acts accordingly.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
as a team member, recognises
the client or patient’s
need for aid-devices and
guides them in getting and
using aid-devices.
takes care, in a team, of the
tidiness, healthiness and
safety of a client or patient’s
immediate surroundings.
works as a pair with another
primary nurse.
as a team member, pays
attention to a client or
patient’s psychosocial resources
and social networks
and guides the client or
patient in order to promote
well-being.
as a team member, supports
a client or patient in coping
with social problems (e.g.
marginalisation, loneliness,
neglect and abuse, the
threat of domestic violence
and substance abuse).
recognises a client or patient’s
need for social and
health care services and
guides him/her to use
basic-level services.
recognises the client or patient’s
need for aid-devices
and guides them in getting
and using aid-devices.
takes care of the tidiness,
healthiness, safety and
pleasantness of a client or
patient’s immediate surroundings.
assumes responsibility for
his/her work and acts as a
primary nurse and cooperates
with family caregivers.
guides a client or patient
to promote his/her psychosocial
resources and social
networks in order to promote
well-being.
as a team member, supports
a client or patient and his/
her family in coping with
social problems and intervenes
as early as possible.
recognises a client or patient’s
need for social and
health care services and
guides him/her to use appropriate
services.
recognises the client or patient’s
need for aid-devices
and guides them in getting
and using aid-devices and
understands their significance
in promoting functional
ability.
takes care of the tidiness,
healthiness, safety and
pleasantness of a client or
patient’s immediate surroundings
and pays attention
to aesthetics.
assumes responsibility for
his/her work and acts as a
primary nurse and provides
support for family caregivers
and cooperates with
them.
guides a client or patient
competently to promote
his/her psychosocial resources
and social networks
in order to promote wellbeing,
and is familiar with
the basics in family-focused
therapy.
supports a client or patient
and his/her family in coping
with social problems
and intervenes as early as
possible. Through his/her
actions, strives to prevent
social problems and guides
the client or patient to use
expert help.
recognises a client or patient’s
need for social and
health care services and
advises him/her in the use
of alternative services.
136

Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge related to
nursing and care
supported by a team, recognises
a client or patient’s
mental health or substance
abuse problems and relays
this information to his/her
multi-disciplinary team.
as a team member, works
with clients or patients
from different cultures.
supported by a team, works
according to the principles
of terminal care and supports
a dying patient’s family
in their grief work.
as a team member, chooses
equipment, materials and
consumer supplies according
to the principles of
sustainable development
and the opportunities provided
by the setting, and
uses the equipment and
materials according to their
instructions.
Assessment criteria
recognises a client or patient
or his/her family’s
mental health or substance
abuse problems and supports
them in preventing
and lessening the evils and
relays this information to
his/her multi-disciplinary
team.
in his/her work, considers
the needs of clients or
patients from different
cultures.
works according to the
principles of terminal care
and supports a dying patient’s
family in their grief
work.
in familiar situations,
chooses equipment, materials
and consumer supplies
according to the principles
of sustainable development
and the opportunities
provided by the setting,
and uses the equipment
and materials carefully and
economically.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits justifies his/her actions
his/her knowledge about with his/her knowledge
the promotion of health about the promotion of
and well-being, body structure
health and well-being, body
and functioning, vital structure and functioning,
functions, diseases, social vital functions, diseases,
technology and social problems.
social technology and social
problems.
in his/her work, exploits
his/her knowledge of the
social and health care
service system and service
providers, as well as of relief
benefits.
justifies his/her actions
with his/her knowledge of
the social and health care
service system and service
providers, as well as of relief
benefits.
recognises a client or patient
or his/her family’s
mental health or substance
abuse problems and supports
them in preventing
and lessening the evils and
when needed, guides them
to seek help.
in his/her work, considers
holistically the needs
of clients or patients from
different cultures.
works according to the
principles of terminal care
and professionally supports
a dying patient’s family in
their grief work.
chooses equipment, materials
and consumer supplies
according to the principles
of sustainable development
and the opportunities provided
by the setting, and
uses the equipment and
materials according to their
instructions.
justifies his/her actions
in many ways with his/
her knowledge about the
promotion of health and
well-being, body structure
and functioning, vital
functions, diseases, social
technology and social problems,
and actively acquires
further information.
justifies his/her actions in
many ways with his/her
knowledge of the social and
health care service system
and service providers, as
well as of relief benefits.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related to
pharmacotherapy
Mastering the
knowledge related to
multi-culturalism
Mastering the
knowledge related to
terminal care
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
complies with the principles
of sustainable development
and economy in
choosing equipment and
materials.
pays attention to special
diets in his/her work.
in the different pharmacotherapeutic
assignments,
demonstrates his/
her knowledge of diseases,
groups and types of
pharmaceuticals, ways of
administering the pharmaceuticals,
signs of abuse
of medication, as well as
regulations on pharmacotherapy.
in his/her work, pays attention
to the influence of different
cultures and religions
on a client or patient’s
nursing and care.
in his/her work, pays attention
to the principles of
terminal care.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
justifies his/her choice of
equipment and materials
with arguments related to
clients or patients and complies
with the principles of
sustainable development
and economy.
justifies his/her own actions
with his/her knowledge of
special diets.
justifies his/her actions in
the different pharmacotherapeutic
assignments
with his/her knowledge of
diseases, groups and types
of pharmaceuticals, ways
of administering the pharmaceuticals,
signs of abuse
of medication, as well as
regulations on pharmacotherapy.
justifies his/her actions
with his/her knowledge of
the influence of different
cultures and religions on a
client or patient’s nursing
and care.
justifies his/her own actions
with his/her knowledge of
the principles of terminal
care.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
justifies his/her choice of
equipment and materials
in many ways, with arguments
related to clients or
patients. Complies with the
principles of sustainable
development and economy.
justifies his/her own actions
in many ways with his/her
knowledge of special diets.
justifies his/her actions in
the different pharmacotherapeutic
assignments
in many ways with his/
her knowledge of diseases,
groups and types of
pharmaceuticals, ways of
administering the pharmaceuticals,
signs of abuse
of medication, as well as
regulations on pharmacotherapy.
justifies his/her actions in
many ways with his/her
knowledge of the influence
of different cultures and
religions on a client or patient’s
nursing and care.
justifies his/her own actions
in many ways with his/her
knowledge of the principles
of terminal care.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
138

Mastering the
knowledge related
to entrepreneurship
and productization of
competence
Making use of language
skills in customer
service
Sector-specific
language skills
(for Finnishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for Swedishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for speakers of
other languages)
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
under instruction, exploits
his/her knowledge of entrepreneurship
in his/her own
field, the productization
of one’s competence and
the significance of internal
entrepreneurship.
attends to clients or patients
in Finnish and manages
tolerably well in service
situations in Swedish
and one foreign language.
attends to clients or patients
in Swedish and Finnish,
and manages tolerably
well in a service situation in
one foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
his/her work, exploits his/
her knowledge on entrepreneurship
in his/her own
field, the productization of
one’s competence and acts
according to the principles
of internal entrepreneurship.
attends to clients or patients
in Finnish and manages
service situations in
Swedish and one foreign
language.
attends to clients or patients
in Swedish and Finnish
and manages service
situations in one foreign
language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
his/her work, exploits his/
her knowledge on entrepreneurship
in his/her own
field, the productization of
one’s competence and acts
according to the principles
of internal entrepreneurship
in many ways.
attends to clients or patients
in Finnish and
manages service situations
fluently in Swedish and one
foreign language.
attends to clients or patients
in Swedish and Finnish
and manages service
situations fluently in one
foreign language.
attends to customers in
Finnish or Swedish and
manages service situations
fluently in the other domestic
language and in one
foreign language.
attends to clients in the
language of instruction and
in Finnish or Swedish and
manages service situations
fluently in one other language.
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Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
makes choices and decisions
related to his/her
work and solves problems.
meets the client or patient
professionally and acts
responsibly in a multidisciplinary
team.
makes him/herself understood,
both orally and in
writing.
abides with the values,
principles, statutes and
regulations concerning the
field of social and health
care.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
Asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
meets the client or patient
professionally and
promotes the client or patient’s
well-being through
interaction and acts in a
responsible and cooperative
manner.
communicates in a matterof-fact
manner, both orally
and in writing.
abides with the values,
principles, statutes and
regulations concerning the
field of social and health
care and uses them to justify
his/her actions.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
meets the client or patient
professionally and promotes
the client or patient’s
well-being through interaction,
unprompted and
individually. Exploits the
positive feedback on his/
her work from clients or
patients and their family in
vocational development.
communicates unprompted
and in a natural manner,
both orally and in writing.
abides with the values,
principles, statutes and
regulations concerning the
field of social and health
care and uses them in many
ways to justify his/her actions.
140

Health, safety and
ability to function
complies with the occupational
health and safety
regulations, as well as with
the electric and fire safety
regulations of his/her workplace
and prevents workrelated
health hazards.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
complies with hygiene
practices and aseptic procedures
at work and takes
care of his/her personal
hygiene.
provides first aid and basic
resuscitation, as well as
early defibrillation in nursing
and care settings.
looks after his/her own
work ability, safety, wellbeing
and health.
as a team member, encounters
clients or patients
whose behaviour is threatening,
and is familiar with
the principles of his/her
work community in such
cases.
complies with the occupational
health and
safety regulations, as well
as with the electric and fire
safety regulations of his/
her workplace and prevents
work-related health hazards.
Maintains, for his/her
own part, a good working
atmosphere.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
complies with the principles
of aseptics.
provides first aid and basic
resuscitation, as well as
early defibrillation in nursing
and care settings.
looks after his/her own
work ability and promotes
his/her occupational health
and well-being.
encounters clients or patients
whose behaviour are
threatening, and applies the
principles of his/her work
community in such cases.
complies with the occupational
health and
safety regulations, as well
as with the electric and fire
safety regulations of his/
her workplace and prevents
work-related health hazards.
Maintains, for his/her
own part, a good working
atmosphere and recognises
the factors that have a detrimental
effect.
works in an ergonomically
correct way, exploiting the
client’s resources and aiddevices
and develops the
ergonomic functionality of
the work environment.
applies the principles of
aseptics in his/her work and
gives reasons for his/her
actions.
provides first aid and basic
resuscitation, as well as
early defibrillation in nursing
and care settings.
looks after his/her own
health and ability to work
and promotes his/her occupational
health and wellbeing.
prevents challenging situations
and encounters clients
or patients whose behaviour
is threatening, and
applies the principles of
his/her work community in
such cases.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in nursing and care,
by working at a health care centre, hospital, nursing home, service centre or in the
client’s home. The student or candidate demonstrates his/her vocational skills in the
following domains: systematic work, paying attention to health, security and ability
to function, economic efficiency and high-quality work, planning the productiza-
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
tion of competence, and nursing and care in different settings. In addition, the
student or candidate shall master the knowledge related to nursing and care and language
skills, according to one of the targets for assessment in the above table, as well
as the key competences for lifelong learning. The work assignment is dimensioned
so that it is possible to ascertain that the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the working methods, tools, and materials, excluding terminal care
• underpinning knowledge in its entirety
• key competences for lifelong learning, excluding first aid, resuscitation and
early defibrillation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.8 Study Programme or Specialisation in Oral and Dental Care
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care, and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.8.1 Oral and Dental Care
Vocational skills requirements
The student or candidate
acts as a member of a multi-disciplinary team in the oral health care service
•
system and is familiar with the tasks of the different personnel groups and the
division of labour between them
instructs clients or patients in the use of oral health care services
•
works in a client-based, economical and responsible manner, complying with
•
the statutes, legislations and ethics in his/her field of work
142

•
•
•
•
•
•
•
•
•
observes aseptics and takes care of the working order of the care environment,
as well as the servicing of equipment
acts as a team member in oral and dental examination, filling and root treatment,
extraction of teeth and periodontal diseases
works with orthodontic, oral surgery, prosthetic and occlusive physiology, supported
by his/her team
assesses the status of client or patients’ oral health and guides clients or patients
in promoting oral health
is familiar with pharmacotherapy in his/her own field
uses the basic instruments, methods and materials in his/her field and prevents
health hazards in his/her work
exploits his/her language skills in customer service
plans the productization of his/her competence
develops his/her action on the basis of given feedback and assesses his/her own
competence.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Planning one’s work,
considering it as a
whole
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
assisted by a multi-disciplinary
plans his/her work in a plans his/her work in a
team, plans his/ client-based manner and client-based manner and
her work in a client-based according to the care plan according to the care plan
manner, complying with and takes into account his/ and takes into account his/
the practices of his/her her authority and area of her authority and area of
workplace, and takes into responsibility in the oral responsibility in the oral
account his/her authority health care unit, as well as health care unit, as well as
and area of responsibility in the special features of his/ the special features of his/
the oral health care unit. her workplace and copes her workplace and perceives
with changing situations. his/her work as a whole.
Readjusts his/her actions
without problems.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Client-based work in
the oral health care
system
Planning the productization
of competence
takes into account a client
or patient’s individualities
(e.g. age, cultural background,
challenging clients,
e.g. mental health clients
and drug abusers), as well
as a client or patient’s needs
in the different stages of the
treatment process.
supported by a team, assesses
a client or patient’s need
for treatment and guides
the client or patient in the
use of different services in
the oral health care system.
under instruction, plans the
productization of competence.
supported by a team, works
in a cost-efficient manner.
takes into account a client
or patient’s individualities
and needs and supports
the client or patient in the
different stages of the treatment
process.
assesses a client or patient’s
need for treatment and
guides the client or patient
in the use of different services
in the oral health care
system.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
works in a cost-efficient
manner and takes quality
aspects into account in oral
health care.
takes into account a client
or patient’s individuality
and needs in the different
stages of the treatment
process and creates a safe
atmosphere and takes care
of the functionality and
aesthetic appearance of the
treatment environment.
assesses a client or patient’s
need for treatment and
independently guides the
client or patient in the use
of different services in the
oral health care system.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
works in a cost-efficient
manner and takes quality
aspects into account in oral
health care and makes suggestions
for development.
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Promoting oral and
dental health
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
supported by a team, assesses
the status of a client
or patient’s oral and dental
health and promotes oral
and dental health of individuals
or groups.
assesses the status of a client
or patient’s oral and dental
health and promotes oral
and dental health of individuals
or groups consisting
of client or patients of different
ages and situations
in life.
assesses the status of a client
or patient’s oral and
dental health and creatively
promotes oral and dental
health of individuals or
groups consisting of client
or patients of different
ages and situations in life.
Participates in the planning
of an event/occasion which
aims at promoting oral
health.
144

Aseptics
Participating in oral
and dental care
attends to the servicing of
instruments in daily use
(the entire servicing process)
and the cleanliness of
the treatment environment
and equipment, in accordance
with aseptics and
complying with the instructions
on hygiene.
records the most common
patient data and handles
patient documents in accordance
with regulations.
makes sure that the treatment
environment is ready
for use (gathers the instruments
and materials) and
participates in oral and
dental examination, filling
and root treatment, extraction
and periodontic treatment.
handles pharmaceuticals,
correctly and safely.
prepares the treatment environment
(gathers instruments
and materials) and
takes part in orthodontic,
oral surgery, prosthetic
and occlusive physiological
treatment in the most common
situations at work,
supported by his/her team.
uses odontological terminology.
attends to the servicing of
instruments in daily use
(the entire servicing process)
and the cleanliness
of the treatment environment
and equipment, in
accordance with aseptics
and complying with the
instructions on hygiene.
Works independently and
smoothly.
records patient data and
handles patient documents
in accordance with regulations.
independently makes sure
that the treatment environment
is ready for use
(gathers the instruments
and materials) and participates
in oral and dental
examination, filling and
root treatment, extraction
and periodontic treatment.
Works smoothly.
handles pharmaceuticals
correctly and safely and
guides the client or patient
in the use of pharmaceuticals.
prepares the treatment environment
and participates
in orthodontic, oral surgery,
prosthetic and occlusive
physiological treatment
in the most common situations
at work.
uses odontological terminology,
appropriate for the
situation.
attends to the servicing of
instruments in daily use
(the entire servicing process
and sharpening of the
instruments) and the cleanliness
of the treatment environment
and equipment,
in accordance with aseptics
and complying with the
instructions on hygiene.
Works independently and
smoothly and finds different
ways to carry out his/
her work.
records patient data and
handles patient documents
in accordance with regulations.
Works independently.
independently makes sure
that the treatment environment
is ready for use
(gathers the instruments
and materials) and participates
in oral and dental
examination, filling and
root treatment, extraction
and periodontic treatment.
Works independently and
smoothly also in changing
situations.
handles pharmaceuticals
correctly and safely and
guides the client or patient
independently in the use of
pharmaceuticals, in accordance
with his/her area of
responsibility.
prepares the treatment
environment and participates
in orthodontic, oral
surgery, prosthetic and
occlusive physiological
treatment. Works smoothly
in the most common situations.
fluently uses odontological
terminology, appropriate
for the situation.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Using instruments
and materials
supported by a team, participates
in guiding a client
or patient.
supported by a team, uses
and services the most common
instruments, devices
and machines in oral and
dental health care.
supported by a team, stores
the materials and pharmaceuticals
used in his/her
work, according to regulations.
supported by a team, handles
and sorts waste materials
as well as potentially
dangerous and toxic waste.
guides a client or patient
in connection with treatments,
according to his/her
area of responsibility.
uses and services the most
common instruments,
devices and machines in
oral and dental health care,
according to instructions.
stores the materials and
pharmaceuticals used in
his/her work, according to
regulations.
handles and sorts waste materials
as well as potentially
dangerous and toxic waste,
according to regulations.
independently guides a
client or patient in connection
with treatments,
according to his/her area of
responsibility.
independently uses and
services the most common
instruments, devices and
machines in oral and dental
health care, according to
instructions.
independently stores the
materials and pharmaceuticals
used in his/her work,
according to regulations,
and gets familiar with the
purchasing of instruments
and materials.
independently handles and
sorts waste materials, as
well as potentially dangerous
and toxic waste, according
to regulations, and
presents targets for development
when needed.
Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
statutes which govern
the oral and dental
health care system
and the documentation
of dental data
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, demonstrates
justifies his/her actions with
his/her knowledge his/her knowledge of the
of the oral and dental oral and dental health care
health care system and the system and the statutes governing
statutes governing patient
patient documents
documents and uses central and uses central odontological
odontological terminology. terminology.
justifies his/her actions in
many ways with his/her
knowledge of the oral and
dental health care system
and the statutes governing
patient documents and
fluently uses central odontological
terminology. Is
familiar with the history of
oral and dental health care.
146

Mastering the knowledge
related to the
promotion of oral and
dental health
Mastering the
knowledge related
to hygiene practices
in oral and dental
health care
Mastering the
knowledge related
to filling, root treatment,
extraction and
periodontal diseases
as well as pharmacotherapy
in his/her work, demonstrates
his/her knowledge
of dental development,
the most common developmental
disorders,
characteristics of a healthy
mouth and the significance
of saliva for oral and dental
health. Is familiar with the
most common oral diseases
and their genesis.
in his/her work, demonstrates
his/her knowledge
of oral hygiene, nutrition,
substance abuse, the impact
of xylitol and fluoride and
the connection of the most
common general diseases to
oral health.
in his/her work, demonstrates
his/her knowledge
of hygiene practices and
statutes as well as control of
the servicing of instruments
in oral and dental health
care.
in his/her work, demonstrates
his/her knowledge of
the examination and treatment
methods and their
stages in oral and dental
care, as well as of related
equipment and materials
and the most common
pharmaceuticals and their
user instructions and of
abuse of medication.
justifies his/her actions with
his/her knowledge of tooth
and dental development,
developmental disorders,
characteristics of a healthy
mouth and the significance
of saliva for oral and dental
health and the care instructions
for a dry mouth.
Knows the most common
oral diseases and their genesis.
justifies his/her actions
with his/her knowledge
of oral hygiene, nutrition,
substance abuse, the impact
of xylitol and fluoride and
the connection of the most
common general diseases to
oral health. Takes account
of some special features in
the oral and dental care of
clients or patients of different
ages and situations
in life.
justifies his/her actions with
his/her knowledge of hygiene
practices and statutes
in oral and dental health
care and knows different
control methods in the
servicing of instruments.
justifies his/her actions with
his/her knowledge of the
examination and treatment
methods and stages, as well
as related equipment and
materials. Knows the most
common pharmaceuticals
in oral and dental care,
their indications and user
instructions, as well as signs
of abuse of medication.
justifies his/her actions with
his/her knowledge of tooth
and dental development
and developmental disorders.
Recognises a healthy
mouth and the most common
oral diseases and
knows their genesis, justifies
the significance of saliva
for oral health, as well as
the care instructions for a
dry mouth.
justifies his/her actions in
many ways with his/her
knowledge of oral hygiene,
nutrition, substance abuse,
the impact of xylitol and
fluoride and the connection
of the most common
general diseases to oral
health. Takes account of the
special features in the oral
and dental care of clients
or patients of different ages
and situations in life.
justifies his/her actions
in many ways with his/
her knowledge of hygiene
practices and statutes in
oral and dental health care
and is familiar with the
control of the servicing of
instruments as part of highquality
care.
justifies his/her actions
in many ways with his/
her knowledge of the examination
and treatment
methods and stages, as well
as related equipment and
materials. Presents alternative
modes of action and
knows the most common
pharmaceuticals in oral and
dental care, their indications
and user instructions,
as well as signs of abuse of
medication.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to orthodontics, oral
surgery, prosthetics
and occlusive physiology
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
in his/her work, demonstrates
his/her knowledge of
normal occlusion and the
most common malocclusions,
as well as the most
common orthodontic treatment
methods, devices and
equipment and home care
instructions.
in his/her work, demonstrates
his/her knowledge
of the principles of surgical
aseptics, the most common
oral surgery procedures,
materials and instruments,
as well as of guiding the
patient or client.
in his/her work, demonstrates
his/her knowledge of
the most common dental
prosthetic applications,
materials and instruments,
as well as home care instructions.
in his/her work, demonstrates
his/her knowledge of
the structure and organs of
occlusion, the most common
abnormalities and
treatment principles.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
in his/her work, demonstrates
his/her knowledge
of normal occlusion and
the most common malocclusions,
as well as the
most common orthodontic
treatment methods, devices
and equipment and justifies
home care instructions.
justifies his/her actions
with his/her knowledge of
the principles of surgical
aseptics and demonstrates
his/her knowledge of the
most common oral surgery
procedures, materials and
instruments, as well as of
guiding the patient or client.
in his/her work, demonstrates
his/her knowledge of
the most common dental
prosthetic applications,
materials and instruments,
as well as the phases of
prosthetic treatment and
home care instructions.
in his/her work, demonstrates
his/her knowledge of
the structure, functioning
and organs of occlusion,
the most common abnormalities
and treatment
principles.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
in his/her work, demonstrates
his/her knowledge
by recognising normal
occlusion and the most
common malocclusions
and demonstrates his/her
knowledge of the most
common orthodontic treatment
methods, devices and
equipment and justifies
home care instructions.
justifies his/her actions with
his/her knowledge of the
principles of surgical aseptics
and guiding the patient
or client and demonstrates
his/her knowledge of the
most common oral surgery
procedures, materials and
instruments.
in his/her work, demonstrates
his/her knowledge of
the most common dental
prosthetic applications, materials
and instruments, as
well as the phases of prosthetic
treatment. Justifies
home care instructions.
in his/her work, demonstrates
his/her knowledge
of the structure, functioning
and organs of occlusion,
and of abnormalities.
Knows the etiology of
abnormalities, as well as
treatment principles.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
148

Mastering the
knowledge related
to entrepreneurship
and productization of
competence
Making use of language
skills in customer
service
Sector-specific
language skills
(for Finnishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for Swedishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for speakers of
other languages)
Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
under instruction, exploits
knowledge about entrepreneurship
and the significance
of internal entrepreneurship.
attends to clients in Finnish
and manages tolerably
well in a service situation
in Swedish and one foreign
language.
attends to clients in Swedish
and Finnish, and
manages tolerably well in
a service situation in one
foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
his/her work, exploits his/
her knowledge on entrepreneurship
in his/her own
field, the productization of
one’s competence and acts
according to the principles
of internal entrepreneurship.
attends to clients in Finnish
and manages service situations
in Swedish and in one
foreign language.
attends to clients in Swedish
and Finnish and manages
service situations in
one foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language, and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
his/her work, exploits, in
many ways, his/her knowledge
on entrepreneurship
in his/her own field, the
productization of one’s
competence and acts according
to the principles of
internal entrepreneurship.
attends to clients in Finnish
and manages service situations
fluently in Swedish
and one foreign language.
attends to customers in
Swedish and Finnish and
manages service situations
fluently in one foreign language.
attends to clients in Finnish
or Swedish and manages
service situations fluently
in the other domestic language
and in one foreign
language.
attends to clients in the
language of instruction and
in Finnish or Swedish and
manages service situations
fluently in one other language.
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Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and readjusts his/her actions
on the basis of feedback.
Assesses his/her own
learning and competence.
makes choices and decisions
related to his/her
work and solves problems.
meets the client or patient
and works as a member of a
multi-disciplinary team in a
friendly and matter-of-fact
manner.
makes him-/herself understood,
both orally and in
writing.
abides with the values,
principles, statutes and
regulations concerning the
field of social and health
care.
accepts and gives feedback
in a matter-of-fact manner
and readjusts his/her actions
on the basis of feedback
and recognises his/her
own strengths and development
needs. Asks for guidance
when needed.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
meets the client or patient
in a friendly and matterof-fact
manner and works
in a cooperative spirit as a
member of a multi-disciplinary
team.
expresses him-/herself professionally,
both orally and
in writing.
abides with the values,
principles, legislation and
regulations concerning the
field of social and health
care and uses them to justify
his/her actions.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
meets the client or patient
in a friendly and matterof-fact
manner and works
independently and in a
cooperative spirit as a
straightforward member of
a multi-disciplinary team.
expresses him-/herself
naturally and professionally,
both orally and in writing.
abides with the values,
principles, legislation and
regulations concerning the
field of social and health
care and uses them in many
ways to justify his/her actions.
150

Health, safety and
ability to function
in his/her work, pays attention
to the occupational
health and safety instructions
in his/her field, to
work-related safety risks
(biological, chemical,
physiological, physical,
mental and social) and to
the significance of physical
exercise to occupational
health and well-being.
Works in an ergonomically
correct way.
provides first aid and basic
resuscitation and presents
the safety plan of his/her
own unit.
justifies his/her actions with
his/her knowledge of occupational
health hazards
and dangers in his/her own
field of work. In his/her
work, pays attention to occupational
health and safety
instructions and to the significance
of physical exercise
to occupational health
and well-being. Works in
an ergonomically correct
way and assesses ergonomics
in his/her work.
provides first aid and basic
resuscitation and presents
the safety plan of his/her
own unit and knows his/
her own area of responsibility
in it.
justifies his/her actions in
many ways with his/her
knowledge of occupational
health hazards and dangers
in his/her own field of
work. In his/her work, pays
attention to occupational
health and safety instructions
and to the significance
of physical exercise
to occupational health and
well-being. Works in an
ergonomically correct way
and assesses ergonomics in
his/her work. Presents targets
for development, when
needed.
provides first aid and basic
resuscitation and presents
and justifies the safety plan
of his/her own unit and
knows his/her own area of
responsibility in it.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in oral and dental
health care by working in a public or private dental health unit, as a team member.
Vocational skills are to be demonstrated in the following domains: planning one’s
work, considering it as a whole; productization of competence; client-based work in
the oral and dental health care system; aseptics; oral and dental care; promoting oral
and dental health; and use of instruments and materials. In addition, the student or
candidate shall master the knowledge related to oral and dental health care and language
skills according to one of the targets for assessment in the above table, as well
as the key competences for lifelong learning. The work is carried out to an extent
that makes it possible to establish that the vocational skills meet the requirements.
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A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material, excluding preparing the
treatment environment of orthodontics, oral surgery, prosthetics and occlusive
physiology and participating in the treatment
• underpinning knowledge, excluding orthodontics, oral surgery, prosthetics
and occlusive physiology
• key competences for lifelong learning, excluding first aid and resuscitation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.9 Study Programme or Specialisation in Care for the Disabled
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.9.1 Care for the Disabled
Vocational skills requirements
The student or candidate
assesses the functional ability and need for help of clients with different dis-
•
abilities and of different ages
plans, implements and assesses individual care, education and rehabilitation of
•
clients with different disabilities, together with the client and as a member of
a multi-disciplinary team
plans residential and living environment for the disabled client, together with
•
him/her
abides with the principles of sustainable development
•
works in vocational interaction with respect to the client’s integrity and sup-
•
ports the disabled client’s participation
152

•
•
•
•
•
•
•
•
•
•
•
when needed, uses communication methods which support and compensate
for speech
guides and supports the disabled client in daily activities, considering his/her
resources
uses aid-devices and guides clients in their use
supports and guides a disabled client in promoting health and in preventing
and coping with risks and hazards to health and well-being
supports a disabled client’s mental health and meets clients whose behaviour is
challenging or who are addicted to intoxicants
attends to the pharmacotherapy of disabled clients
exploits his/her language skills in customer service
plans the productization of his/her competence
develops his/her action on the basis of given feedback and assesses his/her own
competence
complies with the statues, regulations, values and ethical principles of care for
the disabled
takes care of his/her own well-being at work and observes occupational health
and safety instructions.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Planning, implementing
and assessing
the care, education
and rehabilitation of
disabled client
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student or candidate
assesses a client’s needs and assesses a client’s needs and uses a variety of assessment
abilities, daily coping and abilities, daily coping and methods as well as observations
need for assistance, using need for assistance, using a
and interview. Justi-
some assessment methods. variety of assessment methods.
fies his/her actions with the
client’s needs and abilities,
daily coping and need for
assistance.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Planning, implementing
and assessing
the care, education
and rehabilitation of
disabled client
plans and implements, with
the client and as a team
member, individual care,
support and guidance for
the client, and understands
the importance of plans.
Assesses the implementation
of the plan.
as a member of a multidisciplinary
team, works in
the care and service system
for the disabled, and is
familiar with the different
providers of care for the
disabled.
is familiar with cooperation
networks and works in a
network.
recognises the factors which
influence the safety of the
client’s residential and living
environment.
as a team member, guides
the client in individual (independent
or group-type)
accommodation.
as a team member, guides
the client in obtaining the
benefits offered by the society.
plans and implements individual
care, support and
guidance for the client,
together with the client
and the rest of the team
and possibly together with
the client’s family. Assesses
the implementation of the
plan.
works in the care and service
system for the disabled,
and is familiar with the different
providers of care for
the disabled and guides the
clients to these services.
is familiar with the cooperation
networks and
different organisations for
the disabled, and works in
different networks.
plans a pleasant and safe
residential and living environment
for the disabled
client, together with him/
her.
guides and supports the
client in individual (independent
or group-type)
accommodation.
guides the client in obtaining
the benefits offered by
the society.
plans and implements individual
care, support and
guidance for the client,
together with the disabled
client and the rest of the
team and possibly together
with the client’s family, and
works independently and
assesses and develops his/
her actions.
works in the care and service
system for the disabled,
and is familiar with the different
providers of care for
the disabled and guides the
clients to appropriate services
and support systems,
utilising service guidance.
cooperates with different
networks and organisations
for the disabled.
plans and implements a
pleasant and safe residential
and living environment,
which promotes the disabled
client’s functional
ability, together with him/
her.
supports the client’s capability
to independent,
assisted, supported and
guided accommodation.
Supports the client in
generating changes which
promote his/her control of
his/her life.
guides the client and his/
her family and immediate
community in obtaining
the benefits offered by the
society, and for his/her
part, ensures an unbroken
service chain.
154

Planning the productization
of competence
as a team member, supports
the client in growth, development
and learning, as
well as in vocational training
and independent, supported
and guided work.
as a team member, abides
with the principles of sustainable
development.
under instruction, plans the
productization of competence.
supports the client in
growth, development and
learning, as well as in vocational
training and independent,
supported and
guided work.
abides with the principles
of sustainable development.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
supports, guides and motivates
the client in growth,
development and learning,
as well as in vocational
training and independent,
supported and guided
work.
abides with the principles
of sustainable development
and guides clients to comply
with them.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Supporting and
guiding a disabled
client
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works individually in vocational
interaction with
clients.
uses communication methods
which support and
compensate for speech.
respects the client’s right
to decide on his/her own
matters.
works individually in vocational
interaction with
clients and justifies his/
her actions on the basis of
the needs of the disabled
clients.
uses communication methods
which support and
compensate for speech and
guides the client to express
him-/herself.
respects the client’s right to
decide on his/her own matters
and through his/her actions,
enables the client to
make choices in daily life.
works individually in vocational
interaction with
clients and justifies his/her
actions in many ways on
the basis of the needs of the
disabled clients.
uses a variety of communication
methods which
support and compensate
for speech and guides and
encourages the client to
exploit them in data acquisition
and communication
and develops the client’s
communication environment.
respects and supports the
client’s right to decide on
his/her own matters and
his/her integrity and develops
the client’s chances to
make choices in daily life.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
as a team member, supports
clients of different ages and
with different disabilities,
as well as their families in
obtaining initial information.
as a team member, supports
and guides the client in
daily activities, considering
his/her resources.
as a team member, carries
out a client’s posture and
mobility treatment according
to given instructions
and when needed, uses
aid-devices (e.g. in lifting,
moving, communication,
control, sensory perception
and daily activities), and
guides the patient in their
use.
supports and guides the client
in life management and
in planning meaningful
and stimulating everyday
activities.
supports the client in maintaining
social skills.
in his/her work, takes account
of the significance of
music, physical exercise and
art & crafts for the client
and as a team member,
guides activity groups exploiting
some creative and
therapeutic methods.
supports clients and their
families in obtaining initial
information.
supports and guides the client
in daily activities, considering
his/her resources.
carries out a patient’s posture
and mobility treatment
and when needed, guides
the client in obtaining aiddevices
and in using them,
in cooperation with other
experts.
supports a client in life
management and supports
and guides the client and
his/her family to plan and
implement meaningful and
stimulating everyday activities.
supports the client in reinforcing
social skills and
encourages and motivates
him/her to participate in
the activities of the surrounding
society.
in his/her work, takes account
of the significance of
music, physical exercise and
art & crafts for the client
and guides activity groups
exploiting some creative
and therapeutic methods.
supports and guides clients
and their families in a natural
manner in obtaining
initial information, according
to the demands of the
situation.
independently and individually
supports and guides
the client in daily activities
and encourages him/her to
use his/her resources.
carries out a client’s posture
and mobility treatment and
recognises the client’s need
for aid-devices and guides
him/her in getting and
using aid-devices and understands
their significance
in promoting the client’s
functional ability.
supports a client in life
management and supports,
guides and motivates the
client and his/her family
to plan and implement
meaningful and stimulating
everyday activities.
supports the client in many
ways in reinforcing social
skills and encourages and
motivates him/her to participate
in the activities of
the surrounding society.
guides and develops, in a
creative and personal manner,
activity groups (visual
expression, art & crafts,
music and physical exercise)
and exploits creative and
therapeutic methods.
156

Paying attention to
health, safety and
ability to function
as a team member, supports
and guides a client
in promoting health and
in preventing and coping
with risks and hazards
to health and well-being
(loneliness, marginalisation,
neglect and abuse, threat of
domestic violence, mental
health and substance abuse
problems). Cooperates with
other experts.
supports and guides a client,
in a resource-based
manner, in promoting
health and in preventing
and coping with risks and
hazards to health and wellbeing.
According to the
demands of the situation,
guides the client to e.g.
mental health, intoxicant
abuse or crisis clinics and
exploits expert help.
as a team member, encounters
clients whose behaviour behaviour is threatening,
encounters clients whose
is threatening, recognises recognises the limits of his/
the limits of his/her own her own powers and applies
the principles of his/
powers and complies with
the principles of his/her her working community in
working community in such cases.
such cases.
acknowledges sexuality as
one part of a client’s identity
and personality.
monitors a client’s fluid balance
in common situations
and informs about his/her
observations.
supports a client’s sexuality
as one part of the client’s
identity and personality.
monitors a client’s fluid
balance and its disturbances
and informs about his/her
observations orally and in
writing.
monitors and observes a client’s
nutrition and informs and recognises and tends
monitors a client’s nutrition
about his/her observations to disturbances and special
and as a team member, situations in nutrition.
tends to special feeding
situations (tube feeding and
gastrostoma).
recognises special requirements
in a client’s oral and
dental care and motivates
the client in oral and dental
care.
observes and assesses the
health status related to a
client’s oral and dental care,
and tends to related problems
and motivates the client
in oral and dental care.
supports and guides a client,
in a resource-based
and independent manner,
in promoting health and in
preventing and coping with
risks and hazards to health
and well-being. According
to the demands of the situation,
guides and motivates
the client to e.g. mental
health, intoxicant abuse or
crisis clinics and exploits
expert help.
anticipates and prevents
threats, encounters clients
whose behaviour is threatening,
recognises the limits
of his/her own powers and
applies the principles of
his/her working community
in such cases.
supports a client’s sexuality
as one part of the client’s
identity and personality
and, when needed and as
a team member, provides
information to prevent
sexual abuse.
monitors a client’s fluid
balance and its disturbances
and acts according to the
demands of the situation
and informs about his/her
observations orally and in
writing.
independently monitors,
observes and tends to a
client’s nutritional requirements.
observes and assesses the
health status related to a
client’s oral and dental care,
and tends to and prevents
related problems and motivates
the client in oral and
dental care.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
forms and causes of
disability, as well as
threats to the promotion
of the health and
well-being of disabled
clients
recognises special needs in a
client’s foot care.
handles, dispenses and
administers pharmaceuticals
safely and according to
instructions (p.o., s.c., rect.,
inh., i.m.) and monitors
their effect and informs the
team about his/her observations.
Assessment criteria
observes and assesses the
health status of a client’s
feet and tends to related
problems.
handles, dispenses and
administers pharmaceuticals
safely and according
to instructions (p.o., s.c.,
rect., inh., i.m.) and monitors
their effect as well as
side and adverse effects and
informs the team about his/
her observations.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits justifies, for the main part,
his/her knowledge of the his/her activities with his/
most common forms and her knowledge of the forms
underlying causes for disability
and causes of disability and
(mental, sensory, of related additional handi-
communication, physical caps and diseases.
disability, autism and different
syndromes).
in his/her work, exploits
his/her knowledge of the
development, structure and
functions of the nervous
system, as well as related
disorders and chronic diseases.
in his/her work, exploits
his/her knowledge of the
disabled client’s mental
health and substance abuse
problems and addictions.
justifies, for the main part,
his/her work, with his/her
knowledge of the development,
structure and functions
of the nervous system,
as well as related disorders
and chronic diseases.
justifies his/her actions
with his/her knowledge of
the disabled client’s mental
health and substance abuse
problems and addictions.
observes and assesses the
health status of a client’s
feet and tends to and prevents
related problems.
handles, dispenses and
administers pharmaceuticals
safely and according
to instructions (p.o., s.c.,
rect., inh., i.m.) and monitors
their effect as well as
side and adverse effects and
the use of pharmaceuticals
by the disabled client and
informs the team about his/
her observations. Guides
and motivates the disabled
client and his/her family in
the use of required pharmaceuticals.
justifies, in many ways, his/
her activities with his/her
knowledge of the forms
and causes of disability and
of additional handicaps and
diseases.
justifies, for the main part,
his/her work, in many ways
with his/her knowledge of
the development, structure
and functions of the nervous
system, as well as related
disorders and chronic
diseases.
justifies his/her actions in
many ways with his/her
knowledge of the disabled
client’s mental health and
substance abuse problems
and addictions.
158

Mastering the knowledge
related to the
promotion of health
and well-being of
disabled clients
Mastering the
knowledge related to
care, education and
rehabilitation
Mastering the
knowledge related to
pharmacotherapy
Mastering the
knowledge related
to the principles of
normalisation, integration,
inclusion and
empowerment
Mastering the
knowledge related
to social, economical
and cultural factors
in his/her work, exploits
his/her knowledge of the
promotion of the health
and well-being of disabled
clients.
in his/her work, exploits
his/her knowledge on
methods related to care,
education and rehabilitation.
in his/her work, exploits
the principles of the rehabilitative
approach, as well
as the most common rehabilitation
methods.
in his/her work, exploits
his/her knowledge on the
most common pharmaceuticals
in the care for the
disabled, as well as their
effects and abuse.
in his/her work, abides with
the principles of normalisation,
integration, inclusion
and empowerment.
in his/her work, exploits
his/her knowledge of the
history and topical issues in
the care for the disabled.
in his/her work, takes account
of the impact of
public economic factors
on the living conditions of
disabled clients.
justifies his/her actions,
with his/her knowledge of
the promotion of the health
and well-being of disabled
clients.
justifies his/her actions with
his/her knowledge on care,
education and rehabilitation.
justifies his/her actions,
with his/her knowledge on
the rehabilitative approach
and the most common
rehabilitation methods.
justifies his/her actions,
with his/her knowledge on
the pharmaceuticals used
in the care for the disabled,
as well as their effects, side
and adverse effects, and
signs of the abuse of medication.
justifies his/her work, with
the principles of normalisation,
integration, inclusion
and empowerment.
in his/her work, exploits
his/her knowledge of the
history and topical issues
in the care for the disabled
and understands their significance
in his/her work.
in his/her work, takes account
of the impact of public
economic and political
factors on the living conditions
of disabled clients.
justifies his/her actions,
in many ways, with his/
her knowledge of the
promotion of the health
and well-being of disabled
clients and actively acquires
further information.
justifies his/her actions in
many ways with his/her
knowledge on care, education
and rehabilitation.
justifies his/her actions,
with his/her knowledge on
the rehabilitative approach
and rehabilitation methods
and different disability
groups.
justifies his/her actions, in
many ways with his/her
knowledge on the pharmaceuticals
used in the care
for the disabled, as well
as their effects, side and
adverse effects, and signs of
the abuse of medication.
justifies his/her work in
many ways with the principles
of normalisation,
integration, inclusion and
empowerment.
in his/her work, exploits
his/her knowledge of the
history, topical issues and
future challenges in the care
for the disabled and understands
their significance in
his/her work.
n his/her work, takes account
of the impact of public
economic, political and
cultural factors on the living
conditions of disabled
clients, their families and
immediate communities.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to entrepreneurship
and productization of
competence
Mastering the
knowledge related
to collective labour
agreements, job application
documents
and employment
contracts
Making use of language
skills in customer
service
Sector-specific
language skills
(for Finnishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for Swedishspeakers)
Making use of language
skills in customer
service
Sector-specific
language skills
(for speakers of
other languages)
in familiar situations at
work, exploits his/her
knowledge of the attitudes
of different cultures and
minority groups on disabled
clients.
under instruction, exploits
knowledge about entrepreneurship
in care for the
disabled, the productization
of one’s competence and
the significance of internal
entrepreneurship.
in his/her work, demonstrates
his/her knowledge of
the rights and obligations
in the collective labour
agreement concerning
practical nurses as well as
on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages tolerably
well in a service situation
in Swedish and one foreign
language.
attends to clients in Swedish
and Finnish, and
manages tolerably well in
a service situation in one
foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in his/her work, exploits
his/her knowledge of the
attitudes of different cultures
and minority groups
on disabled clients.
in his/her work, exploits
his/her knowledge about
entrepreneurship in care for
the disabled, the productization
of one’s competence
and acts according to the
principles of internal entrepreneurship.
justifies his/her actions with
the rights and obligations
in the collective labour
agreement concerning
practical nurses. In his/her
work, demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
attends to clients in Finnish
and manages service situations
in Swedish and in one
foreign language.
attends to clients in Swedish
and Finnish and manages
service situations in
one foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in his/her work, exploits in
many ways his/her knowledge
of the attitudes of
different cultures and minority
groups on disabled
clients.
his/her work, exploits in
many ways his/her knowledge
on entrepreneurship
in care for the disabled,
the productization of one’s
competence and acts according
to the principles of
internal entrepreneurship.
justifies his/her actions in
many ways with the rights
and obligations in the collective
labour agreement
concerning practical nurses.
In his/her work, demonstrates
his/her knowledge
on how to draw up job
application documents and
employment contracts.
attends to clients in Finnish
and manages service situations
fluently in Swedish
and one foreign language.
attends to customers in
Swedish and Finnish and
manages service situations
fluently in one foreign language.
attends to clients in Finnish
or Swedish and manages
service situations fluently
in the other domestic language
and in one foreign
language.
160

Making use of language
skills in customer
service
Sector-specific
language skills in
foreign language
training
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
attends to clients in the
language of instruction and
in Finnish or Swedish and
manages service situations
fluently in one other language.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
makes choices and decision
related to his/her work and
solves problems.
works in vocational interaction
with different people
and as a team member.
abides with the values,
principles, operational
practices, statutes and regulations
concerning the field
of care for the disabled.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her action
on the basis of given feedback
and assesses his/her
learning and competence.
Asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
works in interaction in a
professional and cooperative
manner and expresses
his/her opinions clearly.
abides with the values,
principles, operational
practices, statutes and regulations
concerning the field
of care for the disabled and
uses them to justify his/her
actions.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
works in interaction in a
professional and cooperative
manner, according to
the demands of the situation
and expresses his/her
opinions clearly and constructively.
abides with the values,
principles, operational
practices, statutes and regulations
concerning the field
of care for the disabled and
uses them in many ways to
justify his/her actions.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Health, safety and
ability to function
maintains his/her own ability
to work, safety as well
as occupational health and
well-being.
regards occupational safety
in positive terms and abides
with safety instructions.
Avoids work-related dangers
and health hazards.
complies with hygiene
practices and aseptic procedures
at work and takes
care of his/her personal
hygiene.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
provides first aid and basic
resuscitation.
maintains his/her own ability
to work and promotes
his/her work ability and
health.
observes and anticipates
work-related dangers and
health hazards and maintains
the safety of the client
and of him-/herself.
complies with the principles
of aseptics in different
operational environments.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
provides first aid and basic
resuscitation.
maintains his/her own
health and ability to work
and promotes the well-being
of him-/herself and his/
her work community.
observes and anticipates
work-related dangers and
health hazards. Develops
occupational safety by removing
risks to the client,
work community or his/her
own safety.
applies the principles of
aseptic work in different
operational environments
and gives reasons for his/
her actions.
works in an ergonomically
correct way, exploiting the
client’s resources and aiddevices
and develops the
ergonomic functionality of
the work environment.
provides first aid and basic
resuscitation.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in care for the disabled
by working in a care environment for the disabled. The student or candidate demonstrates
his/her vocational skills in the following domains: planning, implementing
and assessing the care, education and rehabilitation of disabled clients; planning
the productization of competence; vocational interaction; supporting and guiding
disabled clients; taking into account health, security and ability to function; and
pharmacotherapy. In addition, the student or candidate shall master the knowledge
related care for the disabled and language skills according to one of the targets for assessment
in the above table as well as the key competences for lifelong learning. The
work is carried out to an extent that makes it possible to establish that the vocational
skills meet the requirements.
162

A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material, excluding support in
receiving initial information
• underpinning knowledge, excluding the development, structure and functions
of the nervous system
• key competences for lifelong learning, excluding first aid and resuscitation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.10 Study Programme or Specialisation in Care for the Elderly
The student shall have completed and passed all the compulsory qualification modules
(Support and guidance of growth, Nursing and care and Rehabilitation support)
before embarking on this study programme. The candidate shall have completed
and passed all the compulsory qualification modules (Support and guidance
of growth, Nursing and care, and Rehabilitation support) before entering the skills
demonstration test in this elective specialisation.
4.10.1 Care for the Elderly
Vocational skills requirements
The student or candidate
abides with the ethical principles and quality recommendations in the care for
•
the elderly and develops care for the elderly
plans, implements and assesses the care of and services to the elderly, taking
•
their resources and participation into account
uses his/her vocational interaction skills in working with the elderly and their
•
families
guides and supports the elderly in daily activities, adopting a rehabilitative
•
approach
motivates and guides the elderly to take up physical exercise and to maintain
•
muscle strength
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
•
•
•
•
•
•
•
•
•
•
promotes the elder’s life quality, paying attention to his/her unique situation
and history
guides groups of elders with different functional abilities
guides the elderly and their families in promoting health (making healthy lifestyle
possible, preventing difficulties and diseases, care and rehabilitation) in
social and mental problems, and in applying for and using different services
carries out pharmacotherapy
exploits the knowledge in his/her own field
exploits his/her language skills in customer service
plans the productization of his/her competence
develops his/her action on the basis of given feedback and assesses his/her own
competence
cooperates with other actors and networks
promotes his/her own occupational safety and well-being.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Systematic work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
plans his/her work, complying
with the ethical
principles of the care for
the elderly to fit the activities
in his/her work unit.
supported by a team, surveys
the client’s functional
abilities, customs and habits,
life history and potential
social problems, as well
as the need for care and
services.
plans his/her work, complying
with the ethical
principles of the care for
the elderly and perceives
his/her work as a whole to
fit the activities in his/her
work unit.
surveys, in a resource-based
manner, the client’s functional
abilities, customs
and habits, life history and
potential social problems,
as well as the need for care
and services, exploiting
different functional ability
scales.
plans his/her work, complying
with the ethical
principles of the care for
the elderly, pays attention
to the client’s special
characteristics and when
needed, is able to readjust
his/her actions flexibly.
surveys, in a resource-based
manner, the client’s functional
abilities, customs
and habits, life history and
potential social problems,
as well as the need for care
and services, exploiting
different functional ability
scales, also in the case of
demanding clients.
164

Planning the productisation
of competence
supported by a team, draws
up and updates, together
with the client and the client’s
representative, a plan
which s/he implements and
assesses with the support of
his/her team.
contributes, supported by
his/her team, to proper oral
information and documentation
of client records, so
as to materialise the quality
of care for the elderly as
well as the rights of the client
and the employee.
supported by a team, complies
with the principles of
sustainable development
and the quality recommendations
of the work unit.
under instruction, plans the
productisation of competence.
works in a conscientious
and economical manner.
as a team member, draws
up and updates, together
with the client and the client’s
representative, a plan
which supports the client’s
participation and which
the nurse implements and
assesses.
contributes, as a team
member, to proper oral information
and documentation
of client records, so as
to materialise the quality of
care for the elderly as well
as the rights of the client
and the employee.
complies with the principles
of sustainable development
and the quality
recommendations of the
work unit.
plans and finds out in his/
her work about the possibilities
to productise one’s
competence.
works in an enterprising,
conscientious, economical
and effective manner.
as a team member, draws
up and updates, together
with the client and the client’s
representative, a plan
which supports the client’s
participation and which the
nurse implements and assesses
critically.
contributes to proper oral
information and documentation
of client records, so
as to materialise the quality
of care for the elderly as
well as the rights of the client
and the employee.
complies with the principles
of sustainable development
and the quality recommendations
of the work
unit and assesses and aims
at developing the quality of
care for the elderly in the
work unit.
plans and actively develops
his/her entrepreneurial
skills. Assesses the possibilities
to productise one’s
competence realistically.
works in an enterprising
and conscientious, complying
with the principles of
inner entrepreneurship.
165

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Supporting the
functional abilities of
the elderly and/or
people with memory
loss
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works professionally in
interaction with clients.
in his/her work, pays attention
to the client’s family
and immediate community
and cooperates with them
and provides support for
family caregivers.
supported by a team, works
in multicultural environments
and with clients
from different cultures.
supported by a team, acts as
a client’s primary nurse.
supported by a team, supports
the client’s functional
abilities and applies a rehabilitative
approach in his/
her work.
supported by a team, motivates
and guides the client
to take exercise and to
boost or maintain muscle
strength.
uses his/her vocational
interaction skills in a natural
manner in working with
clients.
actively cooperates with the
client’s family and immediate
community, regarding
them as a meaningful
resource for the client and
the nurse’s work. Actively
supports the family caregiver
in his/her work.
works in multicultural environments
and with clients
from different cultures and
develops his/her cultural
awareness.
acts responsibly as a client’s
primary nurse, in cooperation
with a team.
applies a rehabilitative approach
in daily activities, in
order to maintain the client’s
functional abilities.
motivates and guides the
client to take exercise and
to boost or maintain muscle
strength.
uses his/her vocational
interaction skills in a natural
manner in working with
clients, also in challenging
situations.
works in an active and
resource-based manner in
cooperation with the client
and his/her family and immediate
community. Supports
the family caregiver
in his/her work. Also finds
positive solutions to challenging
situations.
works in multicultural environments
and with clients
from different cultures and
actively develops his/her
cultural awareness and sensitivity
in detecting cultural
differences.
works actively and responsibly
as a client’s primary
nurse, exploiting the competence
and support of a
multi-disciplinary team.
applies a rehabilitative
approach flexibly and in
many ways in different
daily activities in order to
maintain the client’s functional
abilities.
motivates and guides the
client to take exercise
and to boost or maintain
muscle strength, finding
different options depending
on the client’s individual
needs.
166

Promoting meaningful
everyday living for
the elderly and/or
people with memory
loss
Promoting the health
of the elderly and/or
people with memory
loss
supported by a team,
exploits the physical and
psychosocial environment
as well as gerotechnology to
promote the client’s functional
abilities and safety.
guides the client in the use
of aid-devices and gerotechnology
and acquires them,
supported by a team.
exploits some options to
promote meaningful everyday
living and the pleasantness
and aesthetic aspects
of the environment (e.g.
music, dance, games, going
out of doors, reminiscence
therapy, literature, art &
crafts, tending to plants
and flowers, baking and
household chores).
guides activity groups for
clients of different ages and
functional abilities.
monitors issues related to
the client’s nutritional status,
fluid balance and use
of alcohol, and assists and
guides the client in eating
or preparing food and
paying attention to special
diets.
assists and guides the client
in tending to personal hygiene
and in dressing (oral
& dental care, foot care and
skin care) and pays attention
to special problems.
exploits the physical and
psychosocial environment
as well as gerotechnology to
promote the client’s functional
abilities, meaningful
everyday living and safety.
guides and motivates the
client in the acquisition
and use of aid-devices and
gerotechnology.
promotes meaningful everyday
living and the pleasantness
and aesthetic aspects
of the environment as
a natural part of daily care
and nursing of the client.
guides activity groups for
clients of different ages and
functional abilities, promoting
interaction between
and participation of the
group members.
assesses the client’s nutritional
status, fluid balance
and use of alcohol, and
guides and assists the client
in eating or preparing food
and in eating habits, paying
attention to special diets.
assists and guides the client
in tending to personal
hygiene and dressing and
recognises special problems.
exploits the physical and
psychosocial environment
as well as gerotechnology,
in every respect, to promote
the client’s functional abilities,
meaningful everyday
living and safety.
guides and motivates the
client in the acquisition
and use of aid-devices
and gerotechnology and
presents different options
depending on the client’s
individual needs.
innovatively exploits different
options in bringing
meaningfulness into the
client’s life, as a natural part
of daily care and nursing.
guides activity groups for
clients of different ages and
functional abilities, promoting
interaction between
and participation of the
group members naturally
and in a variety of ways,
also in challenging situations.
assesses the client’s nutritional
status, fluid balance
and use of alcohol, and
guides and assists the client
in eating or preparing food
and in eating habits, paying
attention to special diets.
Finds solutions also to challenging
situations.
assists and guides the client
in tending to personal
hygiene and dressing and
recognises special problems.
Finds solutions also to challenging
situations.
167

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Pharmacotherapy of
the elderly and/or
people with memory
loss
supports the client’s continence,
assists and supported
by a team, guides in
problems of incontinence
(pelvic floor exercise,
controlled toilet visits, incontinence
pads as well as
temporary or permanent
catheters).
supported by a team, promotes
and monitors the client’s
vital functions as well
as sleep-wake pattern.
supported by a team, attends
to the client’s pain
relief.
handles, dispenses and
administers pharmaceuticals
correctly and safely to
the client. Supported by a
team, guides the client and
his/her family in the use of
pharmaceuticals, in their
storage and disposal and in
renewing prescriptions.
supported by a team,
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common adverse
and side effects, as well as
the signs of abuse of medication.
supports the client’s continence,
assists and guides in
problems of incontinence.
independently promotes
and monitors the client’s
vital functions as well as
sleep-wake pattern. Intervenes
as early as possible in
the case of declining health
and functional abilities.
attends to the client’s pain
relief independently and as
a team member.
handles, dispenses and
administers pharmaceuticals
correctly and safely to
the client. Guides the client
and his/her family in the
use of pharmaceuticals, in
their storage and disposal
and in renewing prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common adverse
and side effects, as well as
the signs of abuse of medication.
supports the client’s continence,
assists and guides in
problems of incontinence.
Finds different solutions
also to challenging situations.
independently promotes
and monitors the client’s
vital functions as well as
sleep-wake pattern. Intervenes
as early as possible in
the case of declining health
and functional abilities.
attends to the client’s pain
relief independently and as
a team member, exploiting
different pain relief methods
in many ways.
handles, dispenses and administers
pharmaceuticals
correctly and safely to the
client. Actively guides the
client and his/her family in
the use of pharmaceuticals,
in their storage and disposal
and in renewing prescriptions.
actively monitors the effects
and combined effects of
pharmaceuticals and recognises
the most common
adverse and side effects, as
well as the signs of abuse of
medication.
168

Supporting the elderly
and/or people
with memory loss in
social problems
Facing death
Targets of
assessment
3. Underpinning
knowledge
Mastering the knowledge
related to the
concepts of old age
and life history
as a team member, supports
the client’s coping with
social problems (e.g. loneliness,
marginalisation, neglect
and abuse, the threat
of domestic violence and
substance abuse). Cooperates
with other experts.
supported by a team, accepts
death as part of life
and is able to talk about
death and related issues
with the elder and his/her
family.
supported by a team, participates
in the care of a
dying elder.
Assessment criteria
as a team member, supports
the client and his/
her family in coping with
different social problems
and intervenes as early as
possible. Guides the client
to seek required expert help
in e.g. substance abuse or
crisis clinics.
accepts death as part of life
and is able to talk about
death and related issues
with the elder and his/her
family.
as a team member, participates
in the care of a dying
elder.
supports the client and his/
her family in coping with
different social problems
and intervenes as early as
possible. Through his/her
actions, strives at preventing
social problems and
guides the client to use
expert help. Guides and
motivates the client in e.g.
seeking help at substance
abuse or crisis clinics and in
his/her work, exploits experts
in a variety of ways.
accepts death as part of life
and is able to talk about
death and related issues
naturally with the elder and
his/her family.
as a team member, participates
in the care of a dying
elder in every respect.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits in his/her work, takes account
in his/her work, takes ac-
his/her knowledge of the
of and reflects on count of and reflects on
different conceptions of the significance of different
his/her own conception
old age and their connections
conceptions of old of old age and values, and
with culture and reflects
age as well as on his/her justifies his/her actions on
on his/her thoughts, thoughts, attitudes and the basis of them.
attitudes and values regarding
values regarding his/her
his/her own ageing. own
ageing.
in his/her work, takes into
account the significance
of the client’s life history
for the present situation
in life.
in his/her work, exploits
his/her knowledge of different
cultures and multiculturalism.
justifies his/her decisions
and actions with his/
her knowledge of the
significance of the client’s
life history for the present
situation in life.
justifies his/her actions
with his/her knowledge of
the different cultures and
multi-culturalism.
justifies his/her decisions
and actions in many ways
with his/her knowledge
of the significance of the
client’s life history for the
present situation in life.
justifies his/her actions in
many ways with his/her
knowledge of the different
cultures and multi-culturalism.
169

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to physical and
psychosocial changes
in ageing
Mastering the knowledge
related to
meaningful everyday
living for the elderly
and/or people with
memory loss
Mastering the
knowledge related
to promoting the
health of the elderly
and/or people with
memory loss
in his/her work, exploits
his/her knowledge on
Finnish history and the
development of care for
the elderly.
in his/her work, exploits
his/her knowledge of the
impact of physical, mental
and social ageing and
changes on the elder’s life.
in his/her work, exploits
his/her knowledge on the
principles and methods
for promoting meaningful
everyday living.
in his/her work, exploits
his/her knowledge of the
basics of oral & dental,
skin and foot care.
in his/her work, exploits
his/her knowledge of the
methods of exercise, as
well as physical and occupational
therapy for
promoting the health and
well-being of the client.
in his/her work, exploits
his/her knowledge on the
significance of the physical
and psychosocial environment
for meaningful
everyday living, safety and
functional abilities.
in his/her work, takes
into account the connection
of Finnish history to
the elder’s life history, the
development of care for
the elderly and the conceptions
of old age.
justifies his/her actions
with his/her knowledge
of the impact of physical,
mental and social ageing
and changes on the elder’s
life.
justifies his/her actions
with his/her knowledge of
the different options for
promoting meaningful everyday
living. Justifies his/
her decisions and actions
with his/her knowledge of
the principles in guiding
different groups.
justifies his/her decisions
and actions with his/her
knowledge of the basics
and special problems in
oral & dental, skin and
foot care.
justifies his/her actions
with his/her knowledge of
the methods of exercise,
as well as physical and
occupational therapy for
promoting the health and
well-being of the client.
justifies his/her actions
with his/her knowledge
on the significance of the
physical and psychosocial
environment for meaningful
everyday living, safety
and functional abilities.
actively demonstrates his/
her interest in Finnish
history and takes into account
its connection to
the elder’s life history, the
development of care for
the elderly and the conceptions
of old age.
justifies his/her decisions
and actions in many ways
with his/her knowledge
of the impact of physical,
mental and social ageing
and changes on the elder’s
life.
justifies his/her actions extensively
and in a variety of
ways with his/her knowledge
of the different options
for promoting meaningful
everyday living.
Justifies his/her decisions
and actions extensively and
in a variety of ways with
his/her knowledge of the
principles in guiding different
groups.
justifies his/her decisions
and actions extensively
with his/her knowledge
of the basics and special
problems in oral & dental,
skin and foot care.
justifies his/her actions
extensively and in a variety
of ways with his/her
knowledge of the methods
of exercise, as well as
physical and occupational
therapy for promoting the
health and well-being of
the client.
justifies his/her actions extensively
and in many ways
with his/her knowledge
on the significance of the
physical and psychosocial
environment for meaningful
everyday living, safety
and functional abilities.
170

Mastering the
societal knowledge
related to the status
and rights of the elderly
and/or people
with memory loss
in his/her work, exploits
his/her knowledge of traditional
eating habits and
special nutritional issues
(nutritional recommendations,
malnutrition, diabetes,
cancer, diseases of the
digestive system and impact
of substance abuse).
in his/her work, exploits
his/her knowledge of the
elders’ most common
physical and mental diseases
and their treatment,
as well as of the principles
of pain relief and terminal
care.
in his/her work, exploits
his/her knowledge of
memory loss and the principles
of care for people
suffering from memory
loss.
in his/her work, exploits
his/her knowledge of the
elders’ accident risks (incl.
accidents at home and
falling) as well as of how to
act in first aid cases.
in his/her work, exploits
his/her knowledge of the
basics of pharmacotherapy
to the elderly.
in his/her work, exploits
his/her knowledge of social
problems (loneliness, marginalisation,
neglect and
abuse, threat of domestic
violence and substance
abuse problems) as well as
ways to solve them.
justifies his/her actions
with his/her knowledge of
traditional eating habits
and special nutritional
issues.
justifies his/her decisions
and actions with his/her
knowledge of the elders’
most common physical
and mental diseases and
their treatment, as well as
of the principles of pain
relief and terminal care.
justifies his/her decisions
and actions with his/her
knowledge of memory loss
and the care for people suffering
from memory loss.
justifies his/her actions
with his/her knowledge of
the elders’ accident risks
and of how to act in first
aid cases.
justifies his/her actions
with his/her knowledge of
the basics of pharmacotherapy
to the elderly.
justifies his/her actions
with his/her knowledge of
social problems and ways
to solve them.
justifies his/her actions extensively
and in many ways
with his/her knowledge of
traditional eating habits
and special nutritional
issues.
justifies his/her decisions
and actions extensively and
in a client-based manner
with his/her knowledge of
the elders’ most common
physical and mental diseases
and their treatment,
as well as of the principles
of pain relief and terminal
care.
justifies his/her decisions
and actions extensively
and in a variety of ways
with his/her knowledge of
memory loss and the care
for people suffering from
memory loss.
justifies his/her actions
with his/her knowledge of
the elders’ accident risks
and of how to act in first
aid cases in changing situations.
justifies his/her decisions
and actions in many ways
with his/her knowledge of
the basics of pharmacotherapy
to the elderly.
justifies his/her decisions
and actions extensively
with his/her knowledge of
social problems and ways
to prevent and solve them.
171

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to collective labour
agreements, job
application documents
and employment
contracts
Mastering the
knowledge related
to entrepreneurship
and productization
of competence
in his/her work, exploits
his/her knowledge of the
services and social benefits
available to the elderly
and/or people with memory
loss.
in his/her work, exploits
his/her knowledge of
special legal issues related
to old age and memory
loss (e.g. in appointing a
guardian or arranging the
funeral).
abides with the statutes,
regulations, recommendations
and ethical principles
of the care for the elderly.
in his/her work, exploits
his/her knowledge of the
basics in quality work and
of the quality recommendations
related to the care
for the elderly.
in his/her work, demonstrates
his/her knowledge
of the rights and obligations
in the collective
labour agreement concerning
practical nurses, as well
as on how to draw up job
application documents and
employment contracts.
under instruction, exploits
knowledge about entrepreneurship
in care for the
elderly, the productization
of one’s competence and
the significance of internal
entrepreneurship.
justifies his/her actions
with his/her knowledge
of the services and social
benefits available to the
elderly and/or people with
memory loss.
justifies his/her actions
with his/her knowledge of
special legal issues related
to old age and memory
loss.
justifies his/her actions
with his/her knowledge of
the statutes, regulations,
recommendations and
ethical principles of the
care for the elderly.
justifies his/her actions
with his/her knowledge of
the basics in quality work
and of the quality recommendations
related to the
care for the elderly.
justifies his/her actions
with the rights and obligations
in the collective
labour agreement concerning
practical nurses. In his/
her work, demonstrates
his/her knowledge on how
to draw up job application
documents and employment
contracts.
his/her work, exploits his/
her knowledge on entrepreneurship
in care for the
elderly, the productization
of one’s competence and
acts according to the principles
of internal entrepreneurship.
justifies his/her actions
extensively with his/her
knowledge of the services
and social benefits available
to the elderly and/or
people with memory loss.
justifies his/her actions
extensively with his/her
knowledge of special legal
issues related to old age
and memory loss.
justifies his/her actions
extensively and in a variety
of ways with his/her
knowledge of the statutes,
regulations, recommendations
and ethical principles,
which govern the care
for the elderly.
justifies his/her actions
extensively and in a variety
of ways with his/her
knowledge of the basics
in quality work and of the
quality recommendations
related to the care for the
elderly.
justifies his/her actions
in many ways with the
rights and obligations in
the collective labour agreement
concerning practical
nurses. In his/her work,
demonstrates his/her
knowledge on how to draw
up job application documents
and employment
contracts.
his/her work, exploits his/
her knowledge on entrepreneurship
in care for the
elderly, the productization
of one’s competence and
acts according to the principles
of internal entrepreneurship
in many ways.
172

Making use of
language skills in
customer service
Sector-specific
language skills
(for Finnishspeakers)
Making use of
language skills in
customer service
Sector-specific
language skills
(for Swedishspeakers)
Making use of
language skills in
customer service
Sector-specific
language skills
(for speakers of
other languages)
Making use of
language skills in
customer service
Sector-specific
language skills in
foreign language
training
attends to clients in Finnish
and manages tolerably
well in a service situation
in Swedish and one foreign
language.
attends to clients in Swedish
and Finnish, and
manages tolerably well in
a service situation in one
foreign language.
manages service situations
in Finnish or Swedish and
manages service situations
tolerably well in one foreign
language.
in addition to the training
language, manages service
situations in Finnish or
Swedish, and helps the
customer onward in a service
situation in one other
language.
attends to clients in Finnish
and manages service
situations in Swedish and
in one foreign language.
attends to clients in Swedish
and Finnish and manages
service situations in
one foreign language.
manages service situations
in Finnish or Swedish
as well as in one foreign
language and manages
tolerably well in the other
domestic language.
in addition to the training
language, manages service
situations in Finnish or
Swedish and in one other
language.
attends to clients in Finnish
and manages service
situations fluently in
Swedish and one foreign
language.
attends to clients in Swedish
and Finnish and manages
service situations
fluently in one foreign
language.
attends to clients in Finnish
or Swedish and manages
service situations fluently
in the other domestic
language and in one foreign
language.
attends to clients in the
language of instruction
and in Finnish or Swedish
and manages service situations
fluently in one other
language.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and competence.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/ her own
learning and competence
and, when needed, asks for
guidance.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
173

4
VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
makes choices and decision
related to his/her work and
solves problems.
cooperates with other employees
and service providers.
expresses him-/herself understandably
and in a matter-of-fact
manner, both
orally and in writing.
abides with ethical instructions
and recognises situations
which pose ethical
problems in care for the
elderly.
assumes responsibility for
his/her own occupational
safety and well-being as
well as working ability.
observes aseptics and
through his/her own actions,
prevents the spreading
of infections.
takes care of the electric
and fire safety measures
in his/her work and when
needed, is able to defend
him-/herself.
works in an ergonomically
correct way and prevents,
for his/her own part,
work-related accidents and
injuries.
provides first aid and basic
resuscitation.
makes independent decisions
related to his/her
work and solves problems
and acquires further information
to back up his/her
decisions.
actively cooperates with
other employees and service
providers.
expresses him-/herself professionally,
appropriately
and clearly both orally and
in writing.
abides with ethical instructions
and recognises and
reflects on situations which
pose ethical problems in
care for the elderly.
assumes responsibility for
his/her own occupational
well-being and working
ability and the well-being
of his/her work community
and is willing to promote
them with the assistance of
a team.
complies with the principles
of aseptics, using the
correct work practices, and
prevents the spreading of
infections.
takes care of the electric
and fire safety measures
in his/her work and anticipates
dangers and, when
needed, is able to defend
him-/herself.
works in an ergonomically
correct way and prevents
work-related accidents and
injuries.
provides first aid and basic
resuscitation.
makes independent decisions
related to his/her
work and solves problems.
Justifies his/her actions
with vocational know-how
and acquires more information
when needed.
actively exploits the opportunities
for multi-disciplinary
cooperation with
other employees and service
providers.
expresses him-/herself professionally,
unprompted
and naturally, both orally
and in writing.
abides with ethical instructions
and finds solutions
for situations which pose
ethical problems in care for
the elderly.
assumes responsibility for
his/her own occupational
well-being and working
ability and the well-being
of his/her work community
and is willing to promote
them with the assistance of
a team.
complies with the principles
of aseptics and
prevents the spreading of
infections also in challenging
situations.
takes care of and promotes
the electric and fire safety
measures in his/her work
and when needed, is able to
defend him-/herself.
works in an ergonomically
correct way also in
challenging situations and
prevents work-related accidents
and injuries.
provides first aid and basic
resuscitation.
174

Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in the care for the elderly
by working in home care, day activity centre, service home or centre, dementia
unit, old people’s home or hospital. The student or candidate demonstrates his/her
vocational skills in the following domains: systematic work; planning the productization
of competence; vocational interaction; promoting the functional abilities,
health and meaningful everyday living of the elderly and people with memory loss;
pharmacotherapy; support in social problems; and facing death. In addition, the
student or candidate shall master the knowledge related care for the elderly and language
skills according to one of the targets for assessment in the above table, as well
as the key competences for lifelong learning. The work is carried out to an extent
that makes it possible to establish that the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge in its entirety
• key competences for lifelong learning, excluding first aid and resuscitation.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.11 Optional modules for all
4.11.1 Modules from Vocational Qualification in Social and Health Care
4.11.1.1 Accident and emergency nursing
A Vocational Qualification in Social and Health Care may include Nursing in
Emergency Department as an elective module, through the student or candidate’s
personal study plan (cf. module requirements in 4.3.2).
The student must have passed at least Nursing and Care (20 credits) before
embarking on this elective module.
The candidate must have passed at least Nursing and Care (20 credits) in a
skills demonstration test before embarking on this elective module.
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The student or candidate may choose Accident and Emergency Nursing Department
as an elective module in his/her Vocational Qualification in Social and
Health Care, irrespective of his/her study programme or specialisation.
In vocational upper secondary education, the module gives 10 credits.
In competence-based qualifications, the education and training provider shall
have a valid agreement of arranging the said vocational qualification, or the education
and training provider may purchase the competence tests from such an education
provider which has the agreement. The Qualification Committee in charge of
the said vocational qualification shall issue the certificate on the completion of a
module, and the Qualification Committee for Vocational Qualification in Social
and Health Care, practical nurse, shall accept the said module as part of a Vocational
Qualification in Social and Health Care, by virtue of the certificate.
4.11.1.2 Perioperative nursing
A Vocational Qualification in Social and Health Care may include Perioperative
Nursing as an elective module through the student or candidate’s personal study
plan (cf. module requirements in 4.3.3).
The student must have passed at least Nursing and Care and (20 credits) before
embarking on this elective module.
The candidate must have passed at least Nursing and Care (20 credits) in a
skills demonstration test prior to embarking on this elective module.
The student or candidate may choose Perioperative Nursing as an elective
module in his/her Vocational Qualification in Social and Health Care, irrespective
of his/her study programme or specialisation.
In vocational upper secondary education, the module gives 10 credits.
In competence-based qualifications, the education and training provider shall
have a valid agreement of arranging the said vocational qualification, or the education
and training provider may purchase the competence tests from such an education
provider which has the agreement. The Qualification Committee in charge of
the said vocational qualification shall issue the certificate on the completion of a
module, and the Qualification Committee for Vocational Qualification in Social
and Health Care, practical nurse, shall accept the said module as part of a Vocational
Qualification in Social and Health Care, by virtue of the certificate.
176

4.11.1.3 Home care and nursing of the elderly
A Vocational Qualification in Social and Health Care may include Home Care and
Nursing of the Elderly as an elective module through the student or candidate’s
personal study plan.
The student must have passed at least Nursing and Care (20 credits) prior to
embarking on this elective module.
The candidate must have passed at least Nursing and Care (20 credits) in a
skills demonstration test, prior to embarking on this elective module.
The student or candidate may choose Home Care and Nursing of the Elderly
as an elective module in his/her Vocational Qualification in Social and Health Care
irrespective of his/her study programme or specialisation.
In vocational upper secondary education, the module gives 10 credits.
In competence-based qualifications, the education and training provider shall
have a valid agreement of arranging the said vocational qualification, or the education
and training provider may purchase the competence tests from such an education
provider which has the agreement. The Qualification Committee in charge of
the said vocational qualification shall issue the certificate on the completion of a
module, and the Qualification Committee for Vocational Qualification in Social
and Health Care, practical nurse, shall accept the said module as part of a Vocational
Qualification in Social and Health Care, by virtue of the certificate.
Vocational skills requirements
The student or candidate
respects the privacy, habits, customs and property of the client who lives in his/
•
her own home
plans, implements and assesses the care of and services the clients living at
•
home, taking their resources and participation into account
cooperates with the client’s family caregiver, relatives and network
•
uses his/her vocational interaction skills in working with the clients and their
•
families
guides and supports the clients in daily activities, considering their resources
•
monitors changes in the client’s physical, mental and social well-being and
•
abilities and prevents the factors that have a detrimental effect
guides and supports the client and his/her family in maintaining and promot-
•
ing physical, mental and social well-being and abilities
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
guides and supports the clients and their families in seeking and using different
benefits and services
guides and supports clients in the different phases of the care chain (e.g. junction
between institutional and home care, memory loss and substance abuse
problems)
provides pharmacotherapy to the clients
exploits tools and technology related to safety, social interaction, information
and statistics in the client’s home and guides the clients and their families in
their use
helps the client take care and/or takes care of the client’s meals and nutrition
helps the client take care and/or takes care of daily tidiness and/or cleaning and
laundry in the client’s home
runs errands for the client outside their home and/or assists the client in running
errands
works as a part of a team within his/her area of responsibility
exploits the knowledge in his/her work in home care
develops his/her action on the basis of given feedback and assesses his/her own
competence
solves everyday problems and acts in surprising situations in the client’s home
abides with the principles, regulations and provisions concerning the field of
social and health care, when working in the client’s home
promotes his/her own occupational safety and well-being when working in
home care
abides with the principles of sustainable development in working in the client’s
home.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
178

Targets of
assessment
1. Mastering the
work process
Systematic work
Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
supported by a team, updates,
as a team member, updates, as a team member, draws
together with the together with the client and up or updates, together
client and his/her family, a his/her family, a care and with the client and his/her
care and service plan which service plan which she/he family, a care and service
she/he implements and implements and assesses. plan which she/he implements
assesses with the support of
and assesses in a
his/her team.
variety of ways.
supported by a team, plans
his/her visit in the client’s
home according to the client’s
care and service plan,
paying attention to the
client’s wishes.
Assessment criteria
plans his/her visit in the
client’s home according to
the client’s care and service
plan, paying attention to
the client’s habits, customs
and privacy. Acts flexibly
and assesses his/her actions.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works professionally in
interaction with clients.
in his/her work, pays attention
to the client and
family and cooperates with
them.
supported by a team, supports
the family caregiver in
his/her work.
reports on and documents
his/her observations and
actions.
uses his/her vocational
interaction skills in a natural
manner in working with
clients.
actively cooperates with the
client and family, regarding
them as a meaningful
resource for the client and
the nurse’s work.
supports the family caregiver
in his/her work independently
and unprompted.
actively reports on and
documents his/her observations
and actions.
plans his/her visit in the
client’s home according to
the client’s care and service
plan, paying extensive
attention to the client’s
habits, customs and privacy.
Acts flexibly and in
a client-based manner in
exceptional situations and
assesses and justifies his/her
actions.
uses his/her vocational
interaction skills in a natural
manner in working with
clients, also in challenging
situations.
works in an active and
resource-based manner in
cooperation with the client
and his/her family. Also
finds positive solutions to
challenging situations.
supports the family caregiver
in his/her work actively
and in a variety of ways.
actively reports on and
documents his/her observations
and actions in a variety
of ways.
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Home care and
nursing
takes care of the client’s
daily meals or helps the
client take care of sufficient
nutrient supply for his/her
age. Guides and supports
the client in issues related
to nutrition, according to
the care and service plan,
but occasionally needs
guidance from home care
team members.
assists and guides the client
in tending to personal hygiene
and dressing and pays
attention to the client’s
special problems.
monitors changes and the
need for support in the
client’s physical, mental
and social well-being, and
as a team member, seeks for
solutions.
guides the client towards
self-care and the promotion
of functional abilities (e.g.
rest, sleep, exercise, stimulating
activities, nutrition,
tending to illnesses), paying
attention to the client’s
resources and functional
abilities. Applies a rehabilitative
approach in his/her
work.
takes care of the client’s
daily meals or helps the
client take care of wellbalanced
nutrient supply
for his/her age, according
to the care and service plan.
Makes observations and
guides and supports the
client individually in issues
related to nutrition.
assists and guides the client,
in a resource-based manner,
in tending to personal
hygiene and dressing and
recognises the client’s special
problems.
monitors and recognises
changes and the need for
support in the client’s
physical, mental and social
well-being, and seeks for
solutions together with the
client and his/her family.
For his/her part, eliminates
factors which reduce the
client’s well-being.
unprompted guides and
motivates the client towards
self-care and promotion of
functional abilities, paying
attention to the client’s
resources and functional
abilities. Applies a rehabilitative
approach in his/her
work.
takes care of the client’s
daily meals or helps the
client take care of wellbalanced
nutrient supply
for his/her age, according
to the care and service plan.
Makes observations and
guides and supports the
client individually in issues
related to nutrition. Cooperates
with the client, his/
her family and home care
team in case of problems.
assists and guides the client
individually and in a variety
of ways, paying attention
to the client’s resources, in
tending to personal hygiene
and dressing and recognises
the client’s special problems.
monitors, recognises and
anticipates changes and the
need for support in the client’s
physical, mental and
social well-being in many
ways, and seeks for solutions
in a multi-disciplinary
home care team together
with the client and his/
her family. Through his/
her actions, prevents factors
which reduce the client’s
well-being.
actively guides and motivates
the client towards
self-care and promotion
of functional abilities and
finds different options
depending on the client’s
needs and functional abilities.
Applies a rehabilitative
approach in his/her work.
180

Pharmacotherapy in
home care
as a team member, recognises
some need for services
and guides the client to use
services.
supported by a team,
guides clients in the different
phases of the care chain
(e.g. the junction between
institutional and home
care, memory loss and substance
abuse problems).
recognises the client’s resources
and interests.
handles, dispenses and
administers pharmaceuticals
correctly and safely to
the client. Supported by
a team, guides the client
and his/her family in the
use of pharmaceuticals, in
their storage and disposal
and in renewing prescriptions.
(Ministry of Social
Affairs and Health , Safe
Pharmacotherapy 2005:32)
(Published in Finnish and
Swedish).
supported by a team,
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common adverse
and side effect as well as
signs of abuse of medication.
(Ministry of Social
Affairs and Health , Safe
Pharmacotherapy 2005:32)
(Published in Finnish and
Swedish).
surveys the client’s needs
for changes in his/her social
benefits, services, aid-devices
and housing conditions.
Guides the client and his/
her family in seeking and
using different benefits,
services and aid-devices.
Exploits the assistance of a
team, when needed.
guides and supports the
client who lives at home, in
the different phases of the
care chain.
guides the client to find
his/her own resources and
interests and supports the
client towards community
spirit.
handles, dispenses and
administers pharmaceuticals
correctly and safely to
the client. Guides the client
and his/her family in the
use of pharmaceuticals, in
their storage and disposal
and in renewing prescriptions.
monitors the effects and
combined effects of pharmaceuticals
and recognises
the most common adverse
and side effect as well as
signs of abuse of medication.
surveys the client’s needs
for changes in his/her social
benefits, services, aiddevices
and housing conditions
in a variety of ways.
Guides the client and his/
her family in seeking and
using different benefits,
services and aid-devices,
cooperating with experts.
guides and supports the
client who lives at home, in
the different phases of the
care chain, paying attention
to the client’s individual
needs.
guides the client individually
to find his/her own
resources and interests and
encourages him/her towards
active participation.
handles, dispenses and administers
pharmaceuticals
correctly and safely to the
client. Actively guides the
client and his/her family in
the use of pharmaceuticals,
in their storage and disposal
and in renewing prescriptions.
actively monitors the effects
and combined effects
of pharmaceuticals and
recognises the most common
adverse and side effect
as well as signs of abuse of
medication.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Household management
and errands
Exploiting tools, methods
and technology
in home care
takes care of the daily tidiness
and/or cleaning of the
client’s home, abiding with
the principles of sustainable
development.
takes care of the laundry,
abiding with the principles
of sustainable development.
helps the client run errands
or runs some errands for
the client outside their
home.
supported by a team, exploits
tools and methods as
well as technology related
to safety, social interaction,
information and statistics
in the client’s home.
supported by a team,
guides clients and their
families in the use of technology
related to safety,
social interaction and information.
helps the client take care or
takes care of the daily tidiness
and/or cleaning of the
client’s home, abiding with
the principles of sustainable
development.
helps the client take care of
or takes care of the laundry,
abiding with the principles
of sustainable development.
helps the client run errands
and/or runs errands for the
client outside their home,
taking into account the
requirements.
exploits tools and methods
as well as technology
related to safety, social
interaction, information
and statistics in the client’s
home.
guides clients and their
families in the use of technology
related to safety,
social interaction and information.
helps the client take care or
takes care of the daily tidiness
and/or cleaning of the
client’s home, according to
individual needs and respecting
the client’s wishes.
Abides with the principles
of sustainable development
helps the client take care of
or takes care of the laundry,
according to individual
needs and respecting the
client’s wishes. Abides with
the principles of sustainable
development.
helps and motivates the client
run errands and/or runs
errands for the client outside
their home, taking into
account the requirements.
actively exploits tools and
methods as well as technology
related to safety, social
interaction, information
and statistics in the client’s
home.
actively guides clients and
their families in the use of
technology related to safety,
social interaction and information.
Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge related to
nursing and care
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits
his/her knowledge of the
basics of nursing and care.
justifies his/her actions with
his/her knowledge of the
basics of nursing and care.
justifies his/her actions
extensively with his/her
knowledge of the basics of
nursing and care. Actively
searches for further information.
182

Mastering the
knowledge related to
nutrition
Mastering the
knowledge related to
physical and mental
changes and illnesses
in ageing
Mastering the
knowledge related
to social and welfare
changes
Mastering the
knowledge related
to social services and
supply of services
Mastering the
knowledge related to
self-care
Mastering the
knowledge related to
pharmacotherapy
in his/her work, exploits
his/her knowledge of wellbalanced
nutrition, relevant
to the client’s age, and of
meal services, but occasionally
needs guidance from
the home care team.
in his/her work, exploits
his/her knowledge of physical
and mental changes
related to ageing, the most
common physical and mental
diseases of home care
clients and their treatment.
in his/her work, exploits
his/her knowledge of social
changes related to ageing,
and of the most common
changes in the social welfare
of home care clients
and of the need for support.
in his/her work, exploits
his/her knowledge of the
services and social benefits
available to home care clients
and family caregivers.
is familiar with the concept
and principles of self-care
and takes them into account
in his/her work.
in his/her work, exploits
his/her knowledge of pharmacotherapy
to home care
clients, as well as related
special issues.
in his/her work, exploits
his/her knowledge of wellbalanced
nutrition, relevant
to the client’s age, and of
meal services. Gives this
information to the client
and his/her family.
justifies his/her decisions
and actions with his/her
knowledge of physical and
mental changes related to
ageing, the most common
physical and mental diseases
of home care clients
and their treatment.
justifies his/her decisions
and actions with his/her
knowledge of social changes
related to ageing, and of the
most common changes in
the social welfare of home
care clients and of the need
for support.
justifies his/her actions with
his/her knowledge of the
services and social benefits
available to home care clients
and family caregivers.
justifies his/her actions with
his/her knowledge of the
principles of self-care.
justifies his/her decisions
and actions with his/her
knowledge of pharmacotherapy
to home care
clients, as well as related
special issues.
in his/her work, exploits
his/her knowledge of wellbalanced
nutrition, relevant
to the client’s age, and of
meal services and acts flexibly
depending on the client’s
situation. Gives and
applies this information
individually to the client
and his/her family.
justifies his/her decisions
and actions extensively and
in a client-based manner
with his/her knowledge
of physical and mental
changes related to ageing,
the most common physical
and mental diseases of
home care clients and their
treatment.
justifies his/her decisions
and actions extensively and
in a client-based manner
with his/her knowledge of
social changes related to
ageing, and of the most
common changes in the
social welfare of home care
clients and of the need for
support.
justifies his/her actions
extensively with his/her
knowledge of the services
and social benefits available
to home care clients and
family caregivers.
justifies his/her actions
extensively and in a variety
of ways with his/her knowledge
of the principles of
self-care.
justifies his/her decisions
and actions in many ways
with his/her knowledge of
pharmacotherapy to home
care clients, as well as related
special issues.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Mastering the
knowledge related
to household management
Mastering the
knowledge related to
tools, methods and
technology in home
care
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Health, safety and
ability to function
in his/her work, exploits
his/her knowledge of
household management
(cleaning, laundry).
in his/her work, exploits
his/her knowledge of tools
and methods, as well as of
technology related to safety,
social interaction, information
and statistics.
Assessment criteria
justifies his/her actions
with his/her knowledge of
the basics in cleaning and
laundry.
justifies his/her work with
his/her knowledge of tools
and methods, as well as of
technology related to safety,
social interaction, information
and statistics.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/ her actions
on the basis of feedback.
Assesses his/her own
learning and competence.
in his/her work, makes
choices and decisions related
to home care and solves
everyday problems but occasionally
needs guidance.
cooperates with the other
members in his/her team.
in his/her work, abides with
the ethical instructions
in the field of social and
health care. Works ethically
and recognises situations
which pose problems in
home care.
looks after his/her own
ability to work, occupational
well-being and health.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/ her own
learning and competence
and, when needed, asks for
guidance.
makes independent choices
in home care and solves
problems and finds further
information to back up his/
her decisions.
cooperates with the other
members in his/her team
and with other service providers.
abides with the ethical
instructions in the field
of social and health care.
Works ethically and recognises
and reflects on situations
which pose problems
in home care.
looks after his/her own
ability to work and promotes
his/her occupational
well-being and health.
justifies his/her actions in
many ways with his/her
knowledge of the basics in
cleaning and laundry.
justifies his/her work extensively
with his/her knowledge
of tools and methods,
as well as of technology
related to safety, social interaction,
information and
statistics.
acquires, analyses and assesses
information and
applies earlier knowledge in
changing situations, recognises
his/her own strengths
and development needs.
Gives feedback and presents
constructive alternative
solutions and asks for guidance
when needed.
makes independent decisions
in home care and
solves problems. Justifies
his/her actions with vocational
knowledge and gets
further information when
needed.
actively cooperates with the
other members in his/her
team and with other service
providers.
abides with the ethical instructions
in the field of social
and health care. Works
ethically and finds solutions
for situations which pose
problems in home care.
looks after his/her own
ability to work and promotes
his/her occupational
well-being and health. Justifies
their importance.
184

for his/her own part, takes
care of electric and fire
safety in the client’s home
and recognises safety risks
and informs the client and
the team thereof.
applies ergonomically
correct work practices.
Uses safe methods and
techniques of moving and
lifting the client. Pays attention
to client safety and
prevents work-related accidents
and injuries.
pays attention to the risks
of infection in nursing,
protects him-/herself and
the client from infections
(personal hygiene, hand
hygiene, wearing protective
gloves, aseptic work
practices and dealing with
equipment which have
been used).
complies with safety instruction
when encountering
a violent client and
protects him-/herself when
needed.
provides first aid and basic
resuscitation.
for his/her own part, takes for his/her own part, takes
care of the electric and fire care of the electric and fire
safety in the client’s home safety in the client’s home
and prevents other situations
which may pose safety his/her actions. Actively
and promotes safety with
risks. Informs the client informs the client and his/
and his/her family of safety her family of safety risks.
risks unprompted.
uses safe methods and
techniques of moving and
lifting the client. Applies
ergonomically correct work
practices. Pays attention to
client safety and prevents
work-related accidents and
injuries.
pays attention to the risk
of infection in nursing,
protects him-/herself and
the client from infections
appropriately.
complies with safety instruction
and the work unit
practices when encountering
a violent client and
protects him-/herself when
needed.
provides first aid and basic
resuscitation.
uses safe methods and
techniques of moving and
lifting the client. Applies
ergonomically correct work
practices also in challenging
situations. Pays attention
to client safety, his/her own
occupational safety and
develops the ergonomic
functionality of his/her
work environment.
protects him-/herself and
the client from infections
appropriately. Guides and
justifies the importance of
protection.
as a team member, prevents
threatening and violent
situations. Complies with
instructions and protects
him-/herself and others
when needed and asks for
back-up.
provides first aid and basic
resuscitation.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in the home care and
nursing in a home care setting or in a service home. The student or candidate demonstrates
his/her vocational skills in the following domains: systematic work; vocational
interaction in home care; home care and nursing; pharmacotherapy in home
care; home care and errands; and exploiting tools, methods and technology in home
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care. In addition, the student or candidate shall master the knowledge related to
home care and nursing and the key competences for lifelong learning.
The work is carried out to an extent that makes it possible to establish that the
vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety
• underpinning knowledge in its entirety
• the key competences for lifelong learning, excluding first aid and basic resuscitation
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
4.11.2 Modules from vocational upper secondary qualifications
One or several modules vocational upper secondary qualifications can be included
in the Vocational Qualification Social and Health Care, in accordance with the student’s
or candidate’s individual study plan:
• Vocational Qualification in Beauty Care
• Vocational Qualification in Hairdressing
• Vocational Qualification in Pharmaceutics
• Vocational Qualification in Dental Technology
• Vocational Qualification in Physical Education
• Vocational Qualification in Child Care and Education and Family Welfare
• Vocational Qualification in Youth and Leisure Instruction
• Vocational Qualification in Sign Language Instruction
• Vocational Qualification in Household and Cleaning Services
• Vocational Qualification in Business Administration
• Vocational Qualification in Crafts and Design
• Vocational Qualification in Wood Processing
• Vocational Qualification in Horticulture
• Vocational Qualification in Music
• Vocational Qualification in Circus Arts
• Vocational Qualification in Safety and Security
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In a competence-based qualification system, the education provider must have a
valid contract for arranging the vocational qualification in question or the education
provider can purchase the competence tests from an education provider with such a
contract for arranging qualifications. A certificate is always issued by the qualification
committee in charge of the qualification in question and the qualification committee
of Social and Health Care approves the module in question as a part of the
Vocational Qualification in Social and Health Care on the basis of the certificate.
4.11.3 Module from further vocational qualifications
One module from further qualifications can be included in the Vocational Qualification
in Social and Health Care, in accordance with the student’s or candidate’s
individual study plan.
• Further Qualification for Chiropodists
• Further Qualification for Masseurs/Masseuses
• Further Qualification in Physical Education
• Further Qualification in Intellectual Disability Services
• Further Qualification for Autopsy Assistants
• Further Qualification in Substance Abuse Welfare Work
• Further Qualification in Equipment Maintenance
• Further Qualification in Special Needs Instruction for Children and Young
People
• Further Qualification for Child Minders
• Further Qualification in Morning and Afternoon Activity Instruction for
Schoolchildren
The education provider must have a valid contract for arranging the further vocational
qualification
in question or the education provider can purchase the competence tests from an
education provider with such a contract for arranging qualifications.
In vocational upper secondary education and training, a certificate of a completed
module from further vocational qualifications is always issued by the qualification
committee in charge of the qualification in question and the education
provider accepts the further vocational qualification module into the qualification
certificate of the student.
In a competence-based qualification system, a certificate of a completed module
from further vocational qualifications is always issued by the qualification com-
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mittee in charge of the qualification in question and the qualification committee of
Social and Health Care approves the module in question as a part of the Vocational
Qualification in Social and Health Care on the basis of a certificate.
4.11.4 Module from specialist vocational qualifications
One module from specialist vocational qualifications can be included in the Vocational
Qualification in Social and Health Care, in accordance with the student’s or
candidate’s individual study plan.
• Specialist Qualification for Special Needs Assistants in Educational Institutions
• Specialist Qualification in Orthopaedic Casting
• Specialist Qualification in Psychiatric Care
• Specialist Qualification in Intellectual Disability Services
• Specialist Qualification in Interpreting Services for People with Speech Defects
• Specialist Qualification in Care for the Elderly
• Specialist Qualification for Masseurs/Masseuses
• Specialist Qualification in Equipment Maintenance
The education provider must have a valid contract for arranging the specialist vocational
qualification in question or the education provider can purchase the competence
tests from an education provider with such a contract for arranging qualifications.
In vocational upper secondary education and training, a certificate for a completed
module from specialist vocational qualifications is always issued by the qualification
committee in charge of the qualification in question and the education
provider accepts the specialist vocational qualification module into the qualification
certificate of the student.
In a competence-based qualification system, a certificate of a completed module
from specialist vocational qualifications is always issued by the qualification committee
in charge of the qualification in question and the qualification committee of
Social and Health Care approves the module in question as a part of the Vocational
Qualification in Social and Health Care on the basis of a certificate.
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4.11.5 Module from polytechnic degrees
One module from the following polytechnic degrees can be included in the Vocational
Qualification in Social and Health Care, in accordance with the studentís or
candidateís individual study plan.
• Bachelor of Health Care, Registered Nurse
• Bachelor of Health Care , Physiotherapist
• Bachelor of Health Care, Chiropodist
• Bachelor of Health Care, Dental Hygienist
• Bachelor of Health Care, Paramedic
• Bachelor of Health Care, Public Health Nurse
• Bachelor of Health Care, Midwife
• Bachelor of Social Services, Socionom
• Bachelor of Elderly Care, Geriatric Nurse
• Bachelor of Health Care, Dental Technician
• Bachelor of Health Care, Naprapath
• Bachelor of Health Care, Occupational Therapist
• Bachelor of Health Care, Optometrist
• Bachelor of Health Care, Radiographer
• Bachelor of Health Care, Biomedical Laboratory Technologist
• Bachelor of Beauty and Cosmetics
• Bachelor of Sports Studies, Sports Instructor
The qualification committee of Social and Health Care approves the module in
question as a part of the Vocational Qualification in Social and Health Care. No
vocational skills demonstration is required for polytechnic studies.
4.11.6 Locally offered modules
In its approved curriculum, the education provider offers modules that include vocational
skills requirements based on the needs of local and regional working life.
The module names must reflect the integrated activities in working life. Skills requirements
and assessment criteria must be drawn up for them as well as ways to
demonstrate vocational skills in line with Chapter 9.3 in the appendices under “Vocational
skills requirements, targets of assessment and general assessment criteria”.
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4.12 Other optional modules in vocational upper secondary
education and training
In its approved curriculum, the education provider offers optional modules, which
can be advanced or enhancing optional modules, core subjects or general upper secondary
studies. Advanced or enhancing vocational modules may include modules
with contents based on needs of local or regional working life, modules from other
vocational qualifications as well as competence acquired at work. The modules must
have a name and their skills requirements, objectives and assessment criteria listed,
as well as the ways of demonstrating the skills described for vocational modules.
As to offering other optional modules, the education provider may work together
with working life and other education providers. The student can also choose
these modules from modules offered by other education providers.
The scope of core subjects and general upper secondary studies must not exceed
10 credits in optional modules.
4.12.1 Entrepreneurship
Skills requirements
As part of a team, a student will be able to
• assess productization opportunities
• assess the operating opportunities of a planned business
• specify a financially profitable business idea and develop a mission statement
• find a working partner company
• draw up a preliminary business and financial plan
• present the business and financial plans to business consultants and financiers
• negotiate on the company’s operating opportunities and financing required to
set it up
• set up a business
• plan and start business operations
• work in the business and carry out its core tasks
• work with providers of business support services
• terminate the business activities on completion of studies or continue them as
part of his/her Business Operations studies (10 credits) aiming at setting up a
business of his/her own.
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Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. The targets of assessment also constitute the core
contents of the module.
Targets of
assessment
1. Mastering the
work process
Planning one’s own
work
Mastering the work
entity
High-quality operations
TARGETS OF
ASSESSMENT
2. Mastering the
work method,
equipment and
material
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
contributes to planning
business operations and
works as a team member
assumes responsibility for
his/her work as agreed
proceeds systematically in
his/her work under instructions
participates in agreed
meetings with the partner
networks
works in accordance with
quality objectives set for
his/her work and changes
his/her own activities based
on given feedback
works in a service oriented
manner.
Assessment criteria
plans business operations
and works spontaneously
and responsibly as a team
member
assumes joint responsibility
for the tasks agreed
proceeds systematically and
fluently in his/her work
acquires partners and acts
in partner networks
works in accordance with
the quality objectives set
together and assesses his/
her own activities in reaching
them
works in a service oriented
manner and promotes customer
satisfaction.
plans business operations
innovatively and works
spontaneously, responsibly
and supportively as a team
member
assumes responsibility for
the activities of the whole
team for completing the
tasks agreed under joint
responsibility
advances systematically and
fluently in his/her work
adjusting it to the activities
of the team
acquires partners and
makes use of partner networks
to develop operations
works in accordance with
the quality objectives set
together and develops his/
her activities to reach them
works in a service oriented
manner and promotes customer
satisfaction.
Satisfactory 1 Good 2 Excellent 3
Student
uses the most common uses company tools, such as uses the company tools,
company tools, such as
equipment and machinery,
computers and applications
equipment and machinery,
computers and applications
such as equipment and
machinery, computers and
applications independently
observes the principles of
information security.
observes the principles of
information security.
observes the principles of
information security.
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TARGETS OF
ASSESSMENT
3. Underpinning
knowledge
Assessing productizing
and operating
opportunities
Refining the business
plan
Planning business
operations and working
in the company
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
makes use of the business makes use of the business makes use of the business
opportunities in productizing
opportunities in productiz-
opportunities in productiz-
offered by his/or her ing, offered by his/or her ing, offered by his/or her
own field or other fields in own field or other fields in own field or other fields in
cooperation with the team cooperation with the team cooperation with the team
surveys businesses operating
in the field and finds
information on acting as an
entrepreneur in the field,
working under instructions
in a team
follows development in the
field from business point
of view, working under
instructions in a team
assesses his/her own possibilities
as an entrepreneur,
working under guidance in
a team
finds out about the operating
opportunities of the
enterprise to be set up,
working under guidance in
a team
selects form of enterprise
and draws up the documents
needed for setting up
a business, working under
instructions in a team
takes part in search for
information needed when
planning operations, e.g.
how a product or service is
produced and sold and how
finances are taken care of,
working under instructions
in a team
searches information available
in different networks
surveys businesses operating
in the field and finds
information on acting as an
entrepreneur in the field,
working in a team
follows development in the
field from business point of
view working in a team
assesses his/her own possibilities
as an entrepreneur
working in a team
finds out about and reports
on the operating opportunities
of the enterprise to be
set up in cooperation with
the team
selects form of enterprise
and draws up the documents
needed for setting
up a business, working in
a team
takes part in acquiring
information from key authorities
takes part in search for
information needed when
planning operations, e.g.
how a product or service is
produced and sold and how
finances are taken care of,
working in a team
makes use of information
available in different networks
surveys businesses operating
in the field and finds
information on acting as an
entrepreneur in the field,
working in a team
follows development and
outlook in the field from
business point of view
working in a team
assesses independently his/
her possibilities as an entrepreneur
and sets personal
development objectives
finds out about and reports
on the operating opportunities
of the enterprise to be
set up in cooperation with
the team
selects form of enterprise
and draws up the documents
needed for setting
up a business, working in
a team
acquires information from
key authorities independently
makes use of information
needed when planning
operations on how a product
or service is produced
and sold and how finances
are taken care of, working
in a team
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takes part in search for
information needed when
planning company logistics
working under guidance in
a team
working in a team, acquires
information on support
services available when
setting up a business and
running it, e.g. accounting
office services
applies the underpinning
knowledge needed to complete
agreed tasks, working
under instructions
finds out under guidance
what legislation requires
bookkeeping
keeps the receipts and
vouchers needed for bookkeeping,
working under
instructions.
takes part in search for
information needed when
planning company logistics,
working in a team
working in a team, acquires
information on support
services available when
setting up a business and
running it, e.g. accounting
office services
applies the underpinning
knowledge needed to run
the business
finds out what legislation
requires bookkeeping
keeps the receipts and
vouchers needed for bookkeeping
interprets the business’s
profit and loss account and
balance sheet e.g. with the
help of an accounting firm.
makes use of information
needed when planning
company logistics, working
in a team
working in a team, acquires
information on support
services available when
setting up a business and
running it, e.g. accounting
office services
independently applies the
underpinning knowledge
needed to run the business
finds out what legislation
requires bookkeeping and
why
keeps the receipts and
vouchers needed for bookkeeping
interprets business’s profit
and loss account and balance
sheet e.g. with the
help of an accounting firm.
TARGETS OF
ASSESSMENT
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
acquires under instructions
information on key regulations
related to products,
services and contracts
participates in preparing
choices and decisions in the
team
assesses his/her own activities
and progress made
under guidance
participates in cooperation
negotiations with team
members and stakeholders
finds information on key
legislation and other statutes
concerning products,
services and contracts
makes proposals, choices
and decisions in the team
assesses his/her own activities
and progress made
negotiates on cooperation
with team members and
participates in negotiations
with stakeholders
applies key legislation and
other statutes concerning
products, services and contracts
makes justified proposals,
choices and decisions in the
team to develop business
operations
assesses his/her own activities
and progress made in
his/her work and business
operations
negotiates on cooperation
with team members and
stakeholders
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Vocational ethics
Health, safety and
ability to function
observes financial, social
and sustainable development
related values in
business operations under
instructions
follows occupational safety
regulations in the field in
his/her activities and customer
service situations
protects him-/herself from
work and working environment
related dangers under
guidance
ensures his/her own safety
and that of the colleagues
and customers in familiar
situations under guidance.
observes financial, social
and sustainable development
related values in business
operations
follows occupational safety
regulations in the field in
his/her activities and customer
service situations
protects him-/herself from
work and working environment
related dangers
ensures his/her own safety
and that of the colleagues
and customers in different
situations as instructed.
observes financial, social
and sustainable development
related values in business
operations
follows occupational safety
regulations in the field in
his/her activities and customer
service situations
protects him-/herself from
work and working environment
related dangers
ensures his/her own safety
and that of the colleagues
and customers in different
situations
develops the safety of his/
her team and ability to
work by developing own
working practices and environment
instructs others
to act in a healthy and safe
way when working as a
team member.
Ways of demonstrating vocational skills
Student demonstrates his/her vocational skills by working in cooperation with team
members, representatives of partner companies, stakeholders or other parties in
practice enterprises and the like.
A skills demonstration must cover completely
• mastering the work processes
• mastering the work methods, equipment and material
• underpinning knowledge
• mastering key competences for lifelong learning.
If the vocational skills required in the module cannot be shown in a skills demonstration
in full, it is completed with such other assessment of competence as interviews,
assignments and other reliable methods.
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4.12.2 Workplace Instructor Training
Skills requirements
Student is able to
• recognise the tasks at the workplace suited to on-the-job learning or skills
demonstrations and finds out about their targets of assessment and assessment
criteria
• negotiate on implementation of on-the-job learning and skills demonstrations
in the work community
• prepare on-the-job learning and skills demonstration plans in cooperation
with the teacher and workplace instructor
• instruct other students on the working tasks, customs and rules at the workplace
or at school
• present the training and working opportunities in the field e.g. to students in
an introductory period
• have guidance discussions, develop own activities based on feedback and arbitrate
differences of opinion
• work with different learners and colleagues
• receive and give constructive feedback
• self-assess on-the-job learning and skills demonstration in accordance with the
targets of assessment and assessment criteria agreed earlier
• assess occupational safety risks in his/her work and know how to act and also
instruct others to act in accordance with the occupational safety instructions.
Assessment
The table comprises the targets of assessment and assessment criteria for three levels
of competence together with the targets of assessment. In vocational upper secondary
education and training, the targets of assessment also constitute the core contents
of the module.
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TARGETS OF
ASSESSMENT
1. Mastering the
work process
Planning one’s own
work and drawing
up plans
Mastering the work
entity
TARGETS OF
ASSESSMENT
2. Mastering the
work method,
equipment and
material
Guiding a student
Assessing a student
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
prepares on-the-job learning
prepares on-the-job learn-
prepares on-the-job learntion
and skills demonstraing
and skills demonstraing
and skills demonstra-
plans under instructions
tion plans as instructed tion plans independently
and
proactively
needs instructions at times.
Assessment criteria
completes given tasks independently.
Satisfactory 1 Good 2 Excellent 3
Student
guides other students under
instructions
accepts and gives feedback
on a tasks under instructions
as well as, under
instructions, self-assesses
on-the-job learning and
skills demonstrations based
on targets of assessment
and assessment criteria
agreed beforehand.
guides other students as
instructed and holds guidance
discussions
accepts and gives feedback
on a task as well as selfassesses
on-the-job learning
and skills demonstrations
based on targets of assessment
and assessment criteria
agreed beforehand.
proceeds fluently in his/
her work adjusting it to the
activities of the working
environment.
instructs other students,
acts flexibly with different
people and arbitrates differences
of opinion
holds constructive feedback
discussions and self-assesses
on-the-job learning and
skills demonstrations based
on targets of assessment
and assessment criteria
agreed beforehand.
TARGETS OF
ASSESSMENT
3. Underpinning
knowledge
Knowledge of working
life and training
opportunities in one’s
own field
Knowledge of
curricula
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
presents some of the working
presents working and trainties
and training opportuniing
opportunities in the
in the field
field
recognises, under instructions,
the subject matter to
be learnt during on-the-job
learning and the competence
to be assessed in skills
demonstration.
recognizes, as instructed,
the subject matter to be
learnt during on-the-job
learning and the competence
to be assessed in skills
demonstration.
presents independently
and variedly working and
training opportunities in
the field
recognizes independently
the subject matter to be
learnt during on-the-job
learning and the competence
to be assessed in skills
demonstration.
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TARGETS OF
ASSESSMENT
4. Key competences
for lifelong learning
Health, safety and
ability to function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
assesses occupational safety assesses occupational safety
risks involved and follows risks involved and follows
the occupational safety the occupational safety
instructions given. instructions given.
assesses occupational safety
risks involved, follows and
also instructs others to follow
the occupational safety
instructions given.
Ways of demonstrating vocational skills
Student demonstrates his/her vocational skills by preparing an on-the-job learning
or skills demonstration plan. He/She studies the activities, tasks, working culture
and rules of the work community and assesses the occupational safety risks and
ergonomics issues involved from his/her own work point of view. Student examines
the opportunities of arranging his/her on-the-job learning and skills demonstration
assessments at the workplace.
The skills demonstration is mainly given in connection with another skills
demonstration.
A skills demonstration is to comprise at least
• mastering the work process
• mastering the work methods, equipment and materials: the guidance of the
student, the assessment of learning and competence
• underpinning knowledge: the knowledge of the requirements of vocational
qualifications
• mastering the key competences for lifelong learning: health, safety and ability
to function.
If the vocational skills required in the module cannot be shown in a skills demonstration
in full, it is completed with such other assessment of competence as interviews,
assignments and other reliable methods.
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4.12.3 In-depth and enhancing vocational modules
In its approved curriculum, the education provider offers advanced or enhancing
vocational modules the contents of which are based on the needs of local or regional
working life. The module names must reflect the integrated activities in working life
and their skills requirements, objectives and assessment criteria must be drawn up as
well as the ways of demonstrating the skills in line with what is said in Chapter 9.3
in the appendices under “Vocational skills requirements, targets of assessment and
general assessment criteria”. As to offering other optional modules, the education
provider can work together with working life and other education providers.
4.12.4 Core subjects
In its curriculum, the education provider offers core subjects which increase the student’s
opportunities of choosing core subjects listed in Chapter 5. The modules can
be optional supplements to the compulsory ones (see the qualification requirements
Chapter 5.2.1). The education provider determines the objectives, core contents
and assessment for these modules. The modules may also be optional modules from
core subjects presented in the qualification requirements in Chapters 5.2.2–5.2.7.
The education provider may also offer them in cooperation with other education
providers. The student can also choose these studies from modules offered by other
education providers.
4.12.5 General upper secondary studies
In its curriculum, the education provider offers a student an opportunity to include
in his/her qualification general upper secondary studies arranged by general upper
secondary schools in accordance with the general upper secondary school curriculum
and for which the general upper secondary school awards a certificate. The
education provider may also offer them in cooperation with other education providers.
The education provider can also decide that a student can choose general upper
secondary studies (e.g. e-learning) from the spectrum offered by different general
upper secondary education providers.
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4.13 Modules providing individual in-depth vocational competence
(modules that expand the scope of a vocational upper secondary
qualification)
The student or candidate may individually include in his/her vocational upper secondary
qualification more modules, when it is necessary from the point of view of
field-specific or local skills requirements or strengthening the vocational skills of the
candidate. Modules providing advanced individual vocational competence should
be implemented as widely as possible in workplaces with working life.
4.13.1 Business Operations
Skills requirements
The student or candidate is able to
• assess the possibilities of productization of his/her own competence (product
or service)
• study the business operations environment of the company to be established
• identify and acquire cooperation businesses and partners
• find, recognise and assess the company’s operating potential
• select a financially profitable business idea and develop a mission statement
• draw up a business plan for the enterprise
• make a management plan for the company’s accounts and finance and find out
about the resources required to run it
• present the business and financial plans to business consultants and financiers
• negotiate on company’s operating potential and financing
• plan the manufacturing of the company’s products and provision of its services
• prepare a marketing plan and report on it as well as decide on marketing activities
• make the logistics decisions needed
• prepare a company risk analysis
• plan the implementation and key tasks of profitable business operations
• select the form of enterprise, establish a business and close it down.
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Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training,
the targets of assessment also constitute the core contents of the module.
TARGETS OF
ASSESSMENT
1. Mastering the
work process
Planning one’s own
work and drawing
up plans
Managing the work
entity
High-quality operations
TARGETS OF
ASSESSMENT
2. Mastering the
work method,
equipment and
material
Technology and information
technology
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
plans business operations
under guidance
proceeds systematically in
his/her work under guidance
acquires a partner company
under guidance
works in accordance with
quality objectives set for
his/her work and changes
own activities based on
given feedback
works in a service oriented
manner.
Assessment criteria
plans the operations of
his/her enterprise and acts
independently and responsibly
proceeds systematically and
fluently in his/her work
acquires partners and acts
in partner networks
acts in accordance with
quality objectives set and
assesses own activities in
reaching them
works in a service oriented
manner and promotes customer
satisfaction.
Satisfactory 1 Good 2 Excellent 3
The student or candidate
uses customary tools such
as equipment and machinery,
computer and software
needed when setting up
his/her business
acts in accordance with the
principles of information
security.
uses tools such as equipment
and machinery, computer
and software needed
when setting up his/her
business
acts in accordance with the
principles of information
security.
plans the operations of his/
her enterprise innovatively
and acts independently, responsibly
and supportively
proceeds systematically and
fluently in his/her work
acquires partners, makes
use of partner networks to
develop operations
acts in accordance with
quality objectives set and
develops own activities to
reach them
works in a service oriented
manner and promotes customer
satisfaction.
uses independently tools
such as equipment and
machinery, computer and
software needed when setting
up his/her business
acts in accordance with the
principles of information
security.
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TARGETS OF
ASSESSMENT
3. Underpinning
knowledge
Assessment of
productization opportunities
Looking into the
business environment
Choosing business
idea
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
makes use, under guidance, makes use of the business
of the business opportunities
opportunities in productization
in productization zation
searches information available
in different networks
under guidance
identifies companies operating
in the field and finds
information on acting as
an entrepreneur in the field
under instructions
follows, under instructions,
development in the field
from the point of view of
starting business operations
assesses his/her chances
as an entrepreneur under
guidance
finds out about the business
opportunities of the
enterprise to be established
under guidance
acquires information from
key authorities under instructions
acquires under instructions
information needed in
planning business operations
like how a product is
made or service provided,
sold and how accounting
and finances are taken care
of
searches information available
in different networks
identifies companies operating
in the field and finds
information on acting as an
entrepreneur in the field
follows development in the
field from the point of view
of starting business operations
assesses his/her chances as
an entrepreneur
finds out about and reports
on the business opportunities
of the enterprise to be
established
acquires information from
key authorities
acquires information needed
in planning his/her business
operations like how a
product is made or service
provided, sold and how
accounting and finances are
taken care of
makes use of the business
opportunities in producti-
makes use of information
available in different networks
identifies companies operating
in the field and finds
information on acting as an
entrepreneur in the field
follows development and
outlook in the field from
the point of view of starting
business operations
assesses independently his/
her chances as an entrepreneur
and sets personal
development objectives
finds out about and reports
on the business opportunities
of the enterprise to be
established
acquires information from
key authorities independently
makes use of information
needed in planning his/
her business operations like
how a product is made or
service provided, sold and
how accounting and finances
are taken care of
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Drawing up a business
plan
Choosing form of
enterprise, setting
it up and closing it
down
acquires under instructions
information needed in
planning company logistics
uses under instructions
information needed in
company risk analysis
acquires under instructions
information on support
services available when
setting up a business and
running it, e.g. accounting
office services
acquires under instructions
information on the
entrepreneur’s role in bookkeeping
and profit and loss
analysis
acquires under instructions
information on key statutes
related to products, services
and contracts
chooses under instructions
form of enterprise and
draws up the documents
needed when setting up
and closing down a business.
acquires information needed
in planning company
logistics
uses information needed in
company risk analysis
acquires information on
support services available
when setting up a business
and running it, e.g. accounting
office services
acquires information on the
entrepreneur’s role in bookkeeping
and profit and loss
analysis
acquires information on
key legislation and statutes
concerning products, services
and contracts
chooses form of enterprise
and draws up the documents
needed when setting
up and closing down a
business.
makes use of information
needed in planning company
logistics
applies information needed
in company risk analysis
acquires information on
support services available
when setting up a business
and running it, e.g. accounting
office services
acquires information on the
entrepreneur’s role in bookkeeping
and analysing the
profit and loss account and
balance sheet
applies key legislation and
other statutes concerning
products, services and contracts
chooses form of enterprise
and draws up the documents
needed when setting
up and closing down a
business.
TARGETS OF
ASSESSMENT
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Vocational ethics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
makes decisions under instructions
makes choices and decisions
assesses his/her own activities
and progress made
under guidance
negotiates under guidance
on cooperation with stakeholders
observes under instructions
the financial, social and
sustainable development
values agreed when planning
business operations
assesses his/her own activities
and progress made
negotiates on cooperation
with stakeholders
observes the financial,
social and sustainable development
values agreed
when planning business
operations
makes valid proposals,
choices and decisions to develop
company operations
assesses his/her own activities
independently and
progress in his/her work
and company operations
negotiates innovatively on
cooperation with stakeholders
observes the financial, social
and sustainable development
values when planning
business operations
202

Health, safety and
ability to function
prepares under instructions
plans on observance of
occupational safety regulations
in his/her business
prepares under instructions
plans on how to protect
oneself against work and
working environment related
dangers.
prepares plans on observance
of occupational safety
regulations in his/her business
prepares plans on how
to protect oneself against
dangers related to the work
done and the working environment.
prepares independently
plans on observance of
occupational safety regulations
in his/her business
prepares spontaneously
plans on how to prepare
against dangers related to
the work done and the
working environment.
Ways of demonstrating vocational skills
The student or candidate demonstrates his/her vocational skills by planning the
operations of his/her own enterprise and acting in cooperation with different stakeholders.
Skills demonstration is to cover completely
• mastering the work processes
• mastering the work method, equipment and material
• underpinning knowledge
• key competences for lifelong learning.
If the vocational skills required in the module cannot be shown in a skills demonstration
in full, it is to be completed with such other assessment of competence as
interviews, assignments and other reliable methods.
4.13.2 Modules from vocational qualifications (vocational upper secondary
qualifications, further vocational qualifications and specialist vocational
qualifications)
1. Modules from vocational upper secondary qualifications
Modules from vocational upper secondary qualifications can be included in the Vocational
Qualification in Social and Health Care, in accordance with the student’s
or candidate’s individual study plan.
In the competence-based qualification system, a certificate of a completed upper
secondary module is always awarded by the committee in charge of the upper
secondary qualification concerned. The Qualification Committee responsible for
the specialisation of the qualification concerned accepts the module in question as
part of the Vocational Qualification in Social and Health Care based on the certificate.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
2. Modules from further vocational qualifications
Modules from further qualifications can be included in the Vocational Qualification
in Social and Health Care, in accordance with the student’s or candidate’s individual
study plan.
The education provider must have a valid contract for arranging competencebased
qualification in question or the education provider can buy the competence
tests from an education provider with a contract.
In vocational upper secondary education, a certificate of a completed further
qualification module is always awarded by the committee in charge of the further
qualification concerned and education provider accepts the module into student’s
qualification certificate.
In the competence-based qualification system, a certificate of a completed further
qualification module is always awarded by the Qualification Committee in
charge of the further qualification concerned. The Qualification Committee of the
Vocational Qualification in Social and Health Care accepts the module in question
as part of the Vocational Qualification in Social and Health Care based on the certificate.
3. Modules from specialist vocational qualifications
One module from specialist vocational qualifications can be included in the Vocational
Qualification in Social and Health Care, in accordance with the student’s or
candidate’s individual study plan.
The education provider must have a valid contract for arranging competencebased
qualification in question or the education provider can buy the competence
tests from an education provider with a contract.
In vocational upper secondary education, a certificate of a completed specialist
qualification module is always awarded by the Qualification Committee of the
specialist qualification concerned and education provider accepts the module into
student’s qualification certificate.
In the competence-based qualification system, a certificate of the completed
module of specialist qualification is always awarded by the committee in charge
of the specialist qualification concerned. The Qualification Committee of the Vocational
Qualification in Social and Health Care accepts the module of specialist
qualification in question as part of the Vocational Qualification in Social and Health
Care based on the certificate.
204

4.13.3 Locally offered modules providing in-depth vocational competence in
curriculum-based vocational education and training
The education provider can provide in its approved curriculum the student with
a chance to take individually vocational in-depth modules that correspond with
local or regional working life skills requirements together with the student’s need
for deeper vocational skills. The modules must be named and their skills requirements,
assessment criteria and ways of demonstrating vocational skills must be determined.
4.13.4 Another study programme or specialisation in the Vocational Qualification in
Social and Health Care
Another study programme or specialisation from the Vocational Qualification in
Social and Health Care can be included in the Vocational Qualification in Social
and Health Care, in accordance with the student’s or candidate’s individual study
plan.
In the competence-based qualification system, a certificate of the completion
of such a module of an upper secondary qualification is always awarded by the committee
in charge of the upper secondary qualification concerned and the Qualification
Committee for Social and Health Care accepts the module in question into
a student’s Vocational Qualification in Social and Health Care on the basis of the
certificate.
4.13.5 Plaster casts and different support techniques in immobilisation
A Vocational Qualification in Social and Health Care may include Plaster Casts and
Different Support Techniques in Immobilisation, as an elective module through the
student or candidate’s personal study plan.
The Qualification Committee in charge of the said vocational qualification
shall issue the certificate on the completion of a module. The Qualification Committee
for Vocational Qualification in Social and Health Care, practical nurse, shall
accept the said module as part of a Vocational Qualification in Social and Health
Care, by virtue of the certificate.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Vocational skills requirements
The student or candidate
• works within his/her area of responsibility in the care chain of an immobilisation
patient in the social and health care service system
• plans, implements and assesses the care process of an immobilisation patient,
as a member of a multi-disciplinary team
• ensures an optimal position for the injured area, supporting the patient’s anatomic
and physiological healing and rehabilitation process
• monitors and guides the patient during the different stages of the procedure
• guides the patient in a manner ensuring that she /he gets information for selfcare
(prevention of complications, rehabilitation, functional ability)
• takes care of the nursing environment, gathers the required equipment and
ensures their proper functioning
• complies with aseptics in tending to the skin and wounds in the fractured
area
• handles different bandages and accessories required in patient care
• assists in the repositioning of the luxations and fractures of the patient’s metacarpals
and fingers and makes the required immobilisation slabs
• makes immobilisation slabs for typical fractures of radius and assists in the
repositioning of Smith’s fracture and fracture of the humerus
• assists in the treatment and repositioning of fibula & tibia fractures
• performs the immobilisation of the following non-displaced fractures:
–– scafoideum and other fractures in the wrist
–– antebrachium
–– metacarpals
–– fingers and thumb
–– ankle and heel
–– tibia, fibula & knee
–– metatarsus & toes
• splits traditional plaster casts and makes windows in circular casts
• uses and services various equipment and instruments related to the removal of
plaster casts
• makes a cast shoe related to the immobilisation treatment of a patient with
pressure sores on lower extremities (diabetes mellitus or iscemic disease), and
guides the patient in its use
• reserves and adjusts mobility aids for the patient and guides him/her in their
use
206

•
•
•
•
•
•
uses imaging devices in immobilisation treatment and saves the images into
the patient data system
in his/her work, exploits his/her knowledge of human anatomy and physiology;
injuries, diagnostics, fracture types and their treatment, healing and risk
of complications related to fractures in the locomotor system; and uses the
terminology of the field in his/her work (the most common fractures, also in
Latin)
in his/her work, exploits his/her knowledge of bandages, paddings, support
materials (orthoses) and resting splints, as well as of devices in plaster casting
and different support techniques, and guides the patient in their use
complies with vocational ethics
in his/her work, promotes health, security, functional ability and occupational
well-being
masters ergonomic work practices.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education the targets
of assessment also constitute the core contents of the module.
Targets of
assessment
1. Mastering the
work process
Working in the
treatment and service
system of immobilisation
patients
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
works within his/her area works within his/her area
of responsibility and in a of responsibility and in a
patient-based manner in patient-based manner in
the service system, but occasionally
the service system.
needs
guidance.
works actively and in a patient-based
manner within
his/her area of responsibility,
exploiting the expertise
of the multi-disciplinary
team and service system.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Plans, implements,
assesses and guides
the care process of
an immobilisation
patient, within the
area of responsibility
of a practical nurse
Effective and highquality
work and
paying attention to
sustainable development
makes observations on the
patient’s condition during
admission, notes the
need for treatment and
prepares for a procedure.
Sets the patient and the
injured area in an optimal
position. Gathers the
equipment required in the
procedure, but occasionally
needs guidance. As a team
member, monitors, treats
and guides the patient and
records the treatment data.
pays attention to the quantity
and quality of treatment
materials. Abides with
the principles of sustainable
development, but occasionally
needs guidance.
makes observations on the
patient’s condition during
admission, notes the need
for treatment and prepares
for a procedure. Sets the
patient and the injured
area in an optimal position.
Gathers the materials and
equipment required in the
procedure. Monitors, treats
and guides the patient and
records the treatment data
within the area of responsibility
of a practical nurse.
pays attention to the intended
use, durability,
quantity and quality of
treatment materials, in
a patient-based manner.
Complies with the principles
of sustainable development
and is aware of the
cost-efficiency and quality
criteria of the procedure.
makes observations on the
patient’s condition during
admission, notes the need
for treatment and prepares
for a procedure taking into
account changes in the
patient’s condition, as well
as individual needs. Sets
the patient and the injured
area in an optimal position,
avoiding additional injuries.
Gathers the materials
and equipment required
in the procedure so that
they can be used flexibly.
Monitors, treats and guides
the patient and records the
treatment data within the
area of responsibility of a
practical nurse.
pays attention to the intended
use, durability,
quantity and quality of
treatment materials, in a
patient-based manner.
Through his/her actions,
promotes the principles of
sustainable development
and justifies his/her actions.
Works independently, in
accordance with quality
criteria, and pays attention
to economic factors in his/
her work.
208

Targets of
assessment
2. Mastering the
work method,
equipment and
material
Vocational interaction
Checking and maintaining
the working
order of the work
environment
Implementing and/
or assessing different
immobilisation treatments,
within the
area of responsibility
of a practical nurse
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
interacts with the patient
in a friendly and matterof-fact
manner and guides
him/her through the various
stages of the procedure
and in home care and
further treatment (the prevention
of complications,
rehabilitation, maintaining
one’s functional abilities).
services the equipment
needed in immobilisation
and checks the nursing
environment, but occasionally
needs guidance.
assists in the repositioning
of the luxations and
fractures of the patient’s
metacarpals and fingers and
makes the required immobilisation
bandages. Works
as a team member, but occasionally
needs guidance.
makes the immobilisation
bandages for a typical fracture
of radius and assists in
the repositioning of Smith’s
fracture and a fracture of
the humerus. Works as a
team member, but occasionally
needs guidance.
interacts with the patient
and guides him/
her through the various
stages of the procedure in
a matter-of-fact, individual
and encouraging manner.
Guides the patient in a
manner promoting self-care
(the prevention of complications,
rehabilitation,
functional ability) in home
care and further treatment.
checks, fills in, cleans and
services the equipment
needed in immobilisation
and checks the nursing environment
independently.
assists in the repositioning
of the luxations and
fractures of the patient’s
metacarpals and fingers and
makes the required immobilisation
bandages, but occasionally
needs guidance.
makes the immobilisation
bandages for a typical fracture
of radius and assists in
the repositioning of Smith’s
fracture and a fracture of
the humerus, but occasionally
needs guidance.
interacts with the patient
and guides him/
her through the various
stages of the procedure in
a matter-of-fact, individual
and encouraging manner,
invoking a sense of security.
Guides the patient in a
manner promoting self-care
(the prevention of complications,
rehabilitation,
maintaining functional
ability). Guides in home
care and ensures the continuity
of treatment.
takes care of filling in,
cleaning and servicing the
equipment needed in immobilisation
and of the
nursing environment in a
responsible manner, consistent
with the demands of
the situation, and assesses
the need for cleaning after
special situations.
assists in the repositioning
of the luxations and
fractures of the patient’s
metacarpals and fingers
and makes the required
immobilisation bandages
independently.
makes the immobilisation
bandages for a typical fracture
of radius and assists in
the repositioning of Smith’s
fracture and a fracture of
the humerus independently.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
assists in the immobilisation
and repositioning of
tibia & fibula fractures, but
occasionally needs guidance.
performs the immobilisation
of the following nondisplaced
fractures: scafoideum
and other fractures
in the wrist, antebrachium,
humerus, metacarpals,
fingers and thumb, ankle,
tibia & fibula and knee,
heel, metatarsus and toes.
Works as a team member,
but occasionally needs
guidance.
splits traditional plaster
casts and makes windows in
circular casts and complies
with aseptics in wound
care, but occasionally needs
guidance. Uses and services
various equipment, devices
and instruments related to
removal of plaster casts, according
to instructions.
makes an individual and
functional cast shoe, according
to instructions,
related to immobilisation
treatment of a patient with
pressure sores on lower
extremity (diabetes mellitus
or iscemic disease), and
guides the patient in its use,
but occasionally needs support
in providing guidance
for the use of the cast shoe.
assists in the immobilisation
and repositioning of
tibia & fibula fractures, but
occasionally needs guidance.
performs the immobilisation
of the following nondisplaced
fractures: scafoideum
and other fractures
in the wrist, antebrachium,
humerus, metacarpals,
fingers and thumb, ankle,
tibia & fibula and knee,
heel, metatarsus and toes,
but occasionally needs
guidance.
splits traditional plaster
casts and makes windows in
circular casts and complies
with aseptics in wound
care. Uses and services
various equipment, devices
and instruments related
to removal of plaster casts
unprompted, according to
instructions.
makes an individual and
functional cast shoe related
to immobilisation treatment
of a patient with pressure
sores on lower extremity
(diabetes mellitus or
iscemic disease), and guides
patient in its use.
assists in the immobilisation
and repositioning of
tibia & fibula fractures
independently.
performs the immobilisation
of the following nondisplaced
fractures: scafoideum
and other fractures
in the wrist, antebrachium,
humerus, metacarpals,
fingers and thumb, ankle,
tibia & fibula and knee,
heel, metatarsus and toes,
independently.
splits traditional plaster
casts and makes windows
in circular casts, independently
and complying with
aseptics. Uses and services
various equipment, devices
and instruments related
to removal of plaster casts
unprompted and independently,
according to
instructions.
independently makes an
individual and functional
cast shoe related to immobilisation
treatment of a
patient with pressure sores
on lower extremity (diabetes
mellitus or iscemic
disease), and guides patient
independently in its use.
210

Monitoring the
patient after immobilisation
Choosing and using
treatment materials
and instruments in
immobilisation
Servicing the
equipment and
devices
Paying attention to
health, safety and
ability to function
Reserving and adjusting
mobility
aids and guiding
their use
monitors the patient’s condition
after the procedure
(general condition, colour
of the extremity, temperature,
numbness, swelling,
pain, changes in material),
records the observations
in patient data within the
area of responsibility of a
practical nurse and informs
the team, but occasionally
needs guidance.
monitors and tends to the
patient’s pain, within the
area of responsibility of a
practical nurse. Records the
pain relief data and monitors
the effectiveness of
pain relief.
chooses the most common
materials and instruments
in immobilisation and can
use, handle and service
them correctly and safely,
but occasionally needs
guidance. Uses the castcutter
safely.
exploits aid service centres
in his/her work, and guides
the patient to use their
services.
monitors the patient’s condition
after the procedure
(general condition, colour
of the extremity, temperature,
numbness, swelling,
pain, changes in material),
and responds to the changing
needs of the patient.
Records the observations in
the patient data within the
area of responsibility of a
practical nurse and ensures
the continuity of treatment
monitors and tends to the
patient’s pain, within the
area of responsibility of a
practical nurse. Records the
pain relief data and monitors
the effectiveness of
pain relief.
chooses the most common
materials in immobilisation,
paying attention to
their properties. Uses,
handles and services instruments
correctly and safely.
Uses the cast-cutter safely
and is aware of the risks
related to its use.
exploits aid service centres
in his/her work, and guides
the patient to use their
services.
monitors the patient’s condition
after the procedure
(general condition, colour
of the extremity, temperature,
numbness, swelling,
pain, changes in material),
and responds to the changing
needs of the patient.
Independently records the
observations in the patient
data within the area of
responsibility of a practical
nurse and ensures the continuity
of treatment.
monitors and tends to the
patient’s pain individually,
within the area of responsibility
of a practical nurse.
Records the pain relief data
and monitors the effectiveness
of pain relief.
chooses the materials in
plaster casts and support
techniques, paying attention
to their properties and
chooses the most appropriate
material in view of the
healing of the fracture.
Uses materials correctly and
safely and services the used
instruments and devices
independently.
Uses the cast-cutter safely
and masters its periodical
servicing: cleaning and
replacing the blade and the
dust bag.
exploits aid service centres
in his/her work, and
guides the patient to use
the services of local aiddevice
companies, central
hospitals and private service
providers.
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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
The use of orthoses
and resting splints
and guiding the
patient
Imaging and information
technology
Recording of data
adjusts the patient’s crutches
to the correct height and
guides the patient in their
use, paying attention to the
allowed weight bearing in
leg casts.
in his/her work, uses different
orthoses and resting
splints and guides the patient
in their usage, but occasionally
needs guidance.
in his/her work, exploits
information technology
and uses digital cameras,
but occasionally needs
guidance.
records data, using the
correct concepts (fractures
also in Latin) in patient
documents but occasionally
needs guidance.
adjusts the patient’s crutches
to the correct height and
guides the patient in their
use, paying attention to the
allowed weight bearing in
leg casts and recognises the
need for other aids related
to immobilisation.
in his/her work, uses different
orthoses and resting
splints and guides the patient
in their usage, paying
attention to their proper
application.
in his/her work, uses information
technology and
digital cameras. Master the
photography technique.
records data, using the
correct concepts (fractures
also in Latin) in patient
documents, promoting the
continuity and safety of the
patient’s treatment.
adjusts the patient’s crutches
to the correct height and
guides the patient in their
use, paying attention to the
allowed weight bearing in
leg casts. Recognises the
need for other aids related
to immobilisation. Guides
the patient to an expert to
individually determine the
aids.
in his/her work, uses different
orthoses and resting
splints, paying attention
to their proper application
and properties. Motivates
and guides the patient in
their usage.
in his/her work, uses information
technology and
digital cameras. Master the
photography technique and
uses image processing software
without problems.
independently records data,
using the correct concepts
(fractures also in Latin) in
patient documents, promoting
the continuity and
safety f the patient’s treatment.
Targets of
assessment
3. Underpinning
knowledge
Mastering the
knowledge related
to the locomotor
structure, functions,
diagnostics, injuries
and types of fractures,
as well as their
treatment and related
complications and
their prevention
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
in his/her work, exploits in his/her work, exploits
his/her knowledge of the his/her knowledge of the
changes caused by different
changes caused by differ-
injuries or diseases on ent injuries or diseases on
the human body structure, the human body structure,
functions, healing process functions, healing process
and treatment. Complies and treatment. Complies
with the agreed upon care with the agreed upon care
principles, but occasionally principles and pays attention
needs guidance.
to individual charac-
teristics.
in his/her work, exploits
his/her knowledge of the
changes caused by different
injuries or diseases on
the human body structure,
functions, healing process
and treatment. Complies
with the agreed upon care
principles and acts appropriately,
taking into
account individual characteristics.
Actively searches
for further information.
212

Mastering the
knowledge related
to the materials and
devices, as well as
their properties and
use in plaster casts
and different support
techniques
in his/her work, exploits
his/her knowledge related
to the materials and
devices, as well as their
properties in plaster casts
and different support techniques.
in his/her work, exploits
his/her knowledge related
to the materials and devices
as well as their properties in
plaster casts and different
support techniques.
In his/her work, takes account
of the potential
safety risks caused to the
patient and the nurse.
in his/her work, exploits in
many ways his/her knowledge
related to the materials
and devices as well as
their properties in plaster
casts and different support
techniques.
In working, takes account
of the safety aspects without
endangering his/her
own safety or that of the
patient.
Targets of
assessment
4. Key competences
for lifelong learning
Learning and problem
solving
Interaction and
cooperation
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
The student or candidate
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and competence.
works as a member of a
multi-disciplinary team
according to the principles
accepted in the work community.
as a team member, uses the
data and communications
equipment of his/her work
unit within the practical
nurse’s area of responsibility,
according to the instructions
of the work unit, and
observes privacy protection
in communication.
accepts and gives feedback
in a matter-of-fact manner
and develops his/her actions
on the basis of feedback.
Assesses his/her own
learning and competence
and, when needed, asks for
guidance.
works actively and responsibly
as a member of
a multi-disciplinary team
and knows some tasks and
areas of responsibility of the
team members.
uses the data and communications
equipment of his/
her work unit appropriately
within the practical nurse’s
area of responsibility, according
to the instructions
of the work unit, and observes
privacy protection in
communication.
acquires, analyses and assesses
information and
applies earlier knowledge
in changing situations at
work, recognises his/her
own strengths and development
needs. Gives feedback
and presents constructive
alternative solutions and
asks for guidance when
needed.
works actively and responsibly
as a member of a
multi-disciplinary team and
with interest groups. Acts
in a matter-of-fact manner
in conflict situations and
knows the tasks and areas
of responsibility of the
team members.
understands the significance
of data and communications
equipment
in patient care. Uses the
data and communications
equipment of his/her work
unit within the practical
nurse’s area of responsibility,
appropriately and according
to instructions, and
observes privacy protection
in communication.
213

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
Vocational ethics
Health, safety and
ability to function
knows his/her area of
responsibility and works
according to given nursing
instructions as a team
member.
abides with the statutes
and regulations concerning
nursing and care.
Wears appropriate working
clothes and required protective
gear and recognises
the risks related to his/
her work. Abides with the
occupational health and
safety instructions of his/
her workplace (e.g. gas,
electricity, radiation and
fire safety) as well as other
instructions concerning
risky situations.
looks after his/her own
ability to work, occupational
well-being and health.
uses medical examination
and treatment tables
as well as mobility aids in
an ergonomically correct
way Uses ergonomically
correct and safe methods
and techniques of moving
and lifting the patient. Pays
attention to patient safety
and prevents work-related
accidents and injuries.
takes the risk of infection
into account in a nursing
situation, protects him-/
herself and the patient
from infections (personal
hygiene, hand hygiene and
use of protective gloves,
aseptic work process and
dealing with the equipment
used in treatment).
in his/her work, takes into
account the values, aspirations
and ethical principles
of his/her work community,
and acts responsibly
without taking risks.
complies with the occupational
health and safety
regulations (gas, electricity,
radiation and fire safety
regulations). Wears appropriate
working clothes and
required protective gear,
and prevents occupational
health hazards and risks
(physical, chemical and
biological).
looks after his/her own
ability to work and promotes
his/her occupational
well-being and health.
uses safe and ergonomically
correct lifting and moving
techniques and equipment,
examination and treatment
tables and mobility aids.
Applies ergonomic work
practices. Pays attention to
patient safety and prevents
work-related accidents and
injuries.
takes into account the risks
of infection in nursing
situations, protects him-/
herself and the patient from
infections in an appropriate
manner.
in his/her work, takes the
values, aspirations and ethical
principles of the work
community into account.
Shoulders his/her share of
responsibility in good patient
care and avoids risks.
complies with the occupational
health and safety
regulations (gas, electricity,
radiation and fire safety
regulations) and justifies
his/her actions. Wears appropriate
working clothes
and required protective
gear, prevents occupational
health hazards and risks
(physical, chemical and
biological).
looks after his/her own
ability to work and promotes
his/her occupational
well-being and health. Justifies
their importance.
works in an ergonomically
correct way and lifts and
moves the patient safely,
systematically and appropriately.
Uses examination
and treatment tables and
aids to assist moving in a
controlled manner. Pays
attention to patient safety
and develops the ergonomic
functionality of the work
environment.
protects him-/herself and
the patient from infections
in an appropriate manner.
Guides and justifies the
importance of protection.
214

complies with the safety instructions
of his/her workplace
in meeting a violent
client and protects him-/
herself when needed.
complies with the safety
instructions of his/her
workplace and the work
unit practices in meeting a
violent client and protects
him-/herself when needed.
as a team member, prevents
threatening and violent
situations. Complies with
instructions and protects
him-/herself and others
when needed and asks for
back-up.
Ways of demonstrating vocational skills
The student or candidate demonstrates their vocational skills in plaster casts and use
of different support techniques at an emergency department of a hospital or health
care centre or in a hospital outpatient clinic or operating room. The student or candidate
demonstrates his/her vocational skills in the following domains: working in
the care and service chain of an immobilisation patient; planning, implementing,
assessing and guiding the care process of an immobilisation patient; effective and
high-quality work and paying attention to sustainable development; vocational interaction;
monitoring and maintaining the working order of the work environment;
implementing and/or assisting in different immobilisation treatments; monitoring
and guiding the patient after immobilisation; choosing and using treatment materials
and instruments; servicing of equipment and devices; reserving and adjusting
mobility aids and guiding the patient in their use; using orthoses and resting splints
and guiding the patient in their use; exploiting information technology and imaging;
and recording of data. In addition, the student or candidate shall master the
knowledge that the work is based on as well as the key competences for lifelong
learning. The work is carried out to an extent that makes it possible to establish that
the vocational skills meet the requirements.
A skills demonstration is to comprise at least:
• mastering the work process in its entirety
• mastering the work method, equipment and material in their entirety (carried
out as simulation, when needed)
• underpinning knowledge in its entirety
• the key competences for lifelong learning.
If the vocational skills required in the module cannot be shown in a skills demonstration
or a competence test, it is to be completed with such other assessment of
competence asinterviews, assignments and other reliable methods.
215

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VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN SOCIAL AND HEALTH CARE
4.14 Final Project in curriculum-based vocational
education and training
The student will plan and complete a Final Project that will demonstrate his/her
competence. It can be, for example, a product, demonstration of skill, portfolio or
performance. The student recognises his/her vocational key strengths and develops
his/her creativity, innovativeness and promotes personal professional growth while
completing the Final Project. He/she presents and assesses his/her Final Project as
well as its planning process and realisation. With the Final Project, the student promotes
his/her own employment. With the Final Project, the student promotes his/
her own employment.
The education provider decides how the Final Project is carried out.
216

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN
CURRICULUM-BASED VOCATIONAL EDUCATION AND
TRAINING, 20 CREDITS
5.1 Compulsory Modules
5.1.1 Mother tongue, 4 credits
5.1.1.1 Mother tongue, Finnish
Objectives
Student
• communicates and acts in an interactive situation so that he/she can practice
the profession, contribute to working life, be an active citizen and pursue further
studies
• possesses the text skills needed in the social and health care sector
• knows how to act in a multi-cultural and lingual environment
• understands the key concepts, contents and meaning of texts related to the
vocational sector, such as products and devices, guidebooks, manuals and articles
• acquires information from different sources in different ways and conveys it in
speech and in writing
• interprets different text types and fiction
• assesses his/her skills in mother tongue and develops them continuously
• knows how to act in different interaction situations in the social and health
care sector
• masters the various spoken communication situations in the social and health
care sector e.g. presenting a work related situation and presenting his/her final
project
• knows how to draw up the most common written documents in the social and
health care sector
• knows how to behave in a job hunting situation and how to draw up related
documents
217

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
•
•
•
makes use of professional papers for the social and health care sector and other
media
is critical in his/her use of media and knows the principles of the use of sources
develops his/her communication and interaction skills and contributes to the
development of communication at work.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Comprehension of
texts
Written communications
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
acquires information essential
to his/her vocational
field from clear texts under
instruction
understands the core
meaning of the text from
vocation point of view and
knows how to combine its
information to his/her own
experiences and knowledge
writes under instruction
texts that are vital to vocational
skills
acquires information related
to his/her vocational
field from different sources
and uses reliable texts
understands the meaning
and main contents of the
text and also knows how to
combine and compare its
details to his/her own experiences
and knowledge
writes texts that are vital to
one’s vocational skills
knows the basics of spelling uses fluent phrase and sentence
structure and breaks
text into paragraphs
compiles documents under
guidance following a model
observes the requirements
of the text type following a
model
draws up appropriate documents
observes the requirements
of the text and uses his/
her knowledge of other text
types
acquires information from
different sources and from
even difficult texts and assesses
their reliability
understands both the
meaning and message
of the text as well as the
meaning of the details,
draws conclusions and
evaluates the contents and
the way of expression used
in the text
writes target oriented and
processes his/her texts based
his/her own evaluation and
feedback
masters the basic norms
of language use and also
improves the wording and
layout of the written text
draws up appropriate documents
and knows how to
use document templates
applies text type requirements
in his/her own texts
218

Interaction and acting
in working life language
situations
Media competence
Knowledge of language
and culture
acts appropriately in interactive
situations, like when
applying for a job
participates in conversation
making statements
validates his/her own opinions
knows how to give a short
presentation
knows the central media in
the vocational field
observes copyrights under
guidance
recognizes the meaning
of his/her own language
and the meaning of crosscultural
communication
uses literature and other
art forms to acquire experiences
acts appropriately and
politely in interactive situations,
like when applying
for a job
participates in a conversation
and takes it forward
towards the target
gives a variety of grounds
for his/her opinions and
claims
creates contact to his/her
listeners as he/she speaks
and knows how to construct
his/her statement
in a way that it is easy to
follow
uses key communication
tools and assesses media
texts
sees copyrights as rights
and obligations and observes
them by citing his/
her sources
takes into account the
cross-cultural communication
in his/her own interactive
situations
knows how to construe literature
and other art forms
is customer-orientated, flexible
and convincing in different
interactive situations
participates in the conversation
in an active and constructive
way and is partly
responsible for the communication
atmosphere
gives a variety of grounds
for his/her own views and
also assesses the points
made
can maintain interaction
while speaking, knows how
to exemplify his/her presentation
and how to construct
its contents logically
makes versatile use of communication
tools and assesses
media texts critically
knows how to cite the
sources used and asks
permission to use them if
necessary
applies cross-cultural communications
and his/her
own cultural skills and acts
liberally
knows how to analyze and
interpret literature and
other art forms
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 7. Aesthetics, 8. Communications and media skills, 10. Technology
and information technology, 11. Active citizenship and different cultures
In validation of prior learning general upper secondary school courses Language,
texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means of
influence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context
(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) compensate
for Mother tongue, Finnish studies in core subjects.
219

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
5.1.1.2 Mother tongue, Swedish
In education and training provided in Swedish, the objectives and assessment criteria
for mother tongue studies are the same as when the studies are in Finnish.
5.1.1.3 Mother tongue, Saami
Objectives
Student
• acquires versatile experiences in Saami both oral and literal
• understands his/her lingual roots and the development of his/her own lingual
identity
• recognizes the meaning of language and culture to the work community
• familiarizes him/herself with Saami story telling tradition and its meaning to
the Saami language and culture
• acquires information from different Saami language sources and also passes it
on both in speech and in writing
• expands experience and work environment to other Saami language professionals
in the social and health care sector, who live in Nordic countries and
in Russia
• understands the meaning of multiculturalism and multilingualism and also
develops lingual and cultural tolerance
• draws up the most common vocational written work in Saami
• writes a report and job applications in Saami
• knows how to act when applying for a job and in other oral communication
situations in the social and health care sector
• knows how to act in Saami in different interactive situations in the field of
business and public administration, e.g. customer service and group communication
• knows how to communicate and interact in Saami so that he/she can participate
in working life, be an active citizen and pursue further studies
• evaluates the his/her own mother tongue skills.
220

Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Knowledge of language
and culture
Acquiring information
and media competence
Understanding texts
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the basic features of
Saami culture
uses Saami story telling
tradition under instruction
recognizes the variety and
significance of languages
and cultures
makes use of professional
papers and other media in
the field under instruction
knows the key media used
in the vocational field
understands the core of the
Saami language text and
knows how to combine
its information with his/
her own experiences and
knowledge
knows the background of
national Saami language
and culture formation
know Saami culture and
familiarises himself/herself
with its unique character,
e.g. story telling tradition
strengthens and develops
his/her own lingual identity
uses Saami story telling
tradition and knows the
history of Saami people
through it
takes into account the recognizes the common
meaning of different cultures
and languages in com-
languages
roots of Saami and Finnish
munication situations in
his/activities
uses the key communication
tools in the field
recognizes the different
influences of the media and
evaluates them
understands the meaning
of the text and its core content
in Saami language and
knows how to combine and
compare its details to his/
her own experiences and
knowledge
acquires and analyses
enriching experiences by
making use of the various
communications tools
makes versatile use of the
key media contents in the
field and interprets them
objectively
understands the meaning
of the text as well as the
meaning of its message,
draws conclusions and
evaluates the content and
the way the text is written
221

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Written communication
Interaction and acting
in working life language
situations
knows the basics of Saami
language spelling
writes in full sentences and
uses information technology
acts correctly in interactive
situations
participates in conversation
making statements
gives a short presentation
uses fluent phrase and sentence
structure and breaks
the text into paragraphs
compiles a text that is valid
in contents and layout and
matches the title and the
meaning of the text
communicates in writing
according to the situation
acts correctly and politely
in interactive situations
participates in the conversation
and directs the it towards
desired end result
creates contact with his/her
listeners when speaking and
knows how to construct
his/her speech in a way that
it is easy to follow
plans his/her writing according
to the objective
and also improves his/her
text according based on his/
her own assessment as well
as that of the others
compiles a text, that is
both diverse in contents
and fluent and coherent in
structure
compiles written documents
for use in the vocational
field as well as the
community
acts flexibly and convincingly
in interactive situations
participates in the conversation
in an active and constructive
way
maintains interaction while
speaking, knows how to
exemplify his/her presentation
and how to construct
its contents logically
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communications
and media skills, 11. Active citizenship and different cultures.
In validation of prior learning general upper secondary school courses Language,
texts and interaction (ÄIS1), Structures and meanings of texts (ÄIS2) Means of
influence (ÄIS4) and one of the following Literary texts (ÄIS3), Text, style and context
(ÄIS5), Language, literature and identity (ÄIS6) or Oral communication (ÄIS7) compensate
for Mother tongue, Saami studies in core subjects.
222

5.1.1.4 Mother tongue, sign language
Objectives
Student
• knows how to practise skills in the social and health care sector
• appreciates the sign language skills as a part of his/her identity
• acts in sign language in interactive situations that require both spoken and
written language
• knows how to communicate and interact in sign language in working life, as
an active citizen and a further education student
• knows how to communicate in a way that makes social interaction, learning
and working life success possible.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Knowledge of language
and culture
Knowledge of sign
language linguistics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
understands the stature of compares the communication
knows the background of
sign language community
used by signed and the sign language com-
in multilingual Finnish spoken language cultures munity and knows how
society
to represent the minority
culture in the prevailing
multilingual culture
recognizes the core characteristics
of signed and
spoken language
knows the core structure of
the sign language
uses sign language dictionaries
under instruction
makes use of the characteristics
of signed and spoken
languages
strengthens and develops
his/her own lingual identity
and the vocational field
signs
lists basic features in his/her masters the basic structure
mother tongue and analyses of sign language
his/her own language use in
relation to others
uses sign language dictionaries
independently
searches for diverse information
in sign language
dictionaries and textbooks
223

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Interaction and acting
in working life language
situations
Use of learning skills
and means of help
recognizes the different
forms of sign language
(general and spoken language
situations)
uses vocation related signs
under instruction
acts correctly in interactive
situations
ponders the objective contents
of sign language texts
knows general set of signs
and vocation related sign
set
participates in the conversation
and directs the it towards
desired end result
reads signed (videoed) texts explains professional things
in sign language in presentations
and in instructions
prepared for others
produces and understands
sign language
gives a short presentation in
sign language
knows how to use a sign
language interpreter in oneon-one
conversations
uses the professional literature
and work manuals
with the help of sign language
under instruction
uses memory techniques
in work assignments under
instruction
masters the basics of communication
technology and
information search skills
produces short presentations
in sign language and
uses sign language in conversations
acts in different environments
with people, who
use sign language and with
those who can hear
knows how and when to
use an interpreter
uses information search
fluently and searches information
independently from
different sources
uses different learning
strategies in sign language
studies
produces simple presentations
with communication
tools
knows the linguistic characteristics
of sign language
knows vocation related sign
set well and the linguistic
features related to professional
identity
uses sign language that is
structurally fluent and rich
in expression
reads texts written in sign
language objectively and
utilises the newly acquired
information
maintains interaction while
speaking and produces
presentations in sign language,
in which he/she
makes use of the ways of
expression and presentation
ways used in the sign language
culture
knows how to use a sign
language interpreter fluently
in various situations
interprets the information
gathered from different
points of view and forwards
it using sign language
utilises different learning
strategies in his/her sign
language studies
uses communication tools
variedly when producing
presentations in sign language
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communication and media skills.
In validation of prior learning general upper secondary school courses Language,
texts and interaction (ÄIV1), Structures and meanings of texts (ÄIV2). Texts and
influence (ÄIV4), and one of the following Devices and influence of literature (ÄIV3),
Text, style and context (ÄIV5), Language, literature and identity (ÄIV6) or Advanced
Oral communication (ÄIV7) compensate for Mother tongue, Sign language studies in
core subjects.
224

5.1.1.5 Mother tongue, one’s own mother tongue for foreign language users
Objectives
Student
• reads, writes and expresses himself/herself in his/her mother tongue
• understands the lingual roots and the development of his/her own identity
• uses his/her own mother tongue and Finnish or Swedish in different connections
• acquires information in various ways from different sources and also forwards
it orally and in writing
• knows how to communicate and to interact so that he/she can participate in
working life, be an active citizen and pursue further studies
• knows how to act in a multi-cultural society and in professional situations appreciating
his/her own language and Finnish identity at the same.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Knowledge of language
and culture
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
perceives the writing methods
of his/her own language
knows how to tell about
main characteristics of his/
her language environment
and culture
can name the cultural roots
of his/her language
reads and writes short texts
in his/her own language
pursues practical studies
into the literature his/her
own language and cultural
circle
knows the cultural roots of
his/her own language and
its family of languages
knows the ways of use of
his/her mother tongue
and its varieties in his/her
region
reads variable texts in his/
her own language and
writes text for different
purposes
knows the structure and
grammar of his/her own
mother tongue
achieves strong cultural
identity and preserves cultural
bindings in the environment
he/she has grown
up in
is interested in his/her
mother tongue and language
background and is
motivated to develop his/
her mother tongue skills
225

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Acquiring information
and media skills
Interaction and acting
in working life language
situations
knows the most important
communication channels of
his/her own language
knows how to give a short
presentation in his/her
mother tongue
knows the forms of oral
expressions in his/her own
and in Finnish culture
expresses himself/herself
orally in the most common
language situations in his/
her cultural circle
acquires information in his/
her own mother tongue
utilising different communication
tools (for example
dictionaries, data networks)
knows how to communicate
coherently in his/
her own mother tongue in
professional matters
compares the use of his/her
own language and Finnish
uses the key terms of his/
her own vocational field
and participates in conversations
in his/her own
language region
understands the meaning
of bilingualism to his/her
own work
acquires information in his/
her own mother tongue
utilising different communication
tools and
compares different sources
objectively
compiles different texts
observing the communication
traditions of his/her
own culture and uses oral
skills actively
compares the communication
of people who speak
the same language and
Finnish speaking people
knows how to act in an
similar profession in his/her
own culture
expands his/her vocational
vocabulary and develops
his/her vocational skills in
his/her own language if
needed
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communication
and media skills, 10. Technology and information technology, 11. Active citizenship
and different cultures
In validation of prior learning general upper secondary school courses One’s
own mother tongue and its use Language, texts and interaction (ÄIM1) and Culture
in the language area (ÄIM3), Communication and society (ÄIM4), World of information
(ÄIM6) compensate for Mother tongue, one’s own mother tongue for foreign language
students studies in core subjects.
226

5.1.1.6 Mother tongue, Finnish as a second language
Objectives
Student
• possesses such communication and interactive skills that he/she has adequate
recourses for working life, active citizenship and further studies
• understands the key contents of Finnish language spoken communication, follows
without difficulty the subject matter dealt with in studies and is able to
contribute to the work
• understands the key contents of written study material in the social and health
care sector and is able to use it to make progress his/her studies
• acquires inspirations and experiences when studying literature and different
text types in Finnish in the social and health care sector and in his/her mother
tongue when possible
• writes documents and other texts necessary in the social and health care sector
• masters the key structures of Finnish language as well as professional glossary
and sayings in the field
• knows how to act in his/her profession observing the main procedures of Finnish
working life and society
• searches information from journals, books and information networks in the
social and health care sector, uses dictionaries and makes notes independently
and also uses material from literal and network sources to develop his/her language
skills and further his/her studies.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
acquires information essential
to his/her vocational
field from clear texts under
instruction
acquires information related
to his/her vocational
field from different sources
and uses reliable texts
acquires information from
different sources, even difficult
texts, and assesses their
reliability
227

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Comprehension of
texts
Written communication
Interaction and acting
in working life language
situations
Knowledge of language
and culture
understands short practical
texts, key words and important
details and also texts,
whose contents are professionally
relevant
writes short structured text
on familiar topics in most
common written communication
contexts and also
possesses the vocabulary
and structures needed to
create general and professional
texts
understands a speech on
studying or his/her vocational
field and a conversation
containing general
vocabulary
speaks about familiar things
and manages unofficial
conversations and also
communicates in different
vocational situations
knows about Finnish society
and culture and understands
the importance of
cross-cultural communication
understands professional
texts on his/her own field
or on general topics and
also texts that need little
more inference, knows
how to search and combine
information from several
different texts a few pages
long
writes texts on familiar abstract
as well as vocational
field related topics, uses
vocabulary and sentence
structures that are needed
for variable writing and also
writes understandable and
practically flawless language
understands conversations
that cover general topics
and factual matters or are
related to his/her vocational
field and masters the vocabulary
speaks about ordinary concrete
topics and explains
matters related to his/her
work and also communicates
using an vast vocabulary
, variable structures
and complicated sentences
understands the norms of
Finnish society and the
procedures of working life
and also takes into account
the cross-cultural communication
in his/her interaction
also understands texts independently
on abstract
topics that can be related to
his/her own field of work
and occupational safety,
quickly perceives the contents
and importance of the
text and applies it to different
assignments
writes fluent and detailed
texts also on abstract topics
and work assignments,
combines or summarises
information from different
sources to his/her
text, commands a vast
vocabulary and demanding
sentence structures and has
the language skills to write
fluent structured text
understands concrete and
abstract spoken language
also when it is related to
his/her vocational field,
recognises different styles
of speech and knows how
to summarize key elements
and important details from
what he/she has heard
communicates clearly in
situations related to his/her
experience and vocational
field as well as in most
practical and social situations
and formal conversations,
uses language structures
and a fairly extensive
vocabulary
applies the information on
Finnish social norms and
working life procedures and
also applies cross-cultural
communication and his/her
own cultural skills
228

Language studies
knows different ways of
studying languages and the
principles of using dictionaries
and other information
sources
applies different ways of
studying languages and uses
dictionaries and other information
sources to facilitate
understanding
applies different language
studying strategies in his/
her studies and also uses
dictionaries and other information
sources to complete
assignments
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communications and media skills, 11. Active citizenship and different
cultures.
When defining the objectives of Finnish studies, the description scale of the
common European framework of reference for languages: learning, teaching and assessment
is applied, level B2.1 of which (basic level of independent language skills)
describes in the main a student’s excellent skills at the end of the studies. (Common
European Framework of Reference for Languages: Learning, Teaching, Assessment.
Published by arrangement with the Council of Europe 2001. European
framework. Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Translated info Finnish by Irma Huttunen and Hanna Jaakkola
2003.)
In validation of prior learning general upper secondary school courses Mastering
the basics (S21), Putting language into action (S22), Advanced textual skills (S24)
and Getting to know Finnish culture (S25) compensate for Mother tongue, Finnish as
a second language in core subjects.
5.1.1.7 Mother tongue, Swedish as a second language
In education and training provided in Swedish the objectives and assessment criteria
for Mother tongue, Swedish as a second language are the same as when the studies are
in Finnish for Mother tongue, Finnish as a second language.
229

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
5.1.1.8 Mother tongue, Finnish or Swedish for sign language users
Objectives
Student
• acquires and passes on information according to his/her individual starting
points and communicates in Finnish or Swedish in different situations
• is able to consider the connection with working life requirements and the
culture and history of the deaf in the texts used
• produces texts needed in the vocational field
• uses professional Finnish or Swedish and his/her other language skills when
interacting with those who can hear
• compares the forms of expression and grammar between sign language and
spoken or written language
• knows how to work actively in communities and vocational situations where
Finnish or Swedish is used as well as in tasks in the social and health care sector
where sign language is used.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Comprehension of
text
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
acquires information in
Finnish or Swedish under
guidance
understands the key contents
of a general or professional
text
uses Finnish or Swedish in
information gathering in
his/her professional field
understands the contents
and style of a general text
and compares literary, general
and colloquial texts
acquires information independently
form written and
digital sources and assesses
them objectively
understands without difficulty
both general and
professionally oriented
written texts
230

Written communication
Interaction and acting
in working life language
situations
Media skills
Knowing the grammar
features of sign
language and spoken
language
writes about general topics
and uses understandable
language
draws up appropriate job
applications under instruction
and following an
example
writes general language so
he/she copes with familiar
communication situations
reads professional, cultural
and private life text examples
acts cooperatively at work
using helpful tools if
needed
recognizes and observes the
changing media environment
knows the key differences
of sign language and written
language.
compiles short written abstract
from a general text
draws up appropriate job
applications
makes an understandable
input in written communication
reacts appropriately to different
messages and asks
for more information when
needed
works cooperatively as a
member of a team and
knows how to conveys
messages
observes and assesses objectively
the contents and
ways of expression used in
the media
compares the typical spoken
language structures to
those in sign language.
writes fluently understandable,
articulate and precise
general language and also
masters spelling and punctuation
rules
draws up appropriate job
applications identifying the
applicant’s skills
conveys and explains written
texts in sign language
comments on texts and
information sources objectively
conveys orders and messages
and is able to complete
assignments in Finnish or
Swedish
works in a team and communicates
professionally
and responsibly with people
who can hear as well as the
deaf
uses glossaries and electronic
databases flexibly to
understand text
knows the principles and
form of spoken Finnish
or Swedish and compares
them to the ones in sign
language.
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communication and media skills.
In validation of prior learning general upper secondary school courses Language,
texts and interaction (V21), Text structures and meanings (V22), Texts and making
an impact (V24) and one of the following: Means and interpretation of literature
(V23), Text, style and context (V25), Language, literature and identity (V26) or Indepth
course in oral communication compensate for Mother tongue, Finnish for sign
language users studies in core subjects.
231

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
5.1.1.9 Mother tongue, Romany
Objectives
Student
• uses Romany language and cultural heritage as a tool for interaction and thinking
in Romany community and in professional connections in the social and
health care sector
• acquires information from different Romany language sources
• masters such communication and interaction skills that he/she can participate
in working life, act as an active citizen and apply for further studies
• acts in different interactive situations in the social and health care sector in
Romany
• masters the spoken communication situations in the social and health care
sector
• masters the key structures of Romany as well as the professional vocabulary
and sayings in the social and health care sector.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Knowledge of language
and culture
Acquiring information
Comprehension of
texts
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the key features of
Romany culture and analyses
his/her own language
use compared to others
searches for information
from clear Romany texts
under guidance
understands the essence of
a Romany text and knows
how to combine its information
with his/her own
experiences and knowledge
knows the background
and culture of the national
Romany language and also
strengthens and develops
his/her own lingual identity
searches for many kinds
of information from clear
Romany texts
understands the main idea
of a Romany factual text
and writes different kinds
of texts in Romany
understands for his/her
own part the meaning of
lingual identity and acts
according to the Romany
culture
masters the sources and
materials that exist in Romany
language and uses them
in his/her writing
understands both the
meaning and message of
the text, draws conclusions
and assesses the content
and the way of expression
232

Interaction and acting
in working life language
situations
Knowledge of Romany
linguistics
participates understandably
in written and oral communication
at work
has a sufficient vocabulary
on familiar things in
Romany.
communicates in Romany
orally and literally according
to the situation
reacts appropriately to different
messages and asks
for more information when
needed
is quite confident in his/her
use of language forms in
both oral and written communication.
communicates in Romany
in speech and in writing according
to the situation and
develops his/her skills based
on feedback
manages him-/herself naturally
in different situations
in Romany
uses fluent Romany clause
and sentence structure.
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 11. Active citizenship and different cultures.
In validation of prior learning general upper secondary school courses Strengthening
the linguistic foundation (ÄIR1) and Expanding language skills beyond family
and friends (ÄIR2), The Romany language and culture in modern society (ÄIR6) and
one of the following: Oral and written Romany traditions (ÄIR3), History and distribution
of the Romany language and culture (ÄIR4), Romany literature and other arts
(ÄIR5) or Romany discourse skills and culture compensate for Mother tongue, Romany
studies in core subjects.
5.1.2 Second national language
5.1.2.1 Second national language, Swedish, 1 credit
Objectives
Student
manages routine work assignments in the social and health care sector and
•
everyday situations in the second national language
understands the significance of the both national languages and cultures in a
•
multi-cultural Finland.
233

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Comprehension of
text and written
communication
Interaction and acting
in working life language
situations
Significance of language
and culture
Language studies
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the basic principles
of using dictionaries and
other information sources
understands the contents
of short and simple written
messages related to his/her
own work and work safety,
using helpful tools
tells about himself/herself
in few words or about
familiar things in his/her
work
is aware of the significance
of Swedish language and
culture
recognizes his/her own
learning strategies.
uses dictionaries and also
other, for example electronic
information sources
writes such short work
related texts as work and
safety instructions following
an example
manages routine day-to-day
conversation situations, if
the other person talks slowly
and uses simple, basic
vocabulary
understands the meaning of
Swedish language and culture
when meeting people
from the Nordic countries
recognizes the strengths
and weaknesses of his/her
own learning strategies.
uses dictionaries, electronic
and other sources to acquire
further information
from simple foreign language
instructions in his/
her own vocational field
writes short work related
notes, instructions or order
forms
acts in common communication
situations both faceto-face
and on the phone
and asks for elaboration or
clarification if needed
understands the position
of Swedish language and
culture in multi-cultural
Finland
tries new strategies and
ways of learning.
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communications and media skills, 11. Active citizenship and different
cultures.
Grade Good 2 equals listening and text comprehension language skill level
A1.3–A2.1 and speaking and writing skill level A1.3–A2.1on the description scale
of the common European framework of reference for languages: learning, teaching
and assessment (Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Published by arrangement with the Council of Europe
2001. European framework. Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Translated info Finnish by Irma Huttunen
and Hanna Jaakkola 2003.)
234

In validation of prior learning general upper secondary school courses Everyday
living in the Nordic countries (RUA1) or School and leisure (RUB1) compensate for
Second national language, Swedish studies in core subjects.
5.1.2.2 Second national language, Finnish, 2 credits
Objectives
The student possesses such communication and interaction skills that he/she can
manage work assignments in the metalwork and machinery field in Finnish and
understands the significance of Finnish in his/her work and private life.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Comprehension of
text and written
communication
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the basic principles
of using dictionaries and
other information sources
understands the contents
of simple work or everyday
life related instructions or
notices in Finnish
writes short notices, fills
in forms and writes short
reviews in Finnish using
tools
uses professional dictionaries
and Finnish language
databases
understands the contents of
work or everyday life related
instructions or notices
in Finnish
writes notices, letters and
even longer reviews or minutes
in Finnish, using tools
if needed
uses dictionaries, manuals,
reference books and
Finnish websites to gather
information
reads easily and understands
various professional
texts and manuals in Finnish
and follows professionally
relevant events from
Finnish professional publications
and social events in
Finnish media
fills in forms, writes orders,
letters and reports and also
answers to inquiries in writing
in Finnish
235

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Interaction and acting
in working life language
situations
Significance of language
and culture
Language studies
understands simple, work
or everyday life related
instructions and orders and
is able to acceptably address
a customer or co-worker
in Finnish and understand
questions made to him/her
attends to Finnish speaking
customers satisfactorily,
copes with everyday situations
and handles the most
important work assignments
in Finnish
understands the significance
of mastering Finnish
in everyday interaction as
well as in the Finnish work
community
recognizes his/her own
learning strategy.
understands clear instructions
and spoken language
in normal tempo at work or
on the phone, knows how
to interact and understand
a customer or a co-worker
and also follows professional
and social events in
the media
attends to Finnish speaking
customers well, answers
questions and handles work
assignments on the phone
and also participates in
routine Finnish language
conversations at work
works well in a Finnish
work community and
strives to improve his/her
professional language skills
recognizes the strengths
and weaknesses of his/her
own learning strategy.
understands various instructions
and professionally
related conversation
even when spoken in fast
tempo, interacts with Finnish
speaking customers
naturally and understands
their ways and wishes
discusses his/her work assignments
in Finnish without
difficulty, knows how
to describe processes and
details and starts and carries
on conversations in Finnish
using variable speaking
tempo
plays an active role in the
Finnish work community
and shows interest in the
Finnish culture
tries new strategies and
ways of learning.
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communications and media skills, 11. Active citizenship and different
cultures.
Grade Good 2 equals listening and text comprehension language skill level
B1.2 and speaking and writing skill level B1.1 on the description scale of the common
European framework of reference for languages: learning, teaching and assessment
(Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Published by arrangement with the Council of Europe 2001.
European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola
2003.)
In validation of prior learning general upper secondary school courses Everyday
life and leisure (FINA1) and one of the following: Nature and the environment
(FINA2) Commerce, technology and communications (FINA3), Society and the media
(FINA4), Education, occupational and economic life (FINA5) or Finnish culture and
literature (FINA6) compensate for Second national language, Finnish studies in core
subjects.
236

5.1.3 Foreign language
5.1.3.1 Foreign language, A language, 2 credits
Objectives
Student
• communicates and acts in interactive situations in a way that he/she can work
in his/her profession, contribute to working life, be an active citizen and pursue
further studies
• possesses the language skills required in the social and health care sector
• knows how to act in a multicultural and multilingual environment.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Acquiring information
Comprehension of
text and written
communication
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
searches for information in
work related materials and
instructions under instruction
and using dictionaries
understands short and simple
written messages that
are related to his/her vocational
field
writes simple and short
work related texts under
instruction
searches for professionally
relevant information using
dictionaries and also other,
for example electronic information
sources
searches for professionally
relevant information in
various ways, applies his/
her knowledge and skills
and justifies his/her decisions
understands written instructions
that are related structions that are related
understands written in-
to his/her work, products to his/her work, products
and processes using tools, and processes and the feedback
given
asks detailed questions and
knows how to act according
to the answers given
writes simple and short
work related texts following
an example
writes usual personal messages
and short texts and
fills in simple work related
documents
237

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Interaction and acting
in working life language
situations
Knowledge of language
and culture
Language studies
understands short and simple
oral messages related to
his/her vocational field and
knows how to act according
to them
tells briefly about himself/
herself and about tasks in
his/her vocational field by
answering the questions
asked in foreseeable and
familiar work situations
is aware of the significance
of the language studied as
well as the culture it represents
recognizes his/her own
learning strategies
understands the most
common oral instructions
related to his/her work,
products and processes and
knows how to act according
to them
tells about himself/herself
and his/her duties in a way
that he/she is understood
and participates in the
conversation if the partner
talks slowly and uses simple
structures
understands the significance
of the language studied
as well as the culture it
represents
assesses the strengths and
weaknesses of his/her own
learning strategies
understands the main idea
of ordinary speech in normal
tempo and acts accordingly
tells in familiar situations
about his/her workplace
and duties and about related
norms and customs,
finds out about the similar
things in other countries
and acquires further instructions
on the duties if
needed
applies his/her knowledge
and skills of the foreign
language and culture
strengthens his/her learning
by trying new strategies and
ways of learning
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communications and media skills, 11. Active citizenship and different
cultures.
Grade Good 2 equals listening and text comprehension language skill level
A2.2 and speaking and writing skill level A2.1 on the description scale of the common
European framework of reference for languages: learning, teaching and assessment
(Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Published by arrangement with the Council of Europe 2001.
European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola
2003.)
In validation of prior learning general upper secondary school A Language
courses Young people and their world and Study and work compensate for Foreign
language, A language studies in core subjects.
238

5.1.3.2 Foreign language, B language, 2 credits
Objectives
Student
• copes with everyday situations
• knows how to act in foreseeable and recurring communication situations in
the social and health care sector using foreign language.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the qualification
module.
Targets of
assessment
Acquiring information
Understanding texts
and written communication
Interaction and
functioning in language
situations in
working life
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the principles of
using dictionaries and other
information sources
writes under guidance and
using helpful tools simple
texts, e. g. instructions,
adverts or lists from familiar
topics
can tell about himself/
herself and his/her work in
few words, e. g. recognizes
tools, titles and assignments
uses dictionaries and other
information sources, also
electronic, to help him/her
to understand
writes texts that consist of
short and, using helpful
tools, simple sayings and
sentences, such as instructions,
adverts or lists that
are related to well known
topics
asks simple questions and
answers accordingly when
the discussion is about immediate,
concrete environment
and himself/herself,
when the conversation
partner talks slowly and
clearly
uses dictionaries and other
information sources, also
electronic, to help him/her
produce texts
writes, among other things,
texts that consist of short
and, using helpful tools,
simple sayings and sentences,
such as instructions,
adverts or lists that are
related to familiar topics in
both private- and in working
life
asks simple questions and
answers them when the discussion
is about immediate,
concrete environment and
himself/herself, when the
conversation partner talks
clearly and also asks for
clarification – if needed
communicates orally e. g.
when introducing himself/
herself in everyday or working
life familiar situations
239

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Knowledge of language
and culture
Language studies
recognizes and differs new
sounds and signs
recognizes his/her own
study strategies
writes new signs and produces
new sounds
evaluates the strengths and
weaknesses of his/her own
study strategies
advances the learning of the
new language by comparing
it to other languages
he/she already masters
strengthens his/her learning
by trying out new strategies
and ways of learning
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation.
Grade Good 2 equals listening and text comprehension language skill level
A1.1 and speaking and writing skill level A1.1 on the description scale of the common
European framework of reference for languages: learning, teaching and assessment
(Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. Published by arrangement with the Council of Europe 2001.
European framework. Translated info Finnish by Irma Huttunen and Hanna Jaakkola
2003.)
In validation of prior learning general upper secondary school B1 courses
Young people and their world and Study, work and society compensate for Foreign
language, B language studies in core subjects.
5.1.4 Mathematics, 3 credits
Objectives
240
Student
masters basic mathematics, percentage calculations and unit variations and
•
uses them in work in the social and health care sector
counts areas and volumes and also applies geometry to the extent needed in the
•
social and health care sector
uses appropriate mathematical solutions to solve problems in tasks in the social
•
and health care sector
expresses dependencies of variables with mathematical expressions
•
forms and draws up equations, functions, tables and charts needed for tasks
•
in the social and health care sector as well as solves mathematical problems
occurring at work using functions, descriptors and assesses the correctness of
the results
uses a calculator, computer and other mathematical tools to help solve prob-
•
lems when needed.

Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Basic mathematical
calculations, percentage
calculations and
unit variations as well
as mathematical key
concepts and ways of
expression
Mathematical
procedures, problem
solving and result
assessment
Using a calculator
and computer
Processing, analyzing
and producing numeric
data
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
completes routine workrelated
calculations and
knows mathematical key
concepts and ways of expression
solves basic, work-related
mathematical problems, either
by deduction, graphic
expression or calculating
and also knows how to assess
the scale of the results
uses a calculator and computer
to help solve workrelated
mathematical basic
assignments
uses statistics, charts and
graphical presentations as
information sources
calculates under instruction
mathematical averages of
material presented
completes profession related
calculations proficiently
and uses, to some extent,
mathematical concepts and
ways of expression in his/
her presentation
solves profession related
problems using mathematical
procedures and assesses
the correctness of the results
uses a calculator and computer
efficiently to help
solve work-related mathematical
problems
uses statistics, charts and
graphical presentations to
solve profession related
problems
calculates essential statistical
key figures
applies calculations that
are needed in his/her profession
and assesses the
accuracy of the results and
masters the mathematical
concepts and ways of presentation
that are needed in
hid/her profession
applies mathematical
procedures in solving and
forming profession related
problems and assesses the
reliability and precision of
the methods
uses a calculator and computer
innovatively to help
solve profession related
mathematical problems
applies statistics, charts
and graphical presentations
to solve profession related
problems and also presents
the mathematical results as
statistics, charts and graphic
presentations
calculates or defines statistical
key figures on the material
given
Key competences for lifelong learning: 1. Learning and problem solving, 9. Mathematics
and natural sciences.
In validation of prior learning general upper secondary school courses Expressions
and equations (MAB1) and Geometry (MAB2) or Functions and equations
(MAA1) compensate for Mathematics studies in core subjects.
241

5
THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
5.1.5 Physics and chemistry, 2 credits
Objectives
Student
• applies the most common physical and chemical phenomena, concepts and
laws relevant to work-related assignments
• knows how to take into account the laws of nature in his/her work and other
activities and act observing them to save the environment and energy
• addresses basic environmental problems from a scientific point of view
• applies the basic laws and concepts of physics for the vocational field
• knows the key concepts and phenomena in mechanics, thermal physics and
humidity so that they can use the devices and systems needed in his/her work
safely and economically as well as ergonomically
• considers environmentally and professionally relevant central chemical phenomena,
which requires him/her to know the chemical properties of the most
common elements and inorganic and organic compounds
• stores, uses correctly and disposes appropriately of the substances needed in
the field as well as calculates contents and concentrations
• is able to interpret factors affecting health and safety from product markings as
well as to consider the special properties of substances in a way that does not
endanger his/her own safety or that of the environment
• observes and measures professionally relevant physical and chemical phenomena
• gathers, processes and analyses the observations and measurements made.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
242

Targets of
assessment
Knowing the laws
of thermal physics,
mechanics and
electricity and taking
them into consideration
at work
Knowing chemical
substances and
compounds as well
as their properties
and taking them into
consideration at work
Observation and
measurement
Working safely and
ergonomically
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the laws of physics
well enough to take into
account the relevant related
phenomena but needs
guidance at times
handles, stores and disposes
correctly of the chemicals
he/she uses at work and
takes into account the
properties and environmental
risks of different substances
but needs guidance
at times
interprets the most common
product markings but
needs guidance at times
calculates concentrations
and substance quantities
under guidance as well as
searches for information in
chemical safety data sheets
under instruction
carries out measurements
using the most common
methods and equipment in
a guided work situation
documents the measurements
and observations
made according to instructions
and presents them
as tables and graphs and
calculates results if needed
but needs guidance in certain
areas
works according to safety
instructions but needs
guidance for ergonomic
working
takes into account the laws
of physic in his/her work
assignments
handles, stores and disposes
correctly of the chemicals
he/she uses at work and
takes into account the
properties and environmental
risks of different
substances in familiar work
situations
interprets the most common
product markings
calculates concentrations
and substance quantities as
well as searches for information
in material safety
data sheets
carries out measurements
using the most common
methods and equipment
independently and knows
how to assess the reliability
of the results
knows how to analyze the
measurements and observations
as well as to draw
conclusions on the results
works ergonomically and
observing safety instructions
knows how to apply the
laws of physics in his/her
work independently
handles, stores and disposes
correctly of the chemicals
he/she uses at work and
takes into account the
properties and environmental
risks of different substances
in changing work
situations
interprets independently
different product markings
in the field
calculates concentrations
and substance quantities
flexibly in different work
situations using the information
he/she has obtained
from different sources
uses the most suitable
measurement methods and
equipment professionally,
takes measurements in an
organized and cautious way
and knows how to assess
the precision and reliability
of the observations and
measurements
knows how to report and
present results as well as
how to assess the precision
and reliability of the results
and conclusions
works ergonomically and
observing safety instructions
and takes into account
the risk factors in
the working environment
independently
243

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Key competences for lifelong learning: 1. Learning and problem solving, 4. Health, safety
and ability to function, 6. Sustainable development 9. Mathematics and natural sciences,
10. Technology and information technology.
In validation of prior learning general upper secondary school courses Physics
as a natural science (FY1) and The chemistry of man and of the living environment
(KE1) compensate for Physics and chemistry studies in core subjects.
5.1.6 Social, business and labour-market subjects, 1 credit
Objectives
Student
• contributes to the management of common affairs at school and in the on-thejob
training place
• assesses his/her abilities to be an active citizen and consumer
• knows how to the use the services society offers
• draws up a plan on how to take care of his/her own finances
• assesses the significance of entrepreneurship to Finnish national economy
• searches for information on workplaces in the social and health care sector as
well as information on the European Union and its citizens.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
244

Targets of
assessment
Participation at school
and in the on-the-job
training organization
Assessing the opportunities
to act
Using the services of
society
Taking care of one’s
own finances
Assessing the key
factors affecting
national economy
Searching for information
vacancies in
the vocational field
and the European
Union
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
participates in the management
of common affairs
under guidance
assesses his/her abilities to
act as a citizen and consumer
under guidance
knows the rights, obligations
and ways to influence
as a student
searches for information on
the basic rights and responsibilities
of a consumer
uses the services a student
needs and understands the
citizens’ role in financing
them
draws up a plan for his/her
expenditure and finances
under guidance
searches for information on
financing options and their
costs under guidance
assesses the key impact of
entrepreneurship on employment
searches for information on
vacancies in the vocational
field locally
searches for information on
EU citizens under guidance
participates in the management
of common affairs as
agreed and knows the social
decision making process
assesses his/her opportunities
to function as a citizen
and consumer
knows the rights, privileges,
obligations and key ways to
influence as a student and
citizen
knows the basic rights and
responsibilities of a consumer
uses the services society
offers and understands the
citizens’ role in financing
them
draws up a plan for his/her
expenditure and finances
searches for information on
financing options and their
costs
assesses the impact of entrepreneurship
and business
operations on employment
searches for information on
vacancies in the vocational
field regionally and nationally
searches for information on
the EU and its citizens
participates in the management
of common affairs
independently and knows
the social decision making
process
assesses his/her opportunities
to function as an active
citizen and as a consumer
knows the rights, privileges
, obligations and key democratic
ways to influence as a
student and citizen
knows the basic rights and
responsibilities of a consumer
uses the services society
offers independently and
understands the citizens’
role in financing them
draws up a plan for his/her
expenditure and finances
searches for information
about financing sources and
compares their costs
assesses the impact of entrepreneurship
and business
operations on employment
independently
searches for information on
vacancies in the vocational
field regionally, nationally
and in other EU countries
searches for comparative
information on the EU and
its citizens
Key competences for lifelong learning: 2. Interaction and cooperation, 5. Initiative and
entrepreneurship, 11. Active citizenship and different cultures.
In validation of prior learning general upper secondary school courses Politics
and society (YH1) and Economics (YH2) compensate for Social, business and labourmarket
studies in core subjects.
245

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
5.1.7 Physical education, 1 credit
Objectives
Student
• promotes a healthy and active lifestyle through physical education while understanding
the benefits of physical education to one’s ability to function and
work
• gets familiar with physical exercise that benefits health, mental vitality and
endurance variedly
• keeps up his/her ability to function through exercise
• exercises and acts responsibly both alone and in group
• promotes the functioning and safety of the group with his/her actions.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Supporting and strengthening
physical
ability to function
Keeping up and
promoting physical,
psychological and
social wellbeing with
the help of physical
exercise
Interaction and
cooperation
Considering health,
safety and ability to
function
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
uses the basic skills needed
for physical exercise
keeps up his/her physical
ability to function under
guidance
understands the meaning of
exercise to physical, psychological
and social wellbeing
under guidance
takes part in physical exercise
following the instructions
given and observes
the principles of fair play
usually observes safety in
sports
uses the basic skills needed
for physical exercise variedly
keeps up his/her physical
ability to function
understands the meaning of
exercise to his/her physical,
psychological and social
wellbeing
takes an active part in physical
exercise observing the
principles of fair play
acts safely when taking
physical exercise both independently
and in a group
uses the basic skills needed
for physical exercise and
sport specific skills variedly
monitors, assesses and
keeps up his/her physical
ability to function
understands the meaning of
exercise to physical, psychological
and social wellbeing
takes an active part in physical
exercise promoting the
principles of fair play
promotes group safety with
his/her actions
246

Key competences for lifelong learning: 2. Interaction and cooperation, 4. Health, safety and
ability to function.
In validation of prior learning general upper secondary school courses Skill
and condition (LI1) or Individual and group training (LI2) compensate for Physical
education studies in core subjects.
5.1.8 Health education, 1 credit
Objectives
Student
displays the aspiration and ability to maintain and promote health with his/
•
displays the aspiration and ability to maintain and promote health with his/
her actions and knowledge
understands in his/her own lifestyle and environment the factors that impact
•
physical, mental and social ability to function
knows the meaning of mental health, sexual health and human relations to
•
one’s wellbeing
knows the harms of smoking and intoxicants and knows how to prevent health
•
damaging factors
knows about lifestyles and habits that benefit health
•
understands the links between exercise, nutrition, rest, sleep, recreation, hu-
•
man relations and health and takes them into account in his/her actions
recognizes the basic factors that burden health and ability to work in the voca-
•
tional field and knows how to develop his/her working methods, the safety and
healthiness of his/her working environment in cooperation with others
knows how to prevent injuries typical of the vocational field when working,
•
copes with the most common first aid situations and how to get help as well as
how to act ergonomically
knows about the health differences of the population and the risk factors of the
•
most common national diseases and how to prevent them
recognizes the factors that influence his/her endurance and knows how to work
•
to promote it
knows how to use student and other healthcare services, engage in health en-
•
hancing physical activity and understands their significance to maintaining
his/her ability to function.
247

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Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Maintaining and
promoting physical,
psychological and
social health and
wellbeing
Following the method
of operation that
promote physical,
psychological and
social health and
safety of the operating
environment
Making use of health
enhancing physical
activity and health
care services
Prevention of injuries,
first aid and ergonomic
activity
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
takes into account, under
instruction, the most common
lifestyles and habits
that benefit health (such as
physical exercise, nutrition,
rest, sleep, recreation, mental
health, human relations,
sexual health) and is willing
to promote his/her own
health and endurance
follows the methods of operation
of the organization
that promote health and
security but needs guidance
in new situations
plans and engages in health
promoting exercise under
guidance and knows how
to search for help from
healthcare services when
necessary
recognizes possible injury
risks, knows how to get and
give first aid in most common
situations requiring
first aid and also follows
ergonomic procedures in
familiar situations
takes into account the most
common lifestyles and
habits that benefit health,
participates in activities
that promote them and his/
her own endurance
takes into account the factors
that burden health and
his/her ability to function
and wants to promote
healthiness and safety in
his/her actions and the
operating environment
engages in health promoting
exercise following a
programme made and uses
healthcare services when
necessary
prevents injuries with his/
her actions, knows how to
get and give first aid and
also follows ergonomic
procedures
acts in a way that promotes
his/her health, wellbeing
and endurance, prevents
factors that are harmful to
health and justifies his/her
actions with research data
and experience that link
together lifestyle and health
considers factors that impact
health and safety from
different points of view and
promotes the wellbeing of
the community with his/
her own actions
makes use of the possibilities
of health enhancing
physical activity independently
to help keep up his/
her ability to function
and knows how to use the
health care services accordingly
acts carefully and prevents
injuries, knows how to get
and give first aid and also
follows ergonomic procedures
and saving him-/
herself
248

Possessing the
knowledge base of
factors promoting
physical, psychological
and social
health and ability to
function and factors
preventing national
diseases and harming
health as well as the
adverse effects of the
profession
knows about the most common
health hazards (such
as smoking and substance
abuse) and also about the
most common factors that
burden health and condition
and about national
diseases but needs guidance
to search for information
on health promotion
makes use of knowledge
base that promotes health
and ability to function in
his/her activities, knows
the factors harmful to one’s
health as well as health
hazards due to unhealthy
lifestyle and is aware of possible
occupational health
issues
utilises information that
promotes health and ability
to function in his/her activities
variedly and searches
for information on possible
occupational health issues
independently
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 3. Vocational ethics, 4. Health, safety and ability to function, 6. Sustainable
development, 8. Communications and media skills, 10. Technology and
information technology
In validation of prior learning general upper secondary school courses Foundations
of health (TE1) compensates for Health education studies in core subjects.
5.1.9 Arts and culture, 1 credit
Objectives
Studen
understands the meaning of arts and culture in his/her own life and uses their
•
various forms in a multi-cultural community
participates in art and culture events, develops culture in the school commu-
•
nity and maintains its aesthetic looks
expresses ideas, experiences and feelings e. g. through music, dance, theatre,
•
literature or visual arts and appreciates the ways of expression and visions of
others
observes the principles of sustainable development in his/her choice of materi-
•
als and in work when planning and implementing tasks within the vocational
field.
249

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Making use of arts
and culture
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
participates in art and culture
events
Creating a production plans and creates a product
that displays his/her
thoughts, experiences and
emotions under guidance,
in the way that best suits
him/her
takes into account, according
to the instructions saving
energy and conserving
nature in use of material
and in his/her work
Appreciation of the
expression and views
of the others
tells about the cultural
characteristics that he/she
has recognized in the expressions
of the others
fosters the culture of the
school community by
maintaining its aesthetic
looks
plans and creates a product
that displays his/her
thoughts, experiences and
emotions in a way that best
suits him/her
acts in a way that conserves
nature and saves energy
when using materials and
working
gives constructive feedback
on the expression and views
of the others
renews the culture of the
school community by developing
its aesthetic looks
plans and creates a product,
production or performance
that portrays and displays
his/her thoughts, experiences
and emotions in a
way that best suits him/her
chooses the materials for
his/her work in a way that
it conserves nature and
saves energy
develops his/her own expression
by appreciating the
views of the others
Key competences for lifelong learning: 2. Interaction and cooperation, 6. Sustainable development,
7. Aesthetics.
In validation of prior learning general upper secondary school courses Me,
visual images and culture (KU1), Environment, place and space (KU2), Music and me
(MU1) or A polyphonic Finland (MU2) compensate for Arts and culture studies in
core subjects.
250

5.2 Optional modules
5.2.1 Optional additional modules to compulsory core subjects
Core subjects listed in Section 5.1 can be chosen as Optional additional modules
to core subjects. The education provider defines their objectives, basic contents and
assessment.
5.2.2 Environmental studies, 4 credits
Objectives
Student
• observes ways of working and acting that comply with the principles of sustainable
development in a way they help him/her achieve and complement
vocational skills in the social and health care sector
• works in an energy saving way
• prevents waste and sorts waste appropriately and also knows the lifespan of
vocationally relevant products e.g. food, plastics, paper and metal
• works in a way that minimizes environmental risks and preserves cultural heritage.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
251

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Targets of
assessment
Knowing the most
important global,
regional and local environmental
problems
and their proposed
solutions as well as
how to act according
to the principles of
sustainable development
and responsible
activity
Knowledge of vocationally
essential
waste management
and prevention of
waste
Preservation of cultural
heritage in a way
that complements
vocational skills
Choosing eco-efficient
working methods
and materials as
well as recognizing
the life span of the
key products from
the point of view of
vocational skills
Observing environmental
legislation
and acting according
to environmental
quality systems
Obtaining and using
information sources
essential from the
point of view of
acquiring vocational
skills
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the basic principles
of sustainable development
in his/her work
knows how to prevent
waste and how to sort waste
under guidance in ordinary
duties
recognizes the basics and
significance of cultural heritage
under instruction
chooses tools and materials
that promote eco-efficiency
under instruction
work under instruction
observing the essential environmental
regulations in
the profession
work under instruction
observing environmental
quality system
searches under instruction
for environmental information
from different sources
and modifies it to suit vocational
needs
knows the challenges of
sustainable development
and how he/she can try to
observe the principles of
sustainable development at
work
knows how to prevent
waste and sorts waste according
to instructions
knows how to preserve
cultural heritage in his/her
profession
chooses tools and methods
that promote eco-efficiency
works according to the
environmental regulations
works according to the environmental
quality systems
in his/her profession
sorts, compares and analyses
gathered environmental
information and modifies it
to suit vocational needs
knows the basics of circulation
of matter and flow of
energy on the earth
knows challenges of sustainable
development and
suggested solutions as well
as how to act according to
the principles of sustainable
development in his/
her work
knows how to prevent
waste when designing and
acquiring products and
packaging and sorts waste
independently
is active in the preservation
of the cultural heritage in
his immediate environment
and promotes it in his/her
profession
chooses tools and methods
that promote eco-efficiency
and also recognizes their
impact on the lifespan
acts according to the environmental
regulations and
foresees future changes
participates actively in the
drawing up and/or development
of the environmental
quality system at the workplace
sorts , compares and analyses
gathered environmental
information, modifies it
independently and applies
it in his/her work
252

Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational ethics,
6. Sustainable development, 8. Communications and media skills, 10. Technology
and information technology
In validation of prior learning general upper secondary school course Environmental
ecology (B13), compensates for 1 credit of Environmental studies in core
subjects.
5.2.3 Information and communications technology, 4 credits
Objectives
Student
• uses IT tools and systems needed in work assignments in the social and health
care sector to gather, process, modify, save and present data
• adopts and applies new IT peripherals, processes and programs (if needed using
helpdesk)
• works using efficient methods and procedures, such as touch typing and different
mouse techniques
• uses operating systems software and makes use of applications software, such as
word processing, spread sheet, email, presentation graphics and calendar software
to produce, edit and present information needed in work assignments
• manages the files produced by the applications software used in work assignments
and searches for information needed in the social and health care sector
using different search engines and applications
• uses the needed network communications methods and applications to send
and share information in work assignments
• observes copyright, information security and confidentiality instructions and
regulations
• uses ergonomically correct working postures.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
253

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Targets of
assessment
Acquiring and processing
information
Information processing
and editing
Sending and sharing
of information
Observing copyrights,
information security,
confidentiality and
ergonomics
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
searches, saves and copies
files needed for work assignments
and also searches
for information needed
for work assignments from
online services
uses application software in
his/her work assignments,
such as word processing,
spreadsheet, email, presentation
graphics and calendar
software
uses web communications
methods in work assignments
acts according to copyright,
information and data security
and ergonomics instructions
and regulations
knows how to use professionally
relevant files and
web search engines appropriately
and efficiently
uses application software
efficiently to produce and
edit work related data
uses different web communications
methods efficiently
to send and share
work related information
uses ergonomically recommended
ways of working
takes into account the technical
limitations and possibilities
in file management
applies professionally relevant
web search engines
case-by-case and situationby-situation
and uses them
actively and also assesses
the reliability and suitability
of the information
gathered
uses application software
variedly to produce and
edit information according
to different working situations
and circumstances
applies the alternatives offered
web communications
to the different work related
situations and needs,
as well as takes into account
the responsibility and safety
aspects concerned
foresees and considers information
and data security
risks and develops his/her
working environment and
methods with information
and data security and ergonomics
objectives in mind
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 8. Communications and media skills, 9. Mathematics and natural sciences,
10. Technology and information technology
The qualification requirements for general upper secondary schools do not
include a course that would compensate for the Information and communications
technology studies in vocational upper secondary education.
254

5.2.4 Ethics, 4 credits
Objectives
Student
• ponders the meaning of values, norms and views in his/her life, personal relationships
and in work
• justifies his/her choices and is able to assess their impact on human dignity,
justice and sustainable development
• shows honesty and responsibility in his/her actions, respects other people and
also shows good manners in his/her work and human relationships
• ponders ethical questions and problems that relate to his/her own life, relationships,
society, environment and working life
• knows how to solve both alone and with other people working life related
value and norm contradictions in his/her own vocational field in an ethically
acceptable way
• acts ethically in different contradiction and crisis situations
• has the readiness to participate in the development of value basis and ethical
principles in his/her own vocational field
• gathers information on the vocation ethic value basis of his/her own and other
vocational fields and understands and uses it as a vocational resource at work
• observes and recognizes ethic problems in the social and health care sector,
processes them and presents justified views on them.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
255

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Targets of
assessment
Pondering ethical
questions
Ethical actions
Acquiring information
and using ethic
knowledge base at
work
Processing value and
norm contradictions
at work
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
discusses values related to
his/her own life and relationships
under instruction
and talks about ethical and
world view questions
observes good manners and
responsibilities at work and
in its problem situations
but need support and instruction
in new situations
searches for information
on ethical questions in his/
her vocational field under
instruction and uses
knowledge base in familiar
situations
knows how to detect ethical
problem situations in his/
her profession and solves
work related value and
norm contradictions ethically
together with members
of the community
discusses ethical, world
view questions as well as
questions and values related
to his/her own life and human
relations
acts responsibly and ethically
at work and in working
life contradiction and
crisis situations
searches for information
on vocationally ethical
knowledge base of his/her
own and other fields and
uses it in his/her own life
and work
recognizes ethical problem
situations in his/her profession
and searches for solutions
to these problems together
with others and also
assesses the impact of the
solution from the point-ofview
of the key parties
ponders the significance of
values, norms and different
world views in his/her
own life, in relationships
between other people and
in working life and society
as a whole
acts independently, responsibly
and ethically in work
and working life contradiction
and crisis situations
and knows how to justify
his/her actions
actively acquires information
on vocationally ethical
knowledge base of his/her
own and other fields and
uses it as a professional
resource
justifies his/her choices and
wants to participate in the
development of the ethical
principles and value basis
his/her own field
recognizes independently
the ethical problem situations
in working life and
in his/her own vocational
field, knows how to solve
them ethically and assess
their impact on the basis of
human dignity, justice and
sustainable development
Key competences for lifelong learning: 1. Learning and problem solving, 3. Vocational ethics,
6. Sustainable development, 8. Communications and media skills, 10. Technology
and information technology
In validation of prior learning general upper secondary school courses Introduction
into philosophical thinking (FI1) and one of the following entities a) Nature
and significance of religion (UE1), The church, culture and society (UE2) and Human
life and ethics (UE3), or b) The Orthodox world (UO1), Dogmatics and ethics (UO2),
and Biblical studies (UO3) or c) A good life (ET1), The world view (ET2) and Individual
and community (ET3) compensate for Ethics studies in core subjects.
256

5.2.5 Cultural knowledge, 4 credits
Objectives
Student
• gets along with people representing different cultures
• knows how to greet and receive visitors and talk to them
• is able to observe the limits of appropriateness in his/her activities, the different
roles of men and women, the instructions on dressing and behaviour as
well as the unwritten rules and procedures
• recognizes cultural differences in workplace behaviour, hierarchy and in workrelated
public relations and behaves accordingly in normal work situations,
especially in customer service
• describes his/her country’s common cultural features to representatives of other
cultures: such as essential history, sights, arts, sports achievements and entertainment
and also his/her craftsmanship, working methods and innovations in
the social and health care sector
• ponders the interpretations of historical events in different countries and scales
the meaningful events and eras of his/her native region and home country
against the history of the neighbouring countries and the world
• compares the key cultural flows and icons in his/her country and Europe
• recognizes his/her special features in other countries in his/her vocational
field.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
257

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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Targets of
assessment
Taking into account
the most common
cultural features
Behaviour and dress
code in different situations
and meeting
different people
Taking into account
the special features in
one’s vocational field
Behaving according
to organisation
environment and
duties
Taking essential
cultural history and
present situation of
the immigrants and
other minority cultures
into account
Making use of language
skills and cultural
knowledge
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
recognises general features
of other cultures
recognises cultural differences
in people’s day-to-day
activities in Finland and
elsewhere
recognizes the features of
services and products in
his/her field in different
countries
recognizes the key factors in
his/her work
searches for information on
the backgrounds of immigrants
and other minority
cultures
uses the language skills acquired
in familiar situations
recognizes cultural differences
in other people’s
activities
works together with other
people despite cultural differences
compares the features of
his/her culture to those in
other cultures
tells foreign visitors essential
things about Finland
and his/her work
takes others into account
while working despite their
ethnic background, language,
disability or age
uses the language skills
acquired in international
interaction situations
takes into account the
cultural background of the
people he/she meets
meets foreign co-workers,
clients and visitors without
cultural conflicts
takes into account the features
of other cultures in
his/her actions
develops his/her own organisation
based on the
experiences he/she received
from others
takes others into account
while planning his/her
work and working despite
their ethnic background,
language, disability or age
works in international connections
using his/her language
skills
Key competences for lifelong learning: 2. Interaction and cooperation, 8. Communications
and media skills, 11. Active citizenship and different cultures.
The qualification requirements for general upper secondary schools do not
include a course that would compensate for the Cultural knowledge studies in vocational
upper secondary education.
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5.2.6 Psychology, 4 credits
Objectives
Student
• observes and understands widely man and the factors affecting his activities
• recognizes, acknowledges and processes psychic phenomena with the help of
psychological knowledge and concepts
• applies psychological knowledge to working in his/her vocational field
• applies the psychology of learning to his/her own studies
• knows how to observe and think critically
• knows how to observe the impact of feelings in different interaction and group
situations
• explains his/her behaviour and that of others using psychological and social
psychological knowledge
• knows how to act in a way that promotes his/her psychological wellbeing and
coping with duties in the vocational field
• performs well in customer service and group work situations in the social and
health care sector.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
Targets of
assessment
Knowledge of psychological
concepts
and explaining and
understanding human
behaviour
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
knows the common concepts
of psychology and understands
their connection
to human behaviour
uses psychological information
to explain human
behaviour in common
everyday and working life
situations
is able to apply his/her
knowledge of cognitive
psychology and personality
psychology to common
working life situations
and is able to explain his/
her behaviour and the behaviour
of others through
them
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Knowledge of the
development of
human psyche
Learning and selfawareness
Understanding the
effect of motivation,
feelings and commitment
on his/her
work performance
and that of others
Maintaining psychological
capability to
work and functioning
Acting in human
relationship and
interactive situations
in the workplace
Knowledge of the
social aspect of
socio- psychological
information
knows the psychological,
biological and social factors
that form the basis for
individual psychological
development
knows key factors that affect
the learning situation
takes the significance of
motivation, feelings and
commitment into account
in his/her own performance
promotes his/her psychological
capability to work
and function under instruction
applies the most essential
psychological knowledge
when acting in common
workplace customer service
and interactive situations
knows the key concepts of
social psychology
understands the inter-relations
of the factors forming
the foundations for psychological
development in
different phases of life and
at different ages
assesses his/her own learning,
under instruction
relying on psychological
knowledge
works with different people
in his/her work and study
community and understands
the significance of
motivation and commitment
on performance
understands the impacts
of committing to work
and indentifying oneself
with the group on work
performances and coping
at work
knows how to maintain
psychological well-being
and contributes to the wellbeing
of the workplace
understands the complexity
of defining mental health
knows the significance of
social interaction and culture
in psychological human
behaviour and recognizes
different methods of
leadership and their influence
on the work culture
understands the effect of
the roles, norms and group
dynamics in different social
groups
understands the possible
problems of psychological
development and understands
the development can
be influenced
understands the learning
process through psychological
knowledge and applies
it in his/her studies
applies basic psychological
knowledge of human
thinking, observation,
personality features, feelings
and other mechanisms
regulating behaviour
uses psychological knowledge
to improve his/her
self-knowledge and selfimage
acknowledges his/her own
feelings and those of others
and also controls his/
her feelings and attitude in
working life accordingly
acknowledges the psychological
factors that affect
his/her own endurance and
stress management and also
knows how to influence
them in a way that promotes
his/her endurance
knows how to get help in
his/her own mental health
questions or those of persons
in his/her immediate
family
works cooperatively in
different roles and understands
the meaning of
leadership
understands the behaviour
of people from different
social and cultural backgrounds
through social
psychology
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Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 3. Health, safety and ability to function.
In validation of prior learning general upper secondary school courses Mental
activity, learning and interaction (PS1) compensates for one credit of Psychology
studies in core subjects. If the student has also completed Human psychological development
(PS2), Motivation, emotions and higher-level cognitive activity (PS4) and
Personality and mental health (PS5), they compensate for Psychology studies in core
subjects.
5.2.7 Entrepreneurship, 4 credits
Objectives
Student
• develops business idea or productises his/her own knowhow into entrepreneurship
• assesses the development needs based on changes in operating environment
in the social and health care sector, customers’ needs, competition, working
environment and his/her own expertise
• follows the principles of profitable business operations in his/her entrepreneurship
and also takes into account the cost structure of the operation and the
impact his/her own work input has on profitability.
Assessment
The table comprises the assessment criteria for three levels of competence together
with the targets of assessment. In vocational upper secondary education and training
the targets of assessment also constitute the core contents of the module.
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THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS
Targets of
assessment
Developing a business
idea or productising
one’s own skills
Planning business
activities
Assessment criteria
Satisfactory 1 Good 2 Excellent 3
Student
develops a business idea
as a member of a group or
productises his/her own
expertise under instruction
defines procedures, central
services or products related
to his/her business operations
under instruction
acquires under instruction
information on product or
service development needs
based on e.g. changes in
operating environment,
customer needs, competition
or company expertise
surveys different alternative
solutions under instruction
compares different options
under instruction
chooses the alternative to
be carried out under instruction
and draws up an
operation plan for it that
contains the key information
on execution
talks about the plan and
makes the changes agreed
on
develops a business idea
as a member of a group or
productises his/her own
expertise
finds out about operational
or business ideas related to
his/her business operations
and key services and products
working in a group
acquires information on
product or service development
needs based on
e.g. changes in operating
environment, customer
needs, competition or company
expertise working in
a group
surveys different alternative
solutions
in his/her work compares
options and sets quality and
cost objectives that take
sustainable development
into account
presents the alternatives to
e. g. an expert, the foreman
or clients
chooses the option that is
to be executed cooperatively
and derives an operation
plan for it that contains the
basic information about the
execution
presents the plan and
changes it based on feedback
received
develops a business idea
independently or productises
his/her own expertise
making use of the expertise
in the working community
finds out about the operational
or business ideas
of different companies or
organisations and key services
and products related to
business activities
acquires independently
information on product or
service development needs
based on e.g. changes in
operating environment,
customer needs, competition
or company expertise
surveys different alternative
solutions independently
in his/her work compares
options and sets quality and
cost objectives that take
sustainable development
into account
presents the alternatives he/
she considers the best e. g.
to an expert, the foreman
or clients and negotiates on
them
chooses or agrees on the
viable alternative and draws
up an operation plan for it
that contains the key information
on execution
presents the plan and develops
it based on feedback
received
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Executing development
projects or
business activities
Assessment of the
execution of one’s
own activities,
projects or business
operations
Presenting of a development
project or
business operations
Success and overall
profitability of
activities
executes the operation plan
drawn up under instruction
executes the operation plan
drawn up
executes independently the
operation plan drawn up
adopts usual working methods,
tools and materials
required for the operation
adopts usual working
methods, tools and materials
required for the operation
uses work methods, tools
and materials required for
the operation plan in inter-
plan under instruction using
plan using information action with his/her working
information technology technology
community using information
technology
works with experts under
instruction in different
stages of the activities
works with experts in different
stages of the activities
uses expert networks in different
stages of the activities
works in the enterprise observing
safety instructions
and agreed principles of
sustainable development
assesses the progress of
his/her own activities and
business operations under
instruction
makes the changes agreed
on
presents the execution
phase and its results under
instruction
works under instruction in
his/her work or business
activities observing profitability
calculates the share of the
cost accumulated by his/her
own work input
works in the corporation
observing safety instructions
and agreed principles
of sustainable development
assesses the progress of his/
her own activities and business
operations
agrees on possible changes
presents the execution
phase and its results
works or runs his/her business
operations observing
profitability
calculates the costs of the
activities and the share accumulated
by his/her own
work input
works in the corporation
observing safety instructions
and especially the
principles of quality and
sustainable development
assesses the progress of his/
her own activities and business
operations against the
objectives set
makes justified change or
improvement suggestions
and agrees on their execution
presents his/her whole
development project or
business operations and its
results in a way that fits the
nature of the project
works, acts in a working
community or runs his/her
business operations observing
profitability
works cost-efficiently while
considering time and other
available resources and also
calculates the costs of the
operation and the share accumulated
by his/her own
work input
Key competences for lifelong learning: 1. Learning and problem solving, 2. Interaction and
cooperation, 5. Initiative and entrepreneurship, 6. Sustainable development, 10.
Technology and information technology
The qualification requirements for general upper secondary schools do not
include a course that would compensate for Entrepreneurship studies in vocational
upper secondary education.
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6
FREE CHOICE MODULES IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING, 10 CREDITS
A student is to include 10 credits of free choice modules into his/her studies, the
objectives and assessment of which are to be included in the student’s personal study
plan.
Free choice modules can be vocational studies in one’s own or other vocational
fields, or core subjects, general upper secondary studies or studies preparing for the
matriculation examination or further studies, working experience or guided hobbies,
which support the general and vocational training objectives and the growth
of the student’s personality.
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STUDENT ASSESSMENT IN CURRICULUM-BASED
VOCATIONAL UPPER SECONDARY EDUCATION AND
TRAINING
7.1 Tasks and objectives of assessment
In addition to what the Act on Changing the Act on Vocational Education and
Training (Act 601/2005, section 25) stipulates, assessment is used to guide, motivate
and encourage a student to reach the objectives and support him/her to develop
a positive self-image and grow as a professional. In addition to guiding and supporting,
the student assessment is to produce information on students’ competence for
the student him-/herself, the teacher and employer as well as for possible applying
for further studies.
7.2 Informing about assessment
The implementation of student assessment forms an entity, in which the education
provider must include in its curriculum a plan on how to assess the various qualification
modules. It includes a plan on the implementation and assessment of skills
demonstrations approved by the local board for vocational skills demonstrations
(Act 601/2005, section 25 a).
Before the studies begin, the students and all those taking part in the assessment
process must be informed of the assessment principles and how they are to
be applied (Decree 603/2005, section 3). The matters to be informed are at least
the tasks and objectives of assessment, recognition and validation of prior learning,
assessment of learning and competence including on-the-job learning and skills
demonstrations, targets and criteria of assessment, deciding on the grade, reassessment
process and improving the grades, rectification of assessment and receiving a
qualification certificate.
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Student Assessment in curriculum-based vocational upper secondary education and training
7.3 Recognition and validation of a student’s prior learning
The education provider is to inform the student of what kind of material and documents
must be presented for the recognition of prior learning and when the student
must apply for recognition of prior learning (Decree 603/2005, section 3).
Recognition of prior learning
In addition to what the Government Decree on amending the Decree on Vocational
Education and Training (Decree 603/ 2005, section 10 (1) stipulates, a student’s
competence must be assessed as early as at the beginning of the studies. The student’s
competence and its level must be investigated for the identification of his/her
strengths and for the recognition of prior learning. Recognition of prior learning
forms the basis when setting his/her personal objectives, but also to be able to determine
the amount of guidance and support needed.
Recognition of prior learning calls for an assessment discussion in which the
student and teacher or teachers participate. To promote recognition of prior learning
different facilitating assessment methods must be developed.
Validation of prior learning
In addition to what the Act on Amending the Act on Vocational Education and
Training and the Decree on Amending the Decree on Vocational Education and
Training stipulate (Act 601/2005, section 30, Decree 603/ 2005, section 12 a), recognition
on prior learning is to prevent overlapping studies and shorten the study
time.
If the recognition process shows that the objectives set for the module in question,
or part thereof, have been reached, such prior learning is validated. Validation
of prior learning is recorded in the student’s personal study plan. More detailed
information on personal study plan in Chapter 8.1.
Validation of prior learning is part of student assessment and it is subject to
the same statutes as other forms of assessment (Act 601/2005, sections 25, 25a and
25c). Studies in the qualification to be completed can be substituted or accredited
by validation of prior learning. The modules substituted by the validation of prior
learning are marked in the qualification certificate (Chapter 7.9). The teacher or
teachers in charge of the studies in question decide on the validation of prior learning.
No general time limit can be set before which the acquired competence could
not be validated, but the validity of the competence can be checked. If necessary the
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student must demonstrate the correspondence of his/her competence with the skills
requirements and objectives of the qualification concerned.
The studies assessed in another qualification certificate or general upper secondary
school certificate compensate for corresponding core subjects as well as free
choice modules and the optional modules included in vocational modules, a total
of 40 credits at most. Recognition of individual general upper secondary school
courses into core subjects is regulated in Chapter 5.
If there is no grade for the competence that covers a complete module and has
been achieved through earlier studies or in another way, such competence must be
demonstrated to receive a grade for the qualification certificate. Skills demonstrations
are used to show evidence of competence in vocational qualification modules.
In further and specialist vocational qualifications the grade “approved” awarded by
the qualification committee is marked in the qualification certificate for the recognised
module.
The grades of qualification modules which are substituted through recognition
and validation can be raised during training. After the training is completed such
improvement of grades is done as a private student.
Conversion of grades
The grade scale is valid in a way that is stipulated in the Decree on Amending
the Decree on Vocational Education and Training (Decree 488/2008, section 10).
A student is assessed based on the assessment practices prevailing in the institute,
where he/she currently pursues his/her studies. If the grade scales differ from one institute
to another, the institute performing the recognition must convert the grades
and determine their correspondence in the student’s favour. The grades are to be
converted as follows:
GRADE SCALE
1–3 1–5 5–10
excellent 3 excellent 5
excellent 10
excellent 9
good 2
satisfactory 1
good 4 good 8
good 3 satisfactory 7
satisfactory 2 fair 6
satisfactory 1 pass 5
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Student Assessment in curriculum-based vocational upper secondary education and training
7.4 Assessment of learning and competence
Student assessment is criteria based, which is to say that a student’s learning and
competence is always compared to either the skills requirements of vocational qualification
modules or the objectives of core subjects as well as the assessment criteria
based on them.
A student has the right to learn before the competence described in the skills
requirements and the learning objectives are assessed to obtain a grade in the qualification
certificate.
Assessment of learning
The objective of assessment of learning is that the student knows what he/she knows
and what there is still to learn. When performing assessment of learning, the teacher
and workplace instructor must use methods that motivate and activate the student.
They are used to support and motivate the student to reach the skills requirements
or objectives as well as to develop his/her self-assessment skills. The student assesses
his/her learning based on the skills requirements, objectives and assessment criteria
of the module.
Learning is assessed during the whole training period or duration of studies
by giving the student oral or written feedback on the progress of learning. Numerical
assessment is not needed when assessing learning. Feedback is used to support
and guide the student to achieve the best possible performance by bringing out the
student’s strengths. Assessment of learning is used as a basis to make the necessary
changes in the student’s tuition and learning support. The changes are recorded in
the personal study plan.
Assessment of competence
The student receives the grades shown in the qualification certificate based on assessment
of competence using the assessment scale prescribed in the valid Decree on
Vocational Education and Training.
When competence is being assessed, the assessment methods are chosen so
that they measure reaching the skills requirements and objectives set, suit the study
methods used and support the student’s learning process. The students must have
an opportunity to show his/her competence in various ways and also assess his/her
competence him-/herself.
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Skills in vocational modules are assessed using a skills demonstration and other
ways of assessing competence. A skills demonstration is used to assess the competence
determined in vocational skills requirements as widely as possible but at least
what the qualification requirements state. If necessary, other forms of competence
assessment supplements the competence necessitated by skills requirements. The
education provider decides on the other methods to assess competence in its assessment
implementation plan.
Skills demonstrations
In addition to what the Act on Amending the Act on Vocational Education and
Training and Decree on Amending the Decree on Vocational Education and Training
(Act 601/2005, sections 25, 25a and 25b, Decree 603/2005, section 5) stipulate
on skills demonstrations, local board for vocational skills demonstrations, assessment
and assessors, quality of skills demonstration venues and occupational safety,
the skills demonstrations are planned, implemented and assessed in cooperation
between the institute and the workplace based on the qualification requirements.
In a skills demonstration the skills requirements of vocational qualification
modules are demonstrated as stated in Chapter 4. A skills demonstration is given
in all the vocational qualification modules, optional modules included, if they are
vocational modules. In core subjects and free choice modules skills demonstrations
are not arranged. However, the education provider can decide that a skills demonstration
is arranged in free choice modules if they are vocational modules.
A grade for a skills demonstration is given for all the vocational modules. A
skills demonstration can be given in one or more modules at a time. If competence
in more than one module is assessed in one and the same skills demonstration, a
separate grade must be given for each module as per target of assessment set. If a
skills demonstration for a qualification module is given in more than one parts, a
grade is given for each part as per target of assessment, but an overall grade is not
formed until all the parts have been completed.
Skills demonstrations are placed along the duration of the studies. The student
must have an opportunity to acquire the competence to be assessed in the skills
demonstration before the demonstration is arranged and improve his/her performance
based on the feedback received on the demonstrations. The principles of
coordinating on-the-job learning and skills demonstrations are listed in the skills
demonstration implementation and assessment plan, which the local board for vocational
skills demonstrations approves.
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A student is also allowed to give skills demonstrations abroad, which must be
agreed on in advance.
The education provider ensures that the student receives sufficient support
and guidance to give a skills demonstration. Support and guidance are given before
skills demonstrations, during them as well as in the form of constructive feedback
after them.
Targets and criteria of assessment
The targets of assessment (what is assessed) and assessment criteria (level of competence)
are stated in the qualification requirements module by module for levels:
Satisfactory 1, Good 2 and Excellent 3. Assessment focuses on
• mastering the work process
• mastering the work methods, equipment and material
• underpinning knowledge
• mastering the key competences for lifelong learning.
Key competences for lifelong learning are learning and problem solving, interaction
and cooperation, vocational ethics, health, safety and ability to function, initiative
and entrepreneurship, sustainable development, aesthetics, communication and
media skills, mathematics and natural sciences, technology and information technology,
active citizenship and different cultures.
In the targets of assessment Key competences for lifelong learning, the following
four key competences are assessed: learning and problem solving, interaction
and cooperation, vocational ethics together with health, safety and ability to function.
Other key competences are assessed in connection with the work process, work
methods, equipment and material or underpinning knowledge.
Education provider draws up the assessment criteria based on the general assessment
criteria given in Chapter 9.3 for the optional modules for which they have
not been prescribed in the qualification requirements.
7.5 Deciding on the grade
In addition to what the Act on Amending the Act on Vocational Education and
Training and Decree on Amending the Decree on Vocational Education and Training
stipulate (Act 601/2005, section 25 b, Decree 603/2005, section 11, Decree
488/2008, sections 10 and 13) stipulate, grades must be given on all the modules
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in compliance with the qualification requirements, including the other optional
modules and vocational competence enhancing modules included in the vocational
studies (90 credits).
The grade to be awarded for a module is decided based on assessment of competence.
If there have been several teachers assessing the competence, a decision
is taken during an assessment discussion. A skills demonstration grade is mainly
decided by teachers and working life representatives together according to the decision
taken by the local board for vocational skills demonstrations. The grounds for
assessment must always be recorded.
7.6 Storing assessment material
In addition to what the Decree on Amending the Decree on Vocational Education
and Training (Decree 603/2005, section 11a) stipulates on storing assessment material,
the grade given on a skills demonstration is stored as per target of assessment. If
the skills demonstration taken by the student covers only a part of the module, the
material on which the assessment of each part is based, must be stored so that it is
possible to decide on a skills demonstration grade for the whole module.
7.7 Reassessment and improving the grade
The Decree on Amending the Decree on Vocational Education and Training (Decree
603/2005, section 12) stipulates on reassessment and improving of grades.
7.8 Rectification of assessment
The Act on Amending the Act on Vocational Education and Training (Decree
601/2005, section 25c) stipulates on rectification of assessment.
7.9 Certificates
Qualification certificates
A qualification certificate is an official document, whose contents are to follow the
qualification requirements. The Decree on Amending the Decree on Vocational
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Student Assessment in curriculum-based vocational upper secondary education and training
Education and Training stipulates on awarding a qualification certificate (Decree
488/2008, section 13). A qualification certificate must be awarded in apprenticeship
training arranged as vocational upper secondary education and training.
A qualification certificate is an entity that comprises a vocational upper secondary
certificate and skills demonstration certificate. A vocational upper secondary
certificate contains grades on all the modules the qualification comprises. In the vocational
upper secondary certificate The Driver Certificate of Professional Competence
(Driver CPC) certifying the initial qualification in transport sector is marked
as: See skills demonstration certificate. Only free choice modules can be left without
a grade at student’s option. In the vocational upper secondary certificate the module
grades are based on assessment of the skills demonstration and other competence.
Skills demonstrations must be passed in order for a grade to be given on the module
for the vocational upper secondary certificate.
Separate grades are given for the core subjects determined by the Government.
Competence achieved by core subjects included in vocational modules is assessed as
vocational module skills requirements.
The Final Project is assessed in connection with the modules it is included in.
Its scope and name are marked in the vocational upper secondary certificate, no
separate grade is given. As to on-the-job learning the vocational upper secondary
certificate gives its extent but no separate grade is given, because the competence
acquired during on-the-job learning is assessed with skills demonstrations.
Studies compensating for a module or competence acquired in some other way
are marked in the student’s vocational upper secondary certificate with their grades.
If the grade scales differ the conversion table given in Chapter 7.3 is used. For a
module recognised from a further or specialist vocational qualification the grade to
be marked in the certificate is ”approved” and a footnote is used to show that it was
completed as a competence-based qualification, for which the qualification committee
concerned has awarded a certificate.
Skills demonstrations covering a whole module given previously are marked
with their grades and short descriptions in the skills demonstration certificate. The
certificate is also to provide the name of the institute that performed the assessment.
If recognition of prior learning is done for studies in a qualification that has
not included skills demonstrations, the skills demonstration certificate is to bear the
name and scope of the module together with a footnote to state that prior learning
has been recognised from a qualification that has not included skills demonstrations.
When prior learning is recognised from further or specialist vocational qualifications,
the skills demonstration certificate is to bear the name and scope of the
qualification together with a footnote to state that prior learning has been recogn-
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ised from further or specialist vocational qualification X, for which the qualification
committee in question has awarded a certificate.
When vocational modules (90 credits) include core subjects or general upper
secondary studies in compliance with Government resolution (216/2001), the skills
demonstration certificate is to bear the footnote: ”Student has included x credits of
core subjects, which are not assessed with skills demonstrations”.
The qualification certificate must show that it consists of the vocational upper
secondary certificate and skills demonstration certificate. The qualification certificate
must also bear the name of the education provider or the institute awarding the
certificate or both. A vocational upper secondary certificate is signed by the education
provider and a skills demonstration certificate by the chairman of the local
board for vocational skills demonstrations (Decree 488/2008).
Vocational upper secondary certificate is to provide the following information:
• student’s name and personal identity code
• name of qualification and its scope 120 credits /3 years
• name of study programme
• qualification title according to Ministry of Education Decree
• modules completed grouped into vocational modules (90 credits), core subjects
(20 credits) and free choice modules (10 credits), their scope and grades
• name and scope of Final Project
• scope of on-the-job learning
• date and signatures
• stamp of education provider or school.
Skills demonstration certificate is to provide the following information:
• student’s name and personal identity code
• name of qualification and its scope 120 credits /3 years
• name of study programme
• qualification title
• skills demonstrations completed by module (name and scope of module, short
description of skills demonstration completed, name of skills demonstration
venue, grade on skills demonstration or for special needs students a short
description of student’s vocational competence and skills shown in the skills
demonstration.)
• date and signature (chairman of the local board for vocational skills demonstrations)
• stamp of education provider of school.
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Qualification certificate is also to provide the following information:
• contact information of the education provider or institute awarding the certificate
• name of education provider or institute if not mentioned earlier
• authorization to provide education the Ministry of Education has granted
• legislation the training is based on
• mention that training has been arranged in accordance with the qualification
requirements decided by National Board of Education (date of regulation and
register number)
• mention that the qualification is approved by the Ministry of Education (date
and number of the Government Decree in force at the time training begins)
• prerequisites for admission and national level of qualification
• eligibility for further studies the qualification provides
• definition of scope of qualification, academic year and credit
• assessment scale
• special regulations related to practising the profession
Certificate on completed training
Government Decree on Amending the Decree on Vocational Education and Training
(Decree 488/2008, section 13) stipulates the contents of a certificate on training
completed.
A certificate of completed training, qualification modules or skills demonstrations
In addition to what the Government Decree on Amending the Decree on Vocational
Education and Training (Decree 488/2008, section 13) stipulates on awarding
certificates, a student is awarded a certificate on completed modules and studies,
skills demonstrations and prior learning In addition to the grades achieved the certificate
must also list participation in modules that the student has not been given
a grade yet as well as information of what the student must complete to receive a
qualification certificate.
When a student enters working life after completing a module or modules, the
certificate is to include a supplement describing the vocational competence achieved
by completing the modules in question.
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Certificate of resignation
Government Decree on Amending the Decree on Vocational Education and Training
(Decree 488/2008, section 13) stipulates on the contents of a certificate of resignation.
Qualification certificate or certificate supplement for international use
Government Decree on Amending the Decree on Vocational Education and Training
(Decree 488/2008, section 13) stipulates on issuing a qualification certificate or
certificate supplement for international use.
The Driver Certificate of Professional Competence (Driver CPC) certifying the initial qualification in
transport sector
The instructions given in Ministry of Education letter (12.6.2007 No. 146/530/2007)
are in force concerning Driver CPC certifying the initial qualification in transport
sector.
7.10 Assessment in special education
The same principles are to be applied in assessing special needs students as to other
students. If a student does not reach in a module the Satisfactory 1 level objectives
set in the qualification requirements, the training can be adjusted. When the skills
requirements or objectives of a qualification have been adjusted based on the Act on
Vocational Education and Training 630/1998, sections 20 and 21 (2 and 3), an entry
must be made in the certificate. A student must receive a qualification certificate
even if qualification objectives have been adjusted.
A footnote must be made in the vocational upper secondary certificate as well
as the skills demonstration certificate of adjusted skills requirements or objectives.
Assessment must be implemented in proportion to the adjusted skills requirements
or objectives, which means assessment criteria must be drawn up for them. The education
provider draws up adjusted skills requirements or objectives for the module
based on the Government Decree on Vocational Education and Training 811/1998,
section 8. The grade scale must be the same as the one in general use. According to
Section 10 of Government Decree on Amending the Decree on Vocational Educa-
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7
Student Assessment in curriculum-based vocational upper secondary education and training
tion and Training 603/2005, when training is arranged as special education, skills
demonstrations can also be assessed verbally. A student must know that training
completed in accordance to adjusted skills requirements or objectives may affect
application for further studies and success in them.
If a student’s competence level falls considerably short of the skills requirements
and objectives set, a certificate of studies completed must be awarded instead
of a qualification certificate. An appendix must be issued stating what the student
knows best.
7.11 Assessing immigrant students and those representing different
languages and cultures
The competence of immigrant students and those representing different languages
and cultures is to be assessed in the same way as that of other students. Competence
is to be assessed by using methods which allow assessing competence despite possible
lacking language skills.
A student, whose mother tongue is other than the teaching language of the institute,
must have, before taking a skills demonstration, such language skills that he/
she understands the instructions and orders related to the work to be completed as
the skills demonstration. The need for support must be identified and support activities
based on the need must be planned in cooperation with the training institute,
representatives of working life and the student. If necessary persons arranging and
assessing a skills demonstration must receive instruction on how cultural factors affect
communication between individuals. Persons arranging and assessing the skills
demonstration must also be instructed to speak clearly when giving instructions.
Assessing mother tongue
If Finnish or Swedish is not the student’s mother tongue, his/her Finnish or Swedish
skills must be assessed according to the objectives of Finnish or Swedish as second
language, also in the case that he/she has not received separate Finnish or Swedish as
second language tuition. If both the teacher and the student consider the student’s
Finnish or Swedish skills to be of the Finnish or Swedish, mother tongue level,
competence must be assessed against Finnish or Swedish, mother tongue objectives.
Vocational upper secondary certificate must state which objectives the assessment of
competence is based on, however, on the scale 1–3. Student’s individual study plan,
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including assessment, can include both mother tongue studies above (see Chapter
8.4).
The Finnish or Swedish skills of student who use sign language are assessed
based on the objectives set in Finnish or Swedish for sign language users.
Assessing second national language
If the student has not studied Swedish or Finnish as a second national language, the
vocational upper secondary certificate must state what he/she has studied instead.
Teaching arrangements that affect assessment are determined in Chapter 8.4.
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OTHER REGULATIONS IN CURRICULUM-BASED
VOCATIONAL EDUCATION AND TRAINING
8.1 Guidance and counselling and personal study plan
Objectives for guidance and counselling
The objective of guidance and counselling is that the student receives enough information
on his/her education and training before it starts and during it. The student
is to know the modules included in the qualification, the studies and the options
available. Another objective is that the student knows how to act in the educational
institute community, knows how to develop his/her learning and interaction skills
and self-knowledge as well as to assess his/her own activities and productions. He/
She is able to plan his/her studies, draw up a personal study plan together with the
teacher and assume responsibility for the studies. He/She knows how to follow the
accumulation of credits and search for help to plan his/her studies.
The student is able to make choices and decisions concerning studies and life
career. He/She recognizes possible problems related to his/her studies and life situation
and know where to find support in them. He/She knows how to use the student
social services society offers as well as other counselling, advice and information services.
Reaching the objectives is supported by the education provider’s obligation to
inform the guardians of a minor student on vocational education and the progress
of the student’s studies.
Student’s right to student counselling
The qualification comprises a minimum of 1.5 credits of student counselling (Government
resolution 213/1999). Counselling activities are to support the student
comprehensively in the different phases of the studies. Every student has the right to
receive personal and other student counselling. The student has the right to receive
the support services he/she may need in studies or life situation changes.
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Arranging student counselling
The objective of student counselling is to promote educational, ethnic and gender
equality. Objectives also include increasing students’ well-being, preventing dropouts,
promoting employment and supporting application for further studies. Education
provider must pay special attention the counselling of those students who
have studying or learning difficulties (e.g. dyslexia), frequent absenteeism or life
management difficulties.
As part of its curriculum the education provider is to draw up a student counselling
plan, which determines the tasks and division of work for those involved in
the counselling process. The plan serves as a development tool for the whole institute.
It states how and what kind of support a student receives by those involved in
counselling. The plan presents how cooperation with different education providers
has been arranged in order that the student can choose modules and studies from
different study programmes and qualifications as well as plan completing more than
one qualification. It also determines other cooperation outside specialists and guardians.
Student welfare plan is part of the counselling plan.
All the teachers of the institute and other persons responsible for counselling
take part in the counselling process. Student counsellor has the main responsibility
for arranging student counselling as well as for planning and implementing the
counselling entity. A teacher’s task is to guide and motivate the student to complete
the qualification and planning the studies. The teacher’s task is also to help the student
find his/her strengths and develop his/her learning skills.
Student counselling is arranged as studies related, personal, group counselling
and other guidance. Student receives counselling to support his/her studies and
to make choices so that he/she is able to plan the contents and structure of his/
her studies in accordance with his/her resources. Student counselling promotes students’
community spirit throughout the training. The students’ studies and wellbeing
are monitored and supported in cooperation with the guardians.
The education provider is to inform the pupils of comprehensive school, their
guardians, student counsellors and teachers of vocational education and training
and how to apply. The education provider is to direct informing and counselling
especially to those young people who have not managed to secure a training place
after completed basic education and to their guardians.
The education provider is to develop its career and recruitment services in
cooperation with business life and employment services as well as to promote and
support students finding employment and getting acces to further studies.
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OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
Individual study plan
An individual study plan supports a student’s career planning and develops his/
her skills in self-assessment. It is based on the student planning his/her own studies,
individual choices, progressing in studies and assessing learning. A student is
instructed in drawing up an individual study plan and monitoring its implementation.
It is a plan the student is committed and motivated to implement throughout
the training.
An individual study plan is drawn up through negotiation by the student,
teacher or teachers and student counsellor when needed. The plan determines the
learning objectives, completing the studies, methods used and timing together with
assessment of the studies. When drawing up the plan the different learning styles are
considered. Possible factors that prevent learning are recognized and the student’s
self-direction and vocational growth are supported.
The implementation of individual study plan and the progress of studies are
monitored and if necessary the student is given remedial teaching. The student and
teachers assess the possible barriers to implementing the individual study plan. The
student is guided to make decisions concerning his/her learning as well as redefine
and change the plan as studies advance if necessary.
An individual study plan comprises the student’s individual choices, advancing
in studies, assessment of learning, recognition and validation of prior learning, onthe-job
learning places and times together with skills demonstrations.
8.2 On-the-job learning and working safety
In addition to what the Decree on Vocational Education and Training (Decree
811/1998, section 5, Government Decree Amendment 603/2005, sections 3 and 5)
stipulate, the following is to be considered in on-the-job learning:
On-the-job learning is part of vocational education and training. It is a mode
of arranging vocational education and training, in which qualification objectives are
learnt at a workplace. On-the-job learning is objective oriented, guided and assessed
training that takes place in a genuine working environment. On-the-job learning
periods must be sufficiently long and versatile from the point of view of mastering
the profession. Only in exceptional cases a student can complete on-the-job learning
at a training institution in a practice enterprise or with similar arrangements.
Cooperation between workplaces and the education provider ensures that onthe-job
learning and other training corresponds with the working life, is of quality
and up-to-date. The education provider’s responsibility is to take care that all the
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partners in the area have the same view on arranging on-the-job learning. The education
provider must see that the student receives sufficient counselling and training
during on-the-job learning and that the teacher and other staff members have the
resources to cooperate with working life. The education provider and teachers must
together with working and business life ensure the quality of on-the-job learning so
that the student achieves the skills requirements given in the qualification requirements.
The education provider is responsible for the implementation of on-the-job
learning. Implementation includes planning, student counselling and assessment.
The education provider must also see to the teachers’ working life competence and
training as well as training workplace instructors. At the workplace special attention
is paid to guiding the student and giving feedback.
Usually the student does not sign a contract of employment with the employer
for an on-the-job learning period and he/she is not paid wages or a salary. During an
on-the-job learning period a student is entitled to receiving student financial aid and
student social benefits in accordance with separate instructions. When on-the-job
learning is arranged abroad, local regulations are also taken into consideration.
In addition to what the Act on Vocational Education and Training (Act
630/1998, sections 19 and 28) and the working safety regulations in force stipulate,
the following is to be considered in working safety questions:
The agreement on training and skills demonstrations to be arranged at the
workplace in connection with practical work assignments is to include the responsibilities
related to safety, injuries and damages and insurances. Before starting the
work, the employer and education provider ensure together that the student has the
resources to do the work in question safely and without risking his/her health and
by following the instructions given.
The regulations concerning the employer according to the Occupational Safety
and Health Act Section 4 (1) are applied to the education provider when the work
takes place at the institute or otherwise in the way determined by the education
provider.
Student assessment during on-the-job learning period is described in Chapter
7.
8.3 Vocational special education
For equality in education to come true each student must have equal opportunities to
pursue vocational studies and find employment after training and assume the role of
an independent citizen in society disregarding their different learning capabilities.
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OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The vocational education and training of a special needs student must be arranged
in view of the equality principle primarily in ordinary vocational institutes
in the same study groups with other students. Education and training can also be
provided partly or completely in special groups. Vocational special education institutions
primarily provide training for severely handicapped as well as preparatory
and rehabilitative training and counselling. They are also to offer expert help to
other training institutions. Vocational special education can also be provided as apprenticeship
training.
Students who are in need of special teaching arrangements or student social
services due to disability, illness, delayed development, emotional disorder or some
other reason must receive special education. It ensures learning that is based on individual
resources, self development and growth as a person. If necessary other support
services and rehabilitation in cooperation with rehabilitation service suppliers
are added to special education.
The education provider determines the principles of special education: objectives,
implementation, teaching methods, support and special services, expert
services, social partners and responsibilities. The institution must reserve sufficient
resources for special education. Promoting special needs students’ learning is everyone’s
task in the institution.
Need for special education must be determined based on the Act on Vocational
Education and Training Section 20 and qualification requirements for each
student individually. Reaching the objectives must be supported with the help of an
individually designed and guided learning process and different support activities.
Individual educational plan (IEP)
A written individual educational plan (IEP) must always be drawn up for a student
in need of special education (Act 630/1998, section 20). The plan is to include
(Decree 811/1998, section 8)
• qualification to be completed
• qualification requirements used in teaching
• scope of qualification
• individual study plan drawn up for the student
• special teaching and student social services the student receives
• other personal services and support activities as well as
• criteria for special education
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An IEP is to be drawn up together with the student, when necessary his/her guardian,
representatives of previous school as well as teachers and student service specialists.
If vocational skills requirements have been adjusted, the personal study plan is
to include a personal curriculum, which determines the student’s learning objectives.
They are based on the requirements of the qualification the student aim for. Vocational
special education must be planned so that the student reaches as extensively
as possible the same competence as in other vocational education. The objectives
can be adjusted according to the student’s resources either so that all the learning
objectives are adjusted or only those of one or more modules. Teaching must focus
on supporting the student’s strengths so that he/she is ensured good opportunities to
find employment. Special attention must be paid to achieving working confidence
during on-the-job learning periods. The student must be explained how he/she can
get the special services required after the training has been completed.
Student’s progress must be monitored during training and the personal objectives
and support activities changed as needed. Regulations on assessing special
needs students are to be found in Chapter 7.10.
8.4 Teaching immigrants and representatives of different language
and cultural groups
General
The skills requirements for immigrant students and students belonging to other language
and culture groups, such as Saami, Romany and sign language students, are
in the main the same as for other students. The requirements for vocational upper
secondary qualification are applied to teaching.
Students, whose mother tongue is other than the language of teaching at the
institution, must receive support particularly in language studies and through special
teaching arrangements. If necessary the students’ background, like mother tongue,
culture and the language skills developing during the training, must be observed.
Teaching arrangements are made to support students’ own lingual identity along
side with the majority language and culture. The education provider’s curriculum is
to comprise the implementation immigrants’ and other language and culture group
students’ teaching arrangements.
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OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
Immigrants
In this connection immigrants are taken to mean students who have moved to Finland
or were born in Finland but have an immigrant background. If necessary the
reason for immigration, time spent in the country and developing Finnish skills are
taken into consideration in teaching. The studies support the student’s growth into
an active and balanced member of both his/her own language and cultural community
and Finnish society.
Saami speakers
Saami language teaching started in basic education is continued when possible in vocational
education and training. Saami language training can be provided in Northern
Sami, Inari Sami and Skolt Sami. Saami can be studied as mother tongue although
education would not otherwise be provided in Saami.
Romanies
Teaching Romanies is done taking in to consideration the position of Finnish Romanies
as an ethnic and cultural minority. Romany culture is considered in teaching
arrangements. Romany language training is arranged as possible in cooperation with
other education providers.
Sign language users
The requirements for vocational upper secondary qualification are applied to sign
language culture and communication in sign language students’ teaching and learning.
Finnish or Swedish are used as reading and writing language alongside with
sign language. Sign language teaching is planned so that it is possible for the student
to act with an interpreter. Sign language users and hearing-impaired students’ opportunities
to communicate naturally are to be taken into consideration in learning
environments.
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Language teaching arrangements
The following teaching arrangements, which are in compliance with Government
resolution (VnP 213/1999), can be applied to immigrants’, Saami and Romany
speakers’ and sign language users’ language studies (mother tongue, second national
language, foreign language), if their mother tongue is other than Finnish or Swedish.
Mother tongue
If the student’s mother tongue is other than Finnish or Swedish, the education provider
can divide the compulsory modules in mother tongue and second national language
differently from the stipulations of the Act on Vocational Education Section
12 (2).
The credits reserved for mother tongue and second national language (4 + 1
= 5 credits) can be combined and divided flexibly in possible student’s own mother
tongue studies, Finnish or Swedish as second language studies and second national
language studies. Finnish or Swedish as second language means a language that has
been learnt after the mother tongue in a Finnish language environment. A separate
Finnish or Swedish for sign language user module (Chapter 5) has been drawn up
for sign language students.
Students can study Finnish or Swedish either
1) in accordance with Finnish or Swedish as second language objectives (Chapter
5) or
2) in accordance with Mother tongue, Finnish or Swedish objectives (Chapter 5),
if the student’s Finnish or Swedish skills are assessed to be of mother tongue
level.
A student, whose Finnish or Swedish skills are not of mother tongue level on all
the area of language skills, studies according to Finnish or Swedish as second language
objectives and contents. His/Her Finnish or Swedish language competence
is assessed according to these objectives whether or not the education provider has
offered Finnish or Swedish as second language teaching. Education provider can
offer and student’s study plan may include both of the above mentioned studies. A
student can change in the middle of his/her Finnish or Swedish as second language
studies over to studying Finnish or Swedish according to Mother tongue, Finnish
or Swedish objectives.
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OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
A student must be offered his/her mother tongue studies when possible. As a
mother tongue as student can choose to study also Romany, sign language or some
other mother tongue (Act 630/1998, section 12 (3). The immigrants’ own mother
tongue objectives are given in Chapter 5. A student can study his/her own mother
tongue in accordance with the objectives of either Mother tongue, own mother
tongue for foreign students (4 credits) or Foreign language (2 credits) or as free
choice studies.
If a student studies his/her mother tongue according to the objectives of Own
mother tongue for foreign students, his/her studies are to include Finnish or Swedish
language studies.
Second national language
The students’ second national language (Swedish or Finnish) teaching is arranged
in accordance with the objectives of second national language taking into consideration
the level of the students’ language skills.
Foreign students can also replace second national language studies with their
own mother tongue or Finnish or Swedish language studies (5 credits), Chapter 5.
If necessary the teaching can be arranged as basics in second national language depending
on the needs of the student and the vocational field.
Foreign language
A student’s studies must also include foreign language studies. The foreign language
of a student, whose mother tongue is other than Finnish or Swedish, can also be his/
her mother tongue.
8.5 Apprenticeship training
Apprenticeship training is regulated by the stipulations of the Act on Vocational
Education and Training (Act 630/1998, sections 8 and 17), the Decree on Vocational
Education and Training (Decree 811/1998, sections 6 and 7) and the Act on
the Financing of the Provision of Education and Culture (635/1998).
The valid qualification requirements (national core curriculum and qualification
Requirements of competence-based qualifications) are applied to apprenticeship
training arranged as curriculum-based vocational education and training.
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The education provider issues a qualification certificate in accordance with the
qualification requirements for a qualification taken in vocational upper secondary
education in accordance with the regulations of Chapter 7.9.
8.6 Cooperation between home and educational institution
In addition to what the Act on Vocational Education and Training (Act 630/1998,
sections 5 and 14) stipulates, the following is to be observed when arranging cooperation
between home and educational institution:
In education and training offered to the young the education provider and the
educational institution must take the initiative and maintain cooperation with a student’s
parents or guardians. Cooperation between home and institution is arranged
so that it enhances student’s independence and responsibility, advances studies and
offers support in matters related to student’s health, security and wellbeing. The
individual needs of special needs students and students with different language and
cultural backgrounds are to be taken into consideration in the cooperation.
The education provider and the guardians must cooperate in student counselling
both during and at the end of studies. Counselling must support the students’
transition to working life or further studies and enhance students’ life management
skills.
The part of the curriculum dealing with cooperation between home and educational
institution is to be drawn up in cooperation with the authorities in charge
of the implementation of social and healthcare in the home municipality of the
educational institution.
8.7 Student welfare services
In addition to what the Act on Vocational Education and Training (Act 630/1998,
Sections 14, 28 and 37 a) stipulates on implementation of student welfare services
and student’s right to a safe learning environment, the following is to be observed:
The objective of student welfare services is to create a safe and healthy learning
environment and promote the community spirit of the educational institution,
wellbeing and pleasantness. The objective is to support the student and maintain
the institution community’s ability to function in situations threatening physical
and psychological safety. Student welfare services are to promote early recognition
of learning difficulties and other problems and prevent school drop-outs. In the case
of minor students the education provider must cooperate with the guardians.
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OTHER REGULATIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING
The education provider is to ensure the achievement of the objectives of student
welfare services by issuing in its curriculum operating instructions which promote
students’ health and safety together with prevention and early recognition
of different problems. Education provider is to issue instructions on attending to
such activities of the educational institution as student’s participation in training,
monitoring the progress of studies and staying at the school dormitory. Preventive
instructions are to be issued on smoking, use of substances, school bullying and
disturbing. The education provider must have a crisis plan and instructions in case
of disturbing behaviour, violence, injuries, accidents and deaths.
The education provider must monitor the outcome of the student welfare services
and take necessary action. Students are to be encouraged to take part in and
contribute to promoting wellbeing in their own school community. All those working
with the students in the school community are responsible for student welfare
services. The duties of multi-professional student welfare staff include coordinating
and developing student welfare services.
The part in the curriculum dealing with student welfare services is to be drawn
up in cooperation with the authorities and other parties attending to the implementation
of social and welfare matters in the municipality or municipalities the
institution operates in. The stipulations of the Primary Health Care Act and the
Child Welfare Act must be considered when arranging student welfare services. At
the same time arrangements must be made to ensure social inclusion and expert
services in student welfare and psycho-social support. Student feedback is to be used
in developing the services.
During vocational education and training a student must be informed on the
implementation of student counselling and welfare services, the services of different
administrative sectors, local support networks and qualification specific health
requirements. In addition to the student also the guardian of a minor student must
be informed of matters related to occupational safety and labour protection during
on-the-job learning.
The education provider must see that the students know the school rules that
are in force in the institution. The student’s own responsibility must be emphasized
in the observance of the school rules and other instructions.
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9
APPENDIX
9.1 Description and value premises of the Social and Health Care field
Social and health care work means working with and for people. It requires extensive
competence and specialisation skills. There are different client groups, and
social and health care professionals work with them in many types of settings. Furthermore,
the clients’ cultural backgrounds vary quite a lot. Vocational, ethical, human
relations and interactions skills are emphasised in work, as well as technology,
including information technology. Social and health care work requires flexibility
and the ability to conform to changing situations, as well as the capacity to adopt
new information and skills.
Social and health care services are provided by the public, private and third
sector. A practical nurse who has completed a Vocational Qualification in Social and
Health Care works in a multi-disciplinary team in different settings or as a private
entrepreneur.
The practical nurse carries out education, care and nursing, which promotes
health, prevents problems and provides rehabilitation in basic social and health care
services. Possible social work settings include e.g. early childhood education and
child welfare units; families; disability, mental health and substance abuse welfare
work units; home care; and different outpatient and institutional units for the care
for the elderly. In basic and specialised health care settings, practical nurses work
e.g. in wards and clinics at health care centres; oral and dental care units; emergency
departments; perioperative units; emergency care; and home care.
Social and health care aims at maintaining the clients’ functional abilities and
promoting their participation, well-being and health, in all respects. In the future,
the demand for social and health care services will rise due to the ageing population,
a growing need for services in families, substance abuse and mental health problems,
and other common diseases. The work involves, more and more, an early intervention
in social problems and health risks, community work and partnership cooperation
with different networks. The practical nurse works with clients, patients and
colleagues from different cultures. Nursing, care, rehabilitation, education and sup-
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9 Appendix
port for parenthood in homes will increase and diversify. New forms of services will
develop to support the independent coping at home of all population groups.
Practical nurses with a Vocational Qualification in Social and Health Care
have good interaction, human relations and negotiation skills and they are able to
work in multi-disciplinary teams and projects and as entrepreneurs. They are able
to work in multi-cultural settings and they speak many languages. They have solid
competence in nursing, care, rehabilitation, education and guidance tasks within
the social and health care field. They apply a rehabilitative approach in their work
and promote their clients’ well-being. Practical nurses master the vocational knowledge
related to man, his social and physical environment and society, and take this
knowledge into account in their work. They comply with privacy protection, occupational
health and safety and ergonomics in their work. Work as practical nurses
requires good physical and mental health and the willingness to participate in the
constant improvement of one’s competence, and the maintenance of one’s working
ability and occupational well-being.
Practical nurses encounter their clients holistically, humanely and tolerantly.
Resource-based approach is emphasised in their work. Practical nurses respect their
client and patient’s ideology, values and experiences. Their vocational skills and personal
competence also include so-called tacit knowledge: balance with one’s own
emotions, values and attitudes; creative use of one’s own personality; one’s own life
management; and confidence in one’s own abilities. Practical nurses comply with
social and health care legislation and regulations, in order to materialise the safety
and rights of patients and clients.
A practical nurse’s vocational skills consist of
• vocational competence in terms of ethics (recognising, dealing with and solving
ethical problems, working in a responsible and fair manner, and complying
with vocational ethics)
• theoretical competence (mastering the vocational knowledge, lifelong learning,
ability to acquire and apply new information and justify one’s decision
and entrepreneurial spirit)
• practical competence (interaction and communication skills, social skills and
vocational skills)
• aesthetic competence (taking account of the aesthetic aspects of working and
living environment, creating a positive atmosphere and paying attention to the
feelings of others)
A practical nurse’s work is guided by respect for life and human dignity, the client’s
right to decide on his/her matters, justice and equality. According to the ethical
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instructions, a practical nurse is primarily accountable for his/her work to the client
and also to the society. This responsibility demands the practical nurse to continually
keep his/her profession and competence updated and acquire further training
in order to deepen his/her vocational skills.
9.2 Qualification specific health requirements in
vocational upper secondary education and training
Guidelines for the admission of students into training leading to a vocational upper
secondary qualification are set in Section 27 of the Act on Vocational Education
and Training.
A person, whose illness or injury is likely to prevent him/her participating in
training, cannot be admitted as a student. Student admission into vocational education
can only be limited when the illness, objectively assessed, prevents studies or
would endanger the safety of the student or others. The practical problems an illness
or injury causes to studies must primarily be solved using teaching arrangements
and student welfare services.
An applicant is to provide education provider such information on his/her
health condition as the admission process requires. Education provider must also
make sure that the health condition of the person admitted is such that he/she can
also cope with on-the-job learning in a way that working in the tasks in the field and
achieving the qualification skills requirements presuppose.
From the point of view of a student’s legal protection it is justified that he/she
is not admitted to a study programme the future working tasks of which his/her
health would not allow. When deciding who is admitted the various tasks related to
the professions and work must be taken into consideration. It is possible that there
are modules in a qualification that presuppose different health requirements and
thus allow a student to make individual decisions on how to complete the training.
For student admission to have the best possible result from the student’s point
of view, education provider must inform applicants of the requirements of the vocational
upper secondary qualification or vocational field as well as of possible health
risks in the Guide for Applicants and during student admission process. Applicant’s
own description of his/her health condition or treatment of illness is most often
enough in the admission situation.
If the legislation on or special features of the training sector or qualification in
question require a person admitted into the institution to present a doctor’s certificate
on his/her health, it is enough that the certificate states the student is suitable
for the vocational field. Student admission is conditional until such a doctor’s certificate
has been presented.
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9 Appendix
Student’s illness or injury must not stop his/her studies or lead to a rash decision
to change of profession or training sector. The practical problems an illness or
injury causes in training must primarily be solved using individual teaching arrangements
and personalisation that meet the student’s needs. Student counselling, student
support, instructing on the use of ergonomic work methods and aids facilitate
completing the training. When a student falls ill or is injured cooperation between
student welfare services and occupational health care at workplaces is absolutely
necessary.
In all situations where personal data specified as sensitive in the Personal Data
Act, such as information on the student’s state of health, the education and training
provider must observe care and good information processing practice required in
the provisions.
A practical nurse with a Vocational Qualification in Social and Health Care is a professional
whose title (practical nurse) is protected in the Act on Health Care Professionals and
she/he fulfils the requirements for social welfare work. The training includes a fair
amount of on-the-job learning in genuine working life situations and different work
environments. The patients and clients’ safety and the accountability of activities are
emphasised in the work. The health status of social and health care students must
not prevent them from studying and practising their profession. It is advisable for
students seeking admission to social and health care training to take into account
that
• studying and practising one’s profession requires a good physical condition,
mental balance and the ability to interact with different people
• diseases of the locomotor system as well as chronic eczemas and allergies may
hamper studying and, later, coping in working life
• the profession is unsuitable for substance abusers
• diseases which are transmitted via blood may limit the chances of job placements.
9.3 Vocational skills requirements, targets of assessment and
general assessment criteria
Determining the skills requirements as well as the targets of assessment and general
assessment criteria are to help education providers when drawing up curricula for
modules that are not determined in the national core curriculum.
Vocational modules are formed according to and named after work entities.
Skills requirements are described as concrete work outputs. Assessment criteria are
determined for three levels: Satisfactory 1, Good 2 and Excellent 3.
292

The following criteria are meant as guidelines so that they are applied according
to the objectives of core subjects and the skills requirements set for vocational
modules. The criteria proposed are always portrayed against the requirements of
the qualification module in question, which is to say that the work described in the
criteria always means work contained in the module concerned.
TARGETS OF
ASSESSMENT
1. Mastering the
work process
Planning one’s own
work, self-assessment
of performance and
development of one’s
activities.
Performance,
independence and
responsibility of work
package.
ASSESSMENT CRITERIA ON A GENERAL LEVEL
Satisfactory 1 Good 2 Excellent 3
Student
plans his/her work but need plans his/her own work
instruction in new situation
or working environment
changes
assesses the success of his/
her performance
performs in familiar work
assignments
work so that the outcome
can be accepted as fulfilling
the work plan and quality
objectives
need occasional guidance to
advance in work phases
follows working instructions,
working hours, agreements
and negotiates on
discrepancies
assesses the success of his/
her performance while
working and copes with
new and changing situations
without help
considers the work entity
while working (e-g- where
to start, where to finish and
what tools and equipment
to use etc.)
works so that the outcome
includes some of the special
requirements of the work
assignment
advances fluently from one
work phase to another
completes given assignments
independently and
takes care of his/her assignments
from start to finish
and assumes responsibility
for his/her own part of the
work
plans independently work
assignments and tasks he/
she is responsible for
assesses the success of his/
her performance, justifies
the assessment and assesses
and develops his/her work
methods and environment
considers the work entity in
the working environment
and his/her own work as
part of it
works according to the
special requirements of the
workplace so that the outcome
is in accordance with
the objectives set
advances systematically and
fluently in his/her work
adjusting it to other activities
in the working environment
spontaneously completes
duties other than those
assigned in his/her area of
responsibility
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9 Appendix
TARGETS OF
ASSESSMENT
2. Mastering the
work method,
equipment and
material
Choice and use
of work method,
equipment and
materials that suit
the assignment and
work environment.
TARGETS OF
ASSESSMENT
3. Underpinning
knowledge
Possession and
application of the
knowledge needed
at work
ASSESSMENT CRITERIA ON A GENERAL LEVEL
Satisfactory 1 Good 2 Excellent 3
Student
uses the most common
work methods, equipment
and materials related to his/
her work in repeating work
situations, but needs some
instruction (procedures,
equipment and materials
are defined by qualification
module)
ASSESSMENT CRITERIA ON A GENERAL LEVEL
uses work methods, equipment
and materials related
to his/her work independently
in work situations
chooses the most suitable
work methods, equipment
and materials and uses
them skilfully in various
work situations
Satisfactory 1 Good 2 Excellent 3
Student
uses the knowledge that is searches and uses independently
searches and uses infor-
the basis for the most common
information needed mation independently in
procedures, equipment
at work
his/her work in various
and materials needed
situations and justifies the
in repeating work situations
work-related decisions on
(i.e. the procedures, equipment
the basis of the information
and materials that
gathered
have been defined in section
2), but needs guidance
in acquiring the knowledge
and applying it
294

TARGETS OF
ASSESSMENT
4. Key competences
for lifelong learning:
a) The four key
competences to
be assessed in
their own group in
Point 4
Learning and problem
solving
Own competence
as an employee
and work development,
problem
solving as well as
making choices
and decisions.
Interaction and
cooperation
Actions in interactive
situations
and cooperative
abilities.
Vocational ethics
Activities based
on vocational
ethics, professional
value basis
and the agreements
made.
ASSESSMENT CRITERIA ON A GENERAL LEVEL
Satisfactory 1 Good 2 Excellent 3
Student
searches for information
under instruction
plans his/her work but
needs instruction in new
situations or when the work
environment changes
assesses the success of his/
her work
copes with familiar situations
but needs instruction
and support in change and
option situations
abides given instructions on
interactive situations in his/
her own learning and working
environment
completes the work assignments
he/she is responsible
for but needs instruction
from time to time
works in a familiar work
community and group and
asks for help from the others
when needed
abides the ethical instructions
and timetables given
searches for information
according to instructions
plans his/her work and
assesses its success while
working
accepts feedback and acts
according to it
copes with change and
option situations spontaneously
considers the situation in
his/her learning and working
community in different
interactive situations
completes the work assignments
he/she is responsible
for spontaneously
works with different people
in a work community and
group
abides the given ethical instructions,
agreements and
decrees as well as timetables
searches for information
independently
plans the assignments he/
she is responsible for independently
and assesses his/
her competence and the
success of the work and also
justifies the assessment
assesses and develops his/
her work methods and
work environment
develops his/her actions on
the basis of feedback
acts independently in different
situations in a way
that suits the situations and
finds alternative procedures
to his/her actions
expresses him-/herself clearly
and brings forth different
viewpoints constructively
acts responsibly, cooperatively
and equally with different
people as a member
of a work community and
group
supports and helps others
and also takes into account
the next work phase and
employee in his/her work
acts according to the values
in the work community,
ethical instructions, agreements
and regulations in
variable situations and also
keeps to timetables
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9 Appendix
Health, safety and
ability to function
Actions that
maintain health
and safe operations
and maintain
the ability to
function.
abides the given safety
instructions and does not
endanger him- /herself or
others
ensures safety in accordance
with instructions
uses safely protective equipment,
tools and work
methods as instructed
works ergonomically in
most situations
abides the work community’s
instructions and takes
into account the safety of
the members of the work
community and working
environment
ensures safety
uses protective equipment,
tools and work methods
safely
works ergonomically
abides the work community’s
instructions and takes
into account the safety of
the members of the work
community and working
environment
ensures safety and reports
on dangers and risks he/she
observes
uses protective equipment,
tools and work methods
safely
uses safe, variable work
methods, which do not
cause excessive workload
while taking ergonomics
into account
Are included in the objectives and assessment criteria of the core subjects , Psychical
education (1 credit) and Health education (1 credit). Respective skills requirements
and assessment criteria for health, safety and ability to function are drawn up for every
vocational qualification if needed.
TARGETS OF
ASSESSMENT
4. b) Rest of the
key competences
for lifelong learning
Initiative and
entrepreneurship
target-oriented, economic
and productive
operations and self
management.
Sustainable development
Observing
technological,
economic, social
and cultural
principles.
Aesthetics
Taking aesthetics
into account
while working
ASSESSMENT CRITERIA ON A GENERAL LEVEL
Satisfactory 1 Good 2 Excellent 3
Student
Are included in the objectives and assessment criteria of the core subjects , social,
business and labour-market subjects (1 credit) and also in the skills requirements and
assessment criteria of the entrepreneurship part that is included in the skills requirements
of the vocational modules. In addition, when necessary, skills requirements and
assessment criteria for the vocational modules of each qualification have been drawn
up.
works and acts taking sustainable
development into
account under instruction
works according to the aesthetic
principles, pleasantness
of work environment
and other factors that affect
the appearance of the end
result under instruction
works and acts taking sustainable
development into
account
works according to the aesthetic
principles, pleasantness
of work environment
and other factors that affect
the appearance of the end
result
works and acts independently
taking sustainable
development into account
and takes up development
needs
makes versatile use of
aesthetic principles in the
field – works to promote
the pleasantness of the
working environment and
other factors that impact
the appearance of the end
result
296

Communication and
media skills
Objective recognition,
observation
and interpretation
of the
media products
and use of media
and information
technology
Mathematics and
natural sciences
Numeracy required
at work
and knowledge of
the laws of physics
needed
Technology and information
technology
Use of technology
and information
technology
in the vocational
field and taking
into account the
benefits, limitations
and risks of
technology
Active citizenship and
different cultures
Participating in
community activities
and decision
making
with people from
different backgrounds
and observing
the rights
and obligations
as an employee
and citizen and
abiding equality
regulations.
Are included in the objectives and assessment criteria of the core subjects Mother
tongue (4 credits). In addition, when necessary, skills requirements and assessment
criteria for communication and media skills in compliance with the requirements of
each vocational field have been drawn up.
Are included in the objectives and assessment criteria of the core subjects Mathematics
(3 credits), Physics and chemistry (2 credits). In addition, skills requirements and assessment
criteria for mathematics and natural sciences in compliance with the requirements
of each vocational field have been drawn up.
uses common technical and
information technical systems
that are needed in his/
her profession, in repeating
work situations, but sometimes
needs instruction
chooses the machinery and
equipment needed, under
instruction and recognises
the risks
uses common technical
and information technical
systems that are needed in
repeating work situations
chooses the machinery and
equipment needed and
recognises the risks
uses common technical
and information technical
systems that are needed in
repeating work situations
variedly
chooses the machinery and
equipment needed independently
and recognises
the limitations and risks
Information technology is included in the objectives and assessment criteria of core
subjects (social, business and labour-market subjects). In addition, skills requirements
and assessment criteria for technology and information technology in compliance with
the requirements of each vocational field have been drawn up.
Are included in the objectives and assessment criteria of the core subjects social, business
and labour-market subjects (1 credit) and also Mother tongue (4 credits). In addition,
when necessary, the skills requirements and assessment criteria for this key skill
have been drawn up considering the skills requirements of each qualification.
297

Finnish National Board of Education
www.oph.fi/english
ISBN 978-952-13-4873-0 (pdf)